Representing Urban Space: Constructing Virtual Landscapes And Developing Competences

Dulamă, Maria Eliza; Ursu, Cosmina-Daniela; Ilovan, Oana-Ramona; Răcăşan, Bianca Sorina; Andronache, Daniel; Rus, George-Mihai

doi:10.15405/epsbs.2020.06.72

Cited by 6 publications

(7 citation statements)

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“…The place of the field trips activities is important for the development of Geography-specific skills (Dulamă, 2012) but also for the professional skills training (Dulamă, 2010a(Dulamă, , 2010bDulamă, 2011). Choosing the right contexts for learning and skills training can also be influenced by the specialisation of the participants during field trips.…”

Section: Resultsmentioning

confidence: 99%

“…This field research offers the opportunity to use a big variety of teaching and learning strategies centered on students' activity: learning by discovery (Dulamă, 2008a), cooperative learning and teamwork (Dulamă, 2008b) and the project method (Dulamă, 2010b). The field trips are efficient in training and developing skills specific to Physical Geography, as well as to Human Geography (Wang et al, 2006;Dulamă, 2010aDulamă, , 2011Dulamă, , 2012.…”

Section: Introduction and Theoretical Backgroundmentioning

confidence: 99%

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Geographical Field Trips During University Studies. Whereto? (Ii)

Ilovan¹,

Dulamă²,

Havadi-Nagy³

2019

RRGE

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This paper analyses information and university students's opinions, from the regarding the field trips organised during their studies. Information and opinions were collected by means of a questionnaire administered in 2017. There were analysed: the number of field trips students participated at, their duration, sources of funding, types of learning activities and their efficiency, the places where the activities were organised, strengths and opportunities, weaknesses and threats, as well as improvement measures. The compulsory field trips are included and credited in the curriculum and completed with grades at all Bachelor specialisations. In addition, the professors organise short, optional thematic field trips in and around Cluj-Napoca. The results of the research revealed the professors' expertise in organising field trips, such as duration, places studied, content proposed for learning, didactic and research methodology, devices and tools used. Results showed students' greater involvement into compulsory field trips, compared to their participation at optional and short field trips organised in the local horizon. These results also highlighted the students' desire to benefit of a better field trip activity offer and of a broad range of student-centered learning activities: discussions and debates, problem solving and exercises, individual and group investigations, and so on. Our research will be useful for professors who organise field trips with Geography students.

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Section: Resultsmentioning

confidence: 99%

Section: Introduction and Theoretical Backgroundmentioning

confidence: 99%

Geographical Field Trips During University Studies. Whereto? (Ii)

Ilovan¹,

Dulamă²,

Havadi-Nagy³

2019

RRGE

Self Cite

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“…Through Didactics of Geography studies, researchers spotlighted the textbook as the main learning tool for students; they emphasized the features, functions and aspects related to their use (Dulamă, 1996;Dulamă & Roșcovanu, 2007;Mândruţ & Ardelean, 2015;Mândruţ & Dan, 2015;Dulamă & Ilovan, 2016). Learning activities were organized according to the texts and visual materials within the textbooks (Dulamă, 2000) and the manner in which these could be employed in shaping and developing the competences typical of Geography was presented (Mândruţ & Ardelean, 2015;Dulamă, 2010Dulamă, , 2011a. In other studies, aspects related to the assessment of Geography textbooks (Dulamă, 2009) and to the projection of thematic units and learning activities (Dulamă, 2011b(Dulamă, , 2012 are discussed.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

LEARNING REGIONAL GEOGRAPHY. CASE STUDY: THE 6th GRADE GEOGRAPHY TEXTBOOK

Cîineanu¹,

Cassianu²

2019

RRGE

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This paper analyses the tasks allotted to students, featuring two thematic units in the 6 th grade Geography textbook published in 2018 by the Didactic and Pedagogic Publishing House Ltd., Bucharest and used in the schools in Romania during the 2018-2019 school year. After a brief analysis of the textbook and its lesson structure, we studied the tasks on Regional Geography in the following thematic units: "Europegeographic identity" and "Europe in the contemporary world". These tasks are associated with some visual materials (e.g. illustrations, books, charts, sketchy drawings and the like), with some texts and web sources. The studied assignments are included in the lesson sections Discover and Apply. Most of the tasks demand recognition and identification of some geographic aspects. Less importance have the tasks that require the systematization of information based on some criteria. To improve thorough information processing, it is advisable to include certain activities of identifying geographic relationships of hierarchy, comparison, explanation and ordering of data, synthesizing it in texts, problem solving and problem-situations.

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“…Moreover, our research project includes recent developments and a series of studies on supporting excellence in teaching and learning geography at the university level in Romania. These studies approached topics such as: images and constructivism in Geography (Dulamă & Ilovan, 2018;Ilovan, 2018;Ilovan & Maroşi, 2018), maps and critical thinking (Dulamă & Ilovan, 2006), e-learning geography in university (Dulamă et al, 2015), web-based research and visual imagery (Ilovan, 2019b;Magdaş et al, 2018) and usefulness of web sources in Geography bibliographical research and learning (Ilovan et al, 2018b), studying the landscape and developing competences (Dulamă et al, 2020;Ilovan, Ursu, & Dulamă, 2019), and identifying urban landscape changes (Ilovan et al, 2019b).…”

Section: On Research Supporting Teaching and Learning About Representmentioning

confidence: 99%