2019
DOI: 10.15405/epsbs.2019.06.41
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Learning Challenges And Benefits During The International Workshop On Urban Regeneration

Abstract: This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Cited by 3 publications
(3 citation statements)
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“…Poor understanding of the geographical processes is also explained by the fact that, in the Geography Curriculum in pre-university education in Romania (Ministry of National Education, 2017), only small-time resources are given to these issues (Cuc, 2019a(Cuc, , 2019b, and students acquire little knowledge which would be needed to understand the impact of human society on the environment (Chiș, Magdaș, Dulamă, & Moldován, 2019), including the relief and vegetation. At the university level, students are involved in lecture room learning activities (Cuc, 2012) and in practical activities in which they investigate geographical processes (Ilovan, 2019;Ilovan et al, 2018aIlovan et al, , 2019bIlovan et al, , 2019cMagdaș, Ilovan, Dulamă, & Ursu, 2018;Rus et al, 2019), but in only a few activities, their level of competence to explain geographical processes will be evaluated in real life contexts (Dulamă, Ursu, Ilovan, & Voicu, 2019;Ilovan et al, 2019a;Koszinski et al, 2019).…”
Section: Problem Statementmentioning
confidence: 99%
“…Poor understanding of the geographical processes is also explained by the fact that, in the Geography Curriculum in pre-university education in Romania (Ministry of National Education, 2017), only small-time resources are given to these issues (Cuc, 2019a(Cuc, , 2019b, and students acquire little knowledge which would be needed to understand the impact of human society on the environment (Chiș, Magdaș, Dulamă, & Moldován, 2019), including the relief and vegetation. At the university level, students are involved in lecture room learning activities (Cuc, 2012) and in practical activities in which they investigate geographical processes (Ilovan, 2019;Ilovan et al, 2018aIlovan et al, , 2019bIlovan et al, , 2019cMagdaș, Ilovan, Dulamă, & Ursu, 2018;Rus et al, 2019), but in only a few activities, their level of competence to explain geographical processes will be evaluated in real life contexts (Dulamă, Ursu, Ilovan, & Voicu, 2019;Ilovan et al, 2019a;Koszinski et al, 2019).…”
Section: Problem Statementmentioning
confidence: 99%
“…In studying the territory and its representations for development, both internationally and in Romania, recent research shows the need to understand the role of local territorial identities as relational processes in transforming urban and regional regeneration into a participatory approach (Banini, 2017;Ilovan, 2006;Havadi-Nagy & Ilovan, 2018;Ilovan et al, 2020aIlovan et al, , 2020bIlovan et al, 2019a). Equally important for advancing theoretical knowledge and practice about representations as social constructs was the development of research on representations in visual imagery within postcolonial studies in Geography (Brito-Henriques, 2014).…”
Section: On Conceptsmentioning
confidence: 99%
“…For this reason, international fieldtrips were found to be highly effective learning environments (Havadi & Ilovan, 2013b;Simm & Markvell, 2015;Fuller et al, 2006). In the same vein, regenerated urban spaces are places where students learn to realize case studies and identify systainable development solutions (Ilovan et al, 2019c(Ilovan et al, , 2020a(Ilovan et al, , 2020b(Ilovan et al, , 2020c(Ilovan et al, , 2020d.…”
Section: Introductionmentioning
confidence: 99%