<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Eduard   Hofmann</style></author><author><style face="normal" font="default" size="100%">Hana   Svobodová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BLENDING OF OLD AND NEW APPROACHES IN GEOGRAPHICAL EDUCATION: A CASE STUDY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">didactic image</style></keyword><keyword><style  face="normal" font="default" size="100%">geographical education</style></keyword><keyword><style  face="normal" font="default" size="100%">panoramic sketch</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419413543.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">53</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Field work often takes place in the countryside and the city environment is neglected, although we usually move there more often. Natural science education should, however, include not only the evaluation of the rural landscape, but also the city, because we can find there an explanation for a number of physical-geographical but also socioeconomic phenomena and their spatio-temporal evolution. Therefore, the authors focused on the goal to use urban landscape as a &quot;geography textbook&quot;. Urban landscape serves in this case as a didactic image.
 A study about significant viewpoints in Brno and its surroundings served as a basis for the experiment in which pupils and students had to sketch a view from these viewpoints and authors evaluated how they are able to perceive the urban landscape, locate the significant elements in an urban structure, identify their functions and relations among them. This concept can be understood as a use of nonverbal elements in teaching. The results of this experiment and namely the comparison of sketches produced by pupils and university students are described in the paper which also describes the blending of old and new approaches in geographical education. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">51-60</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ana Claudia Ramos  Sacramento</style></author><author><style face="normal" font="default" size="100%">Gislaine Batista  Munhoz</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE LEARNING OBJECTS: A WAY TO TEACHING GEOGRAPHY IN BASIC SCHOOL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">geographical education</style></keyword><keyword><style  face="normal" font="default" size="100%">learning objects</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching-learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2593999</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">27</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The proposition of this article is to analyze Geographical Education from the perspective of the use of the new Information and Communication Technologies, the ICTs, in the context of Learning Objects (LO). Also, how this use is being or may be used in a more effective manner, since in the teaching-learning of this discipline, a daily and effective use of practices that contemplate this is not perceived. The proof of this is that, in recent bibliographical research on this theme from the principal Geographical periodicals and even theses and dissertations (2005-2009), the number of articles about Geographical Education is still small, and even smaller in relation to the teaching-learning of this and the use of the New Technologies. 
Therefore, we discuss the question of Geography teaching, the importance of qualification and the construction of knowledge by the teacher from the Web 2.0 perspective, as well as presenting the concept of Learning Objects and how these multimedia interactive educational resources can contribute in an advantageous manner to Geographical Education.
 Such resources can contribute in a qualitative form, in the sense that they make possible the creation of an innovative environment, in which teachers and students simulate events, create problem situations, making these more positive and closer to reality, concepts often abstract and distant from the students’ reality.
 </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">100-111</style></section></record></records></xml>