文章基本信息

标题：THE ROLE OF THE "GEOSPACE” FORMATION PROGRAM IN DEVELOPING GEOGRAPHY TEACHERS’ COMPETENCE, IN RAISING THE DEGREE OF LESSON ATTRACTIVENESS AND IN IMPROVING STUDENTS’ RESULTS
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作者：Iuliu VESCAN ; Stanca-Ioana VESCAN ; Dănuț PETREA 等
期刊名称：Romanian Review of Geographical Education
电子版ISSN：2285-939X
出版年度：2013
卷号：2
期号：2
页码：33-45
出版社：Universitatea "Babeş-Bolyai" Cluj Napoca
摘要：This paper starts from the analysis of needs of specialty training for Geographyteachers when confronted with the scientific evolution of the field and consideringthe challenges imposed by an ever changing educational system. Within thisframework, the Faculty of Geography at “Babeş-Bolyai” University, Cluj-Napoca,Romania, as a supplier of teacher training courses, organized a training course inthe field of Geomatics. We analyzed the necessity and usefulness of this type oftraining course considering the number of teachers interested in this training courseand an evaluation form of the course. Additionally, we evaluated the way in whichthe competences obtained during the formation program in Geomatics were putinto practice on two separate components: an increase in the degree ofIULIU VESCAN, STANCA-IOANA VESCAN, DĂNUŢ PETREA, IOAN FODOREAN34attractiveness in Geography lessons and the improvement of students’ schoolperformance. The efficiency of the training program was evaluated by comparingthe knowledge taught during a reference lesson in which the teaching was carriedout in two different ways. The following step was to apply a unique test to twodifferent student groups with a similar level of knowledge, which revealed that thebest results belonged to the students in the group in which the methods andtechniques used to deliver the teaching were the ones acquired during the trainingcourse. By validating the initial hypothesis, we reached the conclusion that it wasnecessary to introduce these GIS-TIC contents in the educational context for preuniversityeducation.
关键词：Geomatics; school performance; computer aided instruction;educational software; student-centred methods