Program and Abstracts

Sibylle Reinfried, Yvonne Schleicher, Armin Rempfler (Eds.)

Geographical Views On Education For Sustainable Development

Program and Abstracts 2007 Regional Symposium - Lucerne Switzerland Sunday 29 July – Tuesday 31 July 2007 of the

INTERNATIONAL GEOGRAPHICAL UNION (IGU) COMMISSION ON GEOGRAPHICAL EDUCATION

Teacher Training University of Central Switzerland Lucerne 2007

Organizing Committee Prof. Dr. Sibylle Reinfried (PHZ Luzern), Symposium Convenor Prof. Dr. Yvonne Schleicher (PH Weingarten), Scientific Program Director Prof. Dr. Armin Rempfler (PHZ Luzern), Fieldtrip Manager Franziska Müller (PHZ Luzern), Symposium Secretariat Hermann Lichtsteiner (PHZ Luzern), ICT Management

PHZ Luzern Teacher Training University of Central Switzerland Lucerne Museggstrasse 22 6004 Luzern, Switzerland Phone: +41-(0)41 228 71 11 Fax: +41-(0)41 228 79 18 [email protected] www.luzern.phz.ch

Welcome Welcome to the 2007 Symposium of the International Geographical Union - Commission on Geographical Education (IGU - CGE) in Lucerne, Switzerland. It is a great honor for the Teacher Training University of Central Switzerland, the city and the canton of Lucerne to host this event. To all of you, welcome to our country, to our canton, to our city and our university. The motto of the IGU-CGE Lucerne Symposium is Geographical Views on Education for Sustainable Development in keeping with the “United Nation’s Decade of Education for Sustainable Development 2005-2014”. The decade’s message is that sustainable development “is a life-wide and lifelong endeavor which challenges individuals, institutions and societies to view tomorrow as a day that belongs to us all, or it will not belong to anyone”. The purpose of the Symposium is to get an answer to the question of how the challenge of education for sustainable development can be tackled by geographers. At this Symposium experts in geography education from twenty different nations and five continents will present and discuss their recent educational research, curriculum theories, concepts for professional development of people in geography education, and examples of best practice concerning education for sustainable development in geography. We thank our many colleagues from around the world who have prepared their papers with meticulous care and complied with the deadlines that have enabled the production of this interesting program. Planning the Symposium has kept our team busy for a whole year. The experiences that you will be able to share this week would not have been possible without the support of many others to whom we owe a debt of gratitude. The IGU-CGE and the Teacher Training University of Central Switzerland invite you to participate in a vivid exchange of ideas about the pressing questions concerning education for sustainable development in geography at schools, colleges and universities. We wish you an interesting and exciting Symposium.

Sibylle Reinfried Convenor

How to get to the conference venue, the Villa Bellerive: You won’t need a car and you will have lots of trouble parking if you have got one. For . getting around town municipal busses are best. The Teacher Training University of Central Switzerland, Campus Lucerne / Villa Bellerive (Pädagogische Hochschule Zentralschweiz Luzern / PHZ Luzern) is situated at the Bellerivestrasse 19 in 6006 Luzern. The building in an Art Deco building from the 19th century situated 50m above the shores of Lake Lucerne. It’s a 5 minutes walk from the bus stop Dietschiberg (buses no. 6, 8, 24, starting at Lucerne station or Schwanenplatz heading towards Verkehrshaus). There is no parking space in the yard of the Villa. Guests, who come by car, please look for a parking space at Bellerivestrasse

Villa Bellerive

Schwanenplatz Busstop

Pier

Main Station

You get off the bus (no. 6, 8, 24 heading towards Verkehrshaus) at the bus stop Dietschiberg.

You cross Haldenstrasse and the adjacent railway crossing. You will find a road sign showing you the way to the PHZ. Follow Bellerivestrasse uphill for about 300m.

300m further on, on the left side of the street, an alley leading through a wrought iron door will take you to the Villa. (Pay attention to the road sign). Car drivers park their car here at the Bellerivestrasse.

BUS – TIMETABLE _ Line: Luzern Bahnhof (SBB = railway station) – Schwanenplatz – Luzernerhof – Casino-Palace – (Europe) – Dietschiberg (Between every station the bus needs about 1 minute.)

Sunday

bus no.:

start at the railway station:

6/8

3h pm 02 / 12 / 22 / 32 / 42 / 52 4h pm 02 / 12 / 22 / 32 / 42 / 52 5h pm 02 / 12 / 22 / 32 / 42 / 52 … 3h pm 12 / 42 4h pm 12 / 42 5h pm 12 / 42 … 7h am 03 / 08 / 13 / 18 / 23 / 28 / 33 / 38 / 43 / 48 / 53 / 58 8h am 03 / 08 / 15 / 23 / 30 / 38 / 45 / 53 9h am 00 / 08 / 15 / 23 / 30 / 38 / 45 / 53 10h am 00 / 08 / 15 / 23 / 30 / 38 / 45 / 53 … 4h pm 00 / 08 / 15 / 18 / 23 / 27 / 30 / 35 / 40 / 45 / 50 / 55 5h pm 00 / 05 / 10 / 15 / 20 / 25 / 30 / 35 / 40 / 45 / 50 / 55 7h am 12 / 27 / 42 / 57 … 5h pm 12 / 27 / 42 / 57

24

Monday / Tuesday

6/8

24

_ Line: Dietschiberg – (Europe) – Casino-Palace – (Haldensteig) – Luzernerhof – Schwanenplatz – Luzern Bahnhof bus no.:

start at Dietschiberg:

Sunday

6 or 8 or 24

Monday / Tuesday

6 or 8 or 24

5h pm 02 / 12 / 22 / 24 / 32 / 42 / 52 / 54 6h pm 02 / 12 / 22 / 24 / 32 / 42 / 52 / 54 … 8h pm 02 / 07 / 17 / 21 / 32 / 47 / 51 9h pm 02 / 17 / 21 / 32 / 47 / 51 … 10h am 06 / 09 / 14 / 21 / 24 / 29 / 36 / 39 / 44 / 51 / 54 / 59 … 1h pm 06 / 09 / 14 / 21 / 24 / 29 / 35 / 39 / 43 / 50 / 54 / 58 2h pm 05 / 09 / 13 / 20 / 24 / 28 / 35 / 39 / 43 / 50 / 54 / 58 3h pm 05 / 09 / 13 / 20 / 24 / 28 / 35 / 39 / 43 / 50 / 54 / 58 4h pm 05 / 09 / 12 / 22 / 24 / 27 / 32 / 36 / 39 / 41 / 46 / 51 / 54 / 56 5h pm 01 / 06 / 09 / 11 / 16 / 21 / 25 / 26 / 31 / 36 / 40 / 41 / 46 / 51 / 55 / 56 6h pm 01 / 06 / 10 / 11 / 16 / 21 / 25 / 26 / 31 / 36 / 40 / 41 / 46 / 52 / 55

General Information

PROGRAM Sunday 29 July, 2007

Mobile Telephones Please ensure your mobile telephone is turned off during conference sessions.

Name Badges Name badges should be worn at all times. It is your official pass to conference sessions and refreshment breaks.

Time 1.00 – 3.00 pm

4.00 – 6.00 pm

Special Requirements

Venue Lucerne Main Stataion Villa Bellerive, Atrium

The conference caterers have been notified of delegates’ special dietary requirements previously advised to the Secretariat. Delegates with pre-ordered special dietary requirements should make themselves known to catering staff, as it will not be possible for staff to locate them personally.

Guided City Tour* Registration

Welcoming / Opening

Prof. Dr. Sibylle Reinfried - Conference Convenor Prof. Dr. Lex Chalmers - Chair IGU-CGE Prof. Dr. Willi Stadelmann - Direktor or the Teacher Training University of Central Switzerland Dr. Anton Schwingruber - Minister of Education and Culture, Canton Lucerne

Timing As a courtesy to speakers and fellow delegates, please be seated at least five minutes before the scheduled commencement time for each session. Entry doors will be closed at the listed commencement time.

6.00 - 7.00 pm

Villa Bellerive, Rooms E01 / E02

Keynote Lecture:

Prof. Dr. Dr. h.c. Peter Baccini Professor Emeritus of the Swiss Federal Institute of Technology Zurich & President of the Swiss Academy of Sciences

Cultural evolution and the concept of sustainable development: From global to local scale and back.

7.00 – 8.30 pm

Villa Bellerive Atrium

Welcome Reception

* sponsored by ASIA INTENSIV , School of Modern Asian Languages www.asiaintensiv.ch

Monday 30 July, 2007 8.00 - 9.00 am

Monday 30 July, 2007 Best practice Venue: Villa Bellerive, Room 1.01

Registration in Villa Bellerive, Atrium

Keynote Lecture Venue: Villa Bellerive, Rooms E01 / E02 Keynote

Prof. Dr. P. Messerli 9.00 - 10.00 am

Professor of Human Geography and Quantitative Geography, University of Berne

The Alps – A genetic topic for education and research Chair: Dr. Sibylle Reinfried

10.00 -10.30 am

Chair: Dr. Dieter Boehn Katja Brundiers (Zürich) & André Odermatt (Zürich): Places of sustainability in cities: An outdoorteaching approach Koji Ohnishi (Toyama): Children’s awareness of relationship between their 10.30 own town and rice field landscape - 12.00 am through the experience of rice planting on the upstream of Tenpaku River

12.00 -1.30 pm

Benedetta Castiglioni (Padova): 1.30 - 3.00 pm Education on landscape: Theoretical and practical approaches in the frame of the European Landscape Convention

Epistemology and ESD* Venue: Villa Bellerive, Room 1.02

3.00 -3.30 pm

Chair: Dr. Sarah Bednarz Stefano Malatesta (Milano) & Monica Camuffo (Venezia): Geography, education for sustainable development and primary school curricula: A complex triangle Hakee Kim (London): Does geography ‘really’ contribute to ESD? Critical reflections on meta-geographical frameworks in world geography

Emilia Sarno (Campobasso): The Ingrid Hemmer (Eichstätt), Peter Loreth epistemological status of education for (Eichstätt) & Bernd Cyffka (Eichstätt): A sustainable development centre for environmental information and education - Students develop a new theory-based concept to present the restoration of floodplain dynamics and floodplain forests at the river Danube Lunch, Villa Bellerive, Atrium Guided Villa and Garden Tour at 1.00 to 1.30 pm (Steering Group Meeting, Villa Bellerive, Room 2.02)

Stefan Padberg (Köln): It’s the people. Geographical ESD through living learning Ivy Geok Chin Tan (Singapore) & Lay Chen Lian (Singapore): Teaching for understanding: Designing curriculum for instruction using the understanding by design framework for geography teachers’ preservice education

Kuang-Chung Lee (Hualien): Enhancing partnership between rural schools and communities for local SD

Coffee Break, Villa Bellerive Atrium Outdoor Education and ESD* Venue: Villa Bellerive, Room 1.01

Session 1

Session 2

Chair: Dr. Berta Hamann Waverly Ray (Oceanside): Placing sustainable development in the curriculum of a cultural geography course in the US

People, Place, Values and Meaningful Learning Venue: Villa Bellerive, Room 1.02 Chair: Dr. Robert Bednarz Ashley Kent (London): Memories of Place

Session 3 3.30 - 5.30 pm

Coffee Break, Villa Bellerive, Atrium Technology and ESD Venue: Villa Bellerive, Room 1.01

Attitudes and Preconceptions Venue: Villa Bellerive, Room 1.02

Chair: Dr. Lex Chalmers Ilta-Kanerva Kankaanrinta (Helsinki) & Danielle Lavollée ( La Ville du Bois): GIS in ESD: A French case in environmental issues

Chair: Dr. Sirpa Tani Salih Sahin (Ankara), Demiralp Nurcan (Ankara) & Servet Karabag (Ankara): SD and geography curriculum of 2005 in Turkey: How student geography teachers conceptualize SD

Minori Yuda (Kanazawa) & Satoru Itoh (Kanazawa): Possibilities to utilize GIS in ESD – from a research on GIS for secondary teachers in Japan Che-Ming (Jeremy) Chen (Taipei) & Tzu-Yen Hsu (Taipei): Learning sustainable development with mobile devices

Secil Alkis (Bursa) & Mustafa Ozturk (Kayseri): Sustainable development in opinions of primary and social studies student teachers in Turkey: Reflecting on teaching SD in elementary schools Christiane Meyer (Trier): What do geography teachers to be think about the value of geographical education at schools in Germany?

Ali Özel (Kütahya): The importance of Daniela Schmeinck (Karlsruhe): “Island projector usage (computer-assisted pictures” and “situation representations” – presentation) in geography teaching Children’s everyday perceptions as a challenge for teaching primary geography in the 21st century

*ESD = Education for Sustainable Development / SD = Sustainable Development 6.45 - 9.45 pm

Boat Trip on Lake Lucerne and Symposium Dinner

Tuesday 31 July, 2007 8.00 - 8.30 am

Tuesday 31 July, 2007

Registration in Villa Bellerive, Atrium

Sustainable Responsible Behavior Venue: Villa Bellerive, Room 1.01 Chair: Dr. Ivy Tan Gianfranco Battisti (Trieste): The importance of conveying to would-be teachers. A critical method for the analysis of environmental issues

Keynote Lecture Venue: Villa Bellerive, Rooms E01 / E02 Keynote 8.30 - 9.30 am

9.30 - 10.00 am

Prof. Dr. Hartwig Haubrich Professor Emeritus of the University of Education Freiburg, Germany

Geography education for sustainable development

Session 2

Chair: Dr. Sibylle Reinfried

1.30 - 3.30 pm

Coffee break, Villa Bellerive, Atrium Intercultural Dialogue on Educational Approaches to Sustainability (IDEAS) – Project Report Venue: Villa Bellerive, Rooms E01 / E02 3.30 - 4.00 pm

Berta Hamann (Würzburg) & Helmer Vogel (Würzburg): ESD: Water Jongwon Lee (Seoul), Robert Bednarz (College Station) & Sarah Bednarz (College Station): The status of ESD in the schools: United States and South Korea.

Session 3 4.00 - 5.00 pm

James Petersen (San Marcos): ESD: Watersheds as critical environmental regions. Min Wang (Beijing) & Dongying Wei (Beijing): ESD in China. 12.10 - 1.30 pm

Lunch, Villa Bellerive, Atrium Guided Villa and Garden Tour at 1.00 to 1.30 pm

*ESD = Education for Sustainable Development / SD = Sustainable Development

Irina I. Barinova (Moscow) & Nina I. Yakovleva (Moscow): Implementation of the concept of ESD within the professional retraining system Lex Chalmers (Hamilton): Sustainability, curriculum development and Kaupapa Maori Alice Poh (Singapore): Education for life through problem-based learning: Redesigning the geography curriculum for sustainable development – a case study of a secondary school in Singapore.

Coffee Break, Villa Bellerive Atrium Plenary Session Venue: Villa Bellerive, Room E01 / E02

Session 1 10.00 am - 12.10 pm

Yoshiyasu Ida (Tsukuba) & Saori Miyazaki (Tsukuba): About the difficulties of environmental education and the issue of sustainable development in the geography of Japan Helmuth Köck (Landau): Why humans do not behave environmentally responsible and what geography education could do to improve it

Chair: Dr. Yvonne Schleicher Dieter Böhn (Würzburg) & Roderich Henry (Braunschweig): IDEAS – Introduction

Sirpa Tani: Spaces, cultures and young people: Cultural sustainability in geography education

ESD in Curriculum and Teacher Training Venue: Villa Bellerive, Room 1.02 Chair: Dr. Ashley Kent Vladimir A. Gorbanyov (Moscow): ESD in Russia in the transition to the postindustrial society

5.00 - 5.30 pm

Lucerne Declaration on Geography Education for Sustainable Development Discussion and Passing Moderators: Hartwig Haubrich, Sibylle Reinfried, Yvonne Schleicher & Lex Chalmers Closing Ceremony and Good Bye Venue: Villa Bellerive, Atrium Field Trip from August 1-3 2007, Departure on Wednesday 1 August at 8.00 am in Lucerne, Arrival at Friday 3 August at 8.00 pm in Lucerne

Authors:

ABSTRACTS Sustainable Development In Opinions Of Primary And Social Studies Student Teachers In Turkey: Reflections On Teaching Sustainable Development In Elementary Schools Secil Alkis, Dr. (Bursa) & Mustafa Ozturk (Kayseri) This paper looks at the learning experiences of primary and social studies student teachers with regard to the concept of sustainable development (SD) through their preservice programs and how primary and social studies student teachers conceptualise SD with regard to geography in Turkey. Sustainable development has increasingly become a concept that indispensable in any discussion of human impact on the environment and development. In this respect, although there has been a growing interest and, in turn, body of knowledge being created on sustainable development from the view of different disciplines and particularly from the view of geography, it is not a well-known issue and concept in Turkish context. The same idea could also be applied to geography education in Turkey because there has been quite little recognition and literature available in geography tradition of Turkey in terms of sustainable development until recently. Based on the data collected through questionnaires and in-depth interviews with student teachers, this paper, firstly, examines the ways and the role of the programs in defining and disseminating knowledge on SD in terms of content, structure, culture and discourse in two universities of Turkey. The coverage of SD in both universities is usually quite superficial with very limited inquiry opportunities and usually without any References: to critical and social aspects of sustainable development. Then, it goes on to examine student teachers’ reflections and opinions about the concept of sustainable development and compare primary student teachers with social studies student teachers in terms of their understandings of SD. The majority is not sure about what the term SD means and associates the issue mainly with more technical terms and tends to ignore various dimensions of sustainable development. Finally, the paper considers the issue from a pedagogic perspective, so it reflects on teaching sustainable development in Turkish elementary schools based on student teachers opinions. Keywords:

Sustainable development, student teachers, primary and social studies programs, teacher education, teaching SD.

Symposium Session:

Attitudes and Preconceptions

1

Dr. Secil Alkis, Uludag University, Faculty of Education, Bursa, Turkey, [email protected] Assist. Prof. Dr. Mustafa Ozturk, Erciyes University, Faculty of Education, Kayseri, Turkey, 38039, [email protected]

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Cultural Evolution And The Concept Of Sustainable Development: From Global To Local Scale And Back. Peter Baccini (Zurich) Evolution of life is a scientific concept. The notion “Sustainable Development” stands for a social contract in construction. On a global scale there is neither a uniform model on the origin and destination of life, due to the diversity of religious beliefs, nor a broad agreement on the concrete contents of a contract on sustainability, due to the variety of culture and economy. In the 20th century two new phenomena have risen in the process of cultural evolution: the environmental consciousness and a new type of urbanisation. The normative concept of sustainability is a consequence of the two. Any work on the social contract named “Sustainable Development” depends on the understanding of these two phenomena. Environmental protection, based on the results of environmental research, still operates with the paradigm of the two spheres, namely the anthroposphere, where urbanisation takes place, and the geosphere, where nature develops without man-made disturbances. Urbanisation is driven by socio-economical processes, in which the political design of the boundary conditions is crucial. Sustainable Development is not just an upshot of environmental protection. It asks for a new paradigm in designing the anthroposphere. This hypothesis is illustrated with examples on global, regional and local scales and the interdependences between them. Keywords:

Cultural evolution, urbanisation, ecological consciousness, sustainable development.

Symposium Session: Keynote Lecture

Author: Peter Baccini, Swiss Academy of Sciences, Rigistrasse 33, 8006 Zurich, Switzerland, [email protected] 2

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Authors:

Implementation Of The Concept Of Education For Sustainable Development Within The Professional Retraining System

Prof. Irina Ivanovna Barinova (Head of the Editorial Board of the Journal "Geography & Ecology at School of the XXI Century"), Pavla Korchagina Str. 7, 127278 Moscow, Russia

Irina Ivanovna Barinova (Moscow) & Nina Ivanovna Yakovleva (Moscow) Unlike any other academic concept, the notion of sustainable development has become a high-profile issue and has been in the limelight of the world economy, the environmentalists, and the education sector. To achieve sustainable development, Russia needs to maintain a high level and quality of education, it should be modernized in line with the ongoing changes in the national science, technology, social sphere, and economy. Environmental education is playing a key role in the implementation of the sustainable development concept within the Russian educational system. The education for sustainable development envisages a transition to such a people- and economy-oriented model of education, which should rest on interdisciplinary knowledge that is based on a comprehensive approach to the development of the society, economy, and environment. The unique feature of the education for sustainable development lies in the fact that the education of this type “does not present a special “vertically” arranged system of education, as are, for instance, the chemical, biological, geographical, economic and other systems of education (N.S. Kasimov, 2006). The education in the interests of sustainable development is a methodology designed to create the education of new type; this is a new form of education that would actually embrace all the data domains of natural sciences, humanities, and technical sciences. Russia possesses a great potential for successful implementation of the concept of education for sustainable development. First textbooks have been published and elective courses prepared. The Moscow Education Department is planning to incorporate the course “Environment and Sustainable Development” (for the 10th grades) into the curriculum. This would create a serious problem - who and how would teach this new high-priority course? Despite all the achievements in the area of new computer technologies, the teacher still remains a central figure in the current educational process. Therefore, the system of teachers’ retraining should be viewed as innovation in the existing education situation. For this purpose, the institute has developed and successfully implemented special programs. Keywords:

Education for sustainable development, interdisciplinary approach, teacher training, teaching material, Russia.

Symposium Session: ESD in Curriculum and Teacher Training 3

Prof. Nina Ivanovna Yakovleva, (Vice Rector of the Moscow Institute of Open Education), Moscow Institute of Open Education, Prechestensky Per. 7-a, 119034 Moscow, Russia, [email protected]

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The Importance Of Conveying To Would-Be Teachers – A Critical Method For The Analysis Of Environmental Issues Gianfranco Battisti (Trieste) The great attention nowadays paid to environmental catastrophes makes the topic unavoidable to geography teachers. The issue is particularly burning due to its strict relationship with the life of human beings in their respective environments. In fact, while for phenomena normally brought about by nature – volcano eruptions, floods, tornados, tsunamis and the like – the disciplines challenged are mostly within the naturalistic area, in the last decades there is an increasing trend to underline man's responsibility in the genesis of these events. Some examples are DDT and the hole in the ozone layer or the greenhouse effect with the ensuing global warming of the planet and the depletion of resources. The highly technical character of such topics, encompassing several disciplines, makes it quite difficult for teachers to acquire a real competence. Even more difficult is to come to a synthesis which may be easily handed down to students over normal didactic activity. On the other side, the huge mass of information available through mass media, often masterly presented by journalists, allures teachers to bring this kind of literature directly into the classroom. The truth is, however, that such topics are often of a controversial nature, so that it is absolutely necessary that in the courses held to form future teachers some guidelines are provided in order to help them to attain a personal vision of things. These general 4

guidelines in turn will support their efforts to face any other issue which might become relevant in the future. Keywords:

Geography, geography education, environment, hazards, climate.

Symposium Session: Sustainable Responsible Behavior

Despite a formally global perspective, approaches taken to date in education for sustainable development typically rely too heavily on one’s own values. The perspectives of other countries must now be included. Thus specialists in the didactics of geography from Germany, the USA, and China are working together, each presenting their own perspective. Initial results indicate that there are numerous shared objectives, however great differences in implementation. Keywords:

Author: Prof. Gianfranco Battisti, University of Trieste, Deptartement of Scienze Geografiche e Storiche, Via Tigor 22, 34124 Trieste – TS, Italy, [email protected]

Sustainable development, teacher training, global development, international view, change of perspectives.

Symposium Session: Intercultural Dialogue on Educational Approaches to Sustainability (IDEAS) – Project Report

References: ______________________________________________________________________

Intercultural Dialogue On Educational Approach To Sustainability (IDEAS) Dieter L. Böhn (Würzburg) & Roderich Henry (Braunschweig) This contribution is intended as an introductory report on the contributions from Germany, China, and the USA. It presents a project that has the objective of generating a model for teacher training. A further intent is to stimulate suggestions for continuing development of the project. Even though “Sustainable Development” is not offered as a separate subject, its concepts -like those of environmental education- are included in various other subjects; consequently a separate module is to be generated to illustrate the complexity of objectives and, above all, their contextual intertwining. The intent is to convey competencies to (tomorrow’s) teachers that enable them to prepare students for a world in which factors such as globalization impart a new significance to sustainable development, because the so-called “developing countries” now require resources to an increasing extent themselves. Sustainable development links the conservatory intent of environmental education to the element of development in economics and society. Decisive criteria for successfully facing the future include not only more effective utilization of resources but primarily channelling human intelligence into innovation. Initially topics were selected that we feel have a global significance: water, waste management, renewable resources, participation, transportation, global warming. Admittedly, there are numerous additional topics. 5

BOEHN, D., & J. F. PETERSEN (Eds.) (2007): Education for Sustainable Development. - Internationale Schulbuchforschung- International Textbook Research vol. 29/2-2007 - in print. BOEHN, D. & R. HENRY (2006): Intercultural Dialogue on Educational Approaches to Sustainable Development: Germany. In Purnell, K., Lidstone, J. & Hodgson, S. (Eds.), Changes in Geographical Education: Past, Present and Future. Proceedings of the International Geographical Union. Commission on Geographical Education. Symposium (pp. 80-84). Brisbane, Australia: QUT Publications and Printing BUNDESMINISTERIUM FÜR UMWELT, NATURSCHUTZ UND REAKTORSICHERHEIT, REFERAT ÖFFENTLICHKEITSARBEIT (ED.) (1997): Umweltpolitik Agenda 21. Konferenz der Vereinten Nationen für Umwelt und Entwicklung im Juni 1992 in Rio de Janeiro – Dokumente. KULTUSMINISTERKONFERENZ (KMK) UND BUNDESMINISTERIUM FÜR WIRTSCHAFTLICHE ZUSAMMENARBEIT (BMZ) (2006): Referenzcurriculum Globale Entwicklung. UNESCO HEUTE. (2006): Themenheft: UN-Dekade „Bildung für nachhaltige Entwicklung“. Zeitschrift der Deutschen UNESCO-Kommission, 1(53).

Authors: Prof. Emeritus Dieter L. Böhn, University of Wuerzburg, Department of Geography, Wittelsbacher Platz 1, 97074 Würzburg, Germany, [email protected] Roderich Henry, Georg-Eckert Institute for international Textbook Research, Celler Str. 3, 38114 Braunschweig, Germany, [email protected]

6

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Authors:

Places Of Sustainability In Cities: An Outdoor-Teaching Approach

Dipl. Geogr. Katja Brundiers (CEO seed sustainability), ETH Zurich, CHN H 50.5, Universitätsstrasse 16, 8092 Zurich, Switzerland, [email protected]

Katja Brundiers (Zurich) & André Odermatt (Zurich)

Dr. André Odermatt (Research Associate), University of Zurich, Department of Geography, Winterthurerstr. 190, 8057 Zurich, Switzerland, [email protected]

Today, the majority of the world’s population lives in cities. However, the reality of the cities is not as attractive and promising as the notion that causes urban growth. Cities are equally the place of economic growth as well as of increasing socio-economic disparities. They are places of social and cultural diversity as well as of processes of desintegration and discrimination. Cities reflect technological progress as well as the ecological impacts of an unbalanced development. Thus, the concept of sustainable development ought to get applied with special reference to cities. In this paper, we suggest a didactic approach of outdoor-teaching on sustainable urban development both in a conceptual and practical way. Relying on the concept of transdisciplinary research as joint learning between science and society, this approach presents sustainable urban development as more than the issue of a complex discourse. Due to specific best-practice examples sustainable urban development is presented in its real manifestations and practices as contribution to a transition process of a city. These best-practice examples are selected according to an actor- and action-oriented approach. Actors of sustainable urban development are private companies, the public administration, NGOs or neighbourhood associations. Their projects provide a wide range of alternative sustainable urban products, activities or services such as carsharing, a sustainable managed hotel or revitalized urban creeks. Student teams will visit these places of sustainability in cities. By using different methods (interviews, literature review, observation etc.) they will try to define and assess the sustainability of these places. Finally, the students work out a description to communicate it to a broader audience and will present the sustainable places in an excursion to their colleagues. With this approach, students will get a better understanding of the practical implications of sustainable urban development as well as an insight into the embeddedness of local projects within global processes. This approach exceeds the normative discourse of sustainable development due to the actor- and action-oriented framework within the concept of transdisciplinarity. The approach encourages students to engage themselves in the societal project of sustainable development by presenting best-practices of services, products or activities towards a sustainable urban lifestyle. Keywords:

Sustainability, cities, outdoor-teaching, best-practice sustainable urban lifestyle, transdisciplinarity.

Symposium Session: Outdoor Education and ESD

7

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Education On Landscape: Theoretical And Practical Approaches In The Frame Of The European Landscape Convention Benedetta Castiglioni (Padova) The first specific measures that the European Landscape Convention proposes in order to “achieve sustainable development” are devoted to “awareness – raising” and to “training and education”; each Country has to “undertake to increase awareness” and “to promote […] school and university courses”. In view of the strong link existing between landscape issue and sustainability, landscape education is considered as one of the possible path in ESD. The paper deals with objectives, strategies and methods of landscape education in its connections with the features of ESD. The theoretical point of view is put in relationship with some examples of national and international projects and practices, in geography teaching and in other formal and informal contexts. In particular the author presents the Cultura2000 European project 3KCL – Karstic Cultural Landscapes as a best practice for education on landscape. In this project nearly 600 pupils of different school level in three areas of Italy, France and Slovenia approached their neighbouring landscape, got to know it through activities carried out with an interdisciplinary staff of researchers, and disseminated their results through a travelling exposition and the web site. The project’s theoretical frame, structure and methodology, coherently conceived, present some interesting peculiarities: the strong relevance of the relationship dimension, at different levels; the scientific and critical approach to the complexity of landscape; the contemporaneous relevance given to the emotional approaches, as a medium for a deeper and wider knowledge; the strong cooperation among researchers, teachers and pupils, oriented to a common aim; the both local (due to the focus on the neighbouring landscape) and global dimension (due to the international perspective of the project). 8

______________________________________________________________________ The project results can help in defining some guidelines for education on landscape, toward a higher relevance of landscape issue in the educational context. Keywords:

Landscape education, European landscape convention, landscape awareness.

Sustainability, Curriculum Development And Kaupapa Maori Lex Chalmers (Hamilton)

Symposium Session: Best practice

References: CASTIGLIONI, B. (2002): Percorsi nel paesaggio, Torino, Italy: Giappichelli Editore. CASTIGLIONI, B., CELI, M. & E. GAMBERONI (Eds.). (in press): Il paesaggio vicino a noi: educazione, consapevolezza, responsabilità. Proceedings of the Conference, 24th of March 2006. Museo Civico di Storia Naturale e Archeologia di Montebelluna, TV, Italy. LE ROUX, A., MENDIBIL, D. & L. LE DU (1999): Enseigner le paysage?. Documents, actes et rapports pour l'éducation. 03/1999. CRDP de Normandie, France. TURRI, E. (1998): Il paesaggio come teatro. Venezia, Italy: Marsilio. http://www.3kcl.net http://www.coe.int/t/e/Cultural_Co-operation/Environment/Landscape/

Author: Dr. Benedetta Castiglioni, University of Padova, Department of Geography,via del Santo, 26, 35123 Padova, Italy, [email protected]

New Zealand is currently (2006-2007) evaluating a new national secondary school curriculum statement. In the eight levels of the current draft curriculum, issues of sustainability emerge explicitly at level five in the Social Sciences Essential Learning Area (ELA), with the Sciences ELA also providing content that supports environmental teaching and learning. With reference to teaching and learning about sustainability the more significant statements, however, are those relating to the design of integrated school curricula. Here the emphasis is placed squarely on school-based curriculum design processes. In this part of the draft curriculum, sustainability is one of the few areas nominated for integrating learning across the five key competencies identified in the draft curriculum statement. In this presentation I discuss the options that are being created for the development of school-based curricula in local contexts. Specifically, the focus is on schools that develop curricula that use the principles of Kaupapa Maori, given the importance attached to sustainable use of the environment in Maori culture. I argue that the synergy of combining a new school-based curriculum development process with a commitment to explore Maori approaches to environmental sustainability provides an opportunity for new teaching and learning approaches. The inevitable caveat relates to the commitment to and resourcing of such a project. The draft curriculum document replaces existing curriculum statements in subject areas with a more open framework encouraging school-based negotiation. Promoting this more open approach will require investment of time and effort from a diverse cohort of teachers. I argue that professional development opportunities need to be developed alongside curriculum statements if issues like sustainability are to be addressed, and that this remains as a challenge yet to be accepted by the New Zealand Ministry of Education. Keywords:

School-based curricula, environment, sustainability, Maori, local initiative, professional development.

Symposium Session: ESD in Curriculum and Teacher Training

Author:

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Lex Chalmers, University of Waikato, Geography, Hamilton, New Zealand, [email protected] 10

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Learning Sustainable Development With Mobile Devices

Sustainable Urban Development Concepts In Political Programs For The Town Hall Presidency In Lisbon

Che-Ming (Jeremy) Chen (Taipei) & Tzu-Yen Hsu (Taipei)

Maria Manuela Malheiro Dias Ferreira (Lisboa) According to the theory of situation cognition, it will be much easier to explain the concept of sustainable development to students by taking them to the outdoors and facing real environmental problems. In this study, a mobile learning module involving a field trip along a local historical canal and a decision-making exercise was developed. The participants of trial tests were 3 high school teachers and 14 tenth-grade students divided into 2 groups. Each student was provided with a mobile learning device, which is a PDA with location-aware learning materials and GPS installed. Students were guided by the mobile device to visit 4 waypoints showing various land-use types upon the historical canal. They were asked to collect field data and interview local residents to evaluate 3 scenarios regarding the future development of the historical canal. The preliminary results show that both teachers and students affirmed this module helped students understand the local environmental issue as well as the concept of sustainable development. Students stayed highly motivated during the learning activities because they felt they could find the locations and solve the problems by themselves with the assistance of advanced technology. Keywords:

Sustainable development, mobile learning, field trip, PDA, GPS.

Symposium Session: Technology and ESD

Authors: Prof. Che-Ming (Jeremy) Chen, National Taiwan Normal University, Department of Geography, 162, Ho-Ping East Rd., Sec. 1, Taipei, Taiwan, Post code: 106, [email protected]

Firstly, this paper presents the concepts of sustainable urban development and urban sustainability. Secondly, are presented indicators of sustainability that take into account economic, social, environmental and cultural aspects. Due the different components that involve the concepts of sustainability and development, the concept of "sustainable urban development" is not universal but it varies in accordance with the communities, with their political, economic, social and environmental realities and with their values and attitudes linked to their cultural characteristics. Consequently, sustainability and development problems can be only be solved by means of an active participation of informed citizens that seek: to know the realities at different scales; to understand the relations between society, economy and environment and, the relations between the way of living of their urban community and of other communities. Citizens that are aware of the need to take into account the necessities and rights of the present and future generations and, that understand the relations between power, resources and human rights. Citizens that are also able to evaluate the consequences at different levels of the different styles of life of the populations and the answers that the individuals and the organizations can give to the different problems of local scope. In order to understand the concepts of urban sustainability and development hold by active and participative citizens, the 2007 political programs for the Town Hall Presidency in Lisbon where analysed. Results point out for the fact that citizens hold different concepts of sustainable urban development and of the ways to improve the quality of life in the urban setting. Keywords:

Tzu-Yen Hsu, National Taiwan Normal University, Department of Geography, 162, Ho-Ping East Rd., Sec. 1, Taipei, Taiwan, Post code: 106, [email protected]

Sustainability, development, urban sustainable development, active citizenship.

References:

11

FERREIRA, M. M. (2002): Environment and Citizenship: from the local to the global. In Gerber. R. & Williams, R. (Eds.), Geography, Culture and Education. Dordrecht, The Netherlands: Kluwer Academic Publishers, pp. 115-125. FERREIRA, M. (2004): Cultural Diversity. In Miranda, B.., Alexandre, F. & Ferreira, M.: Sustainable Development and Intercultural Sensitivity. New Approaches for a Better World, Lisboa: Universidade Aberta, pp. 54-59. MEADOWS, D. H.; MEADOWS, D. I.; RANDERS, J. & BEHERENS W., WILLIAM W. (1972): The Limits to Growth, New York: Universe Books. 12

MEADOWS, D. H., MEADOWS, D. I. & RANDERS, J. (1992). Beyond the Limits, Post Mills, VT: Chelsea Green. MIRANDA, B.; ALEXANDRE, F. & FERREIRA, M. (2004): Sustainable Development and Intercultural Sensitivity. New Approaches for a Better World, Lisboa: Universidade Aberta. SLATER, F. (2002): Citizenship education through geography: Values and values education in the geography curriculum in relation to concepts of citizenship. In Proceedings of Socrates - Comenius Course - Active Citizenship, Sustainable Development and Cultural Diversity, Lisboa: Universidade Aberta. WHEEELER, S. M. & BEATLEY, T. (2004). The Sustainable Urban Development Reader, London: Routledge. THE HABITAT AGENDA. In http://www.unhabitat.org/unchs/english/hagenda/. UNESCO (2005). Draft International Implementation Scheme (IIS) for the United Nations Decade of Education for Sustainable Development (2005-2014). http://unesdoc.unesco.org/images/0014/001403/140372e.pdf UNITED NATIONS (1992). Report of the United Nations Conference on Environment and Development, Rio de Janeiro, 3-14 June 1992. In http://www.un.org/esa/sustdev/agenda21/text.htm and http://www.un.org/esa/sustdev/documents/agenda21/english/Agenda21.pdf WORLD COMMISSION ON ENVIRONMENT AND DEVELOPMENT (The Brundtland Commission) (1987). Our Common Future, New York, Norton.

Author: Dr. Maria Manuela Malheiro Dias Ferreira, Department of Sciences of Education, Universidade Aberta, Rua da Escola Politécnica, 147, 1269 –001 Lisboa, Portugal, [email protected]

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Education For Sustainable Development In Russia In The Transition To The Post-Industrial Society.

The practice showed that in the former communist countries centralized economy was to a great extent a resources exhausting one. The economy of the Soviet Union was misbalanced to the utmost due to its fast industrialization, priority development of the primary sector to the prejudice of the high-tech branches and non-manufacturing business. A very strong territorial unevenness of environment quality was typical for the USSR and it is also typical for present Russia because of its vast territory and relatively small population. In some regions sustainable development is just impossible. As a result, in the former USSR 2% of the territory have been lost and another 4% are now in crisis (Котляков, 1999). In Russia the transition to sustainable development is connected with difficulties as a result of transition status of economy itself, which will last for a considerable period of time. But still the idea of sustainable development is gaining popularity, with science and education being the most important parts of the process. 10 years ago we couldn’t not even speak about education for sustainable development, but now it has started developing, mainly at university level (Касимов, 1999). The process is going far more slowly at secondary education level. At the same time it is evident that all problems connected with the education for sustainable development lie in geographical field and should be solved at this very level. The problem of sustainable development is an issue of relations in the “human – society – nature” system on certain territory, and only geography being a complex science of territory is capable of solving the problem (Родзевич, 2005). School course of geography must give the basis of scientific concepts of relations between natural, social and economic environment. It is very important, that at postindustrialization stage the concept of sustainable development should be taught to students not only as a part or a section, but as a complex idea of the whole geography course during several academic years. The main and the most important result of education for sustainable development is to form a generation being able to fulfil the sustainable development of its country. Keywords:

Vladimir A. Gorbanyov (Moscow) The aim of the research is to consider the peculiarities of formation of Russian secondary education for sustainable development in the country’s transition from an industrial to a post-industrial (informational) development model. This transformation is realized very unevenly, thus impeding the process of transition to sustainable development. 13

Geography education, geography science, sustainable development, Russia, communist countries, transition economy.

Symposium Session: ESD in Curriculum and Teacher Training

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References: Касимов Н.С., Романова Э.П. (1999) Эколого-географическое образование в контексте устойчивого развития. В Географические аспекты проблемы перехода к устойчивому развитию стран Содружества независимых государств, КиевМосква. Котляков В.М. (1999) Проблема устойчивого развития природы и общества на этапе переходной экономики. В Географические аспекты проблемы перехода к устойчивому развитию стран Содружества независимых государств, КиевМосква. Родзевич Н.Н. (2005) Педагогические принципы и условия формирования концепции устойчивого развития. В Учитель XXI века: устойчивое развитие и географическое образование, Москва.

Author: Dr. Vladimir A. Gorbanyov, Moscow State Institute of International Relations (University), Department of World Economy, 76, Prospekt Vernadskogo, Moscow, 119454, Russia, [email protected]

Education For Sustainable Development: Water Berta Hamann (Wuerzburg) & Helmer Vogel (Wuerzburg) The IDEAS working group selected “Water” as its focal point from the complex of Environmental Protection topics listed by UNESCO as essential for sustainable development. This paper presents the German contribution. The objective of this module is familiarization with the implications of the resource “water”, the necessity of sustainable use thereof from a local to a global context and gaining an understanding of culturally-based differences in approaches. This module comprises three blocks: lecture, seminar and field-trips. The lecture conveys theoretical fundamentals of “sustainable development” and presents the results of the major environmental conferences from Rome to Nairobi. Using selected topics from both within the immediate realm of direct experience gathered by students as well as from beyond, the problems associated with the resource “water” are discussed; here focus is on the different regional attitudes toward water’s importance and strategies for action. In the seminar, tomorrow’s teachers deal with topics presented in the lecture in a taskoriented manner that is geared to the type of school they will teach at and then elaborate units to be used in classroom instruction. Examples of the respective topics at learning sites outside of school deepen and consolidate understanding. As in the seminar, examples are investigated that lie within the environs as well beyond the realm of previous experience of the future teachers. Typical examples include: - local water supply and disposal - flood prevention and water storage as typified by the Franconian Lake District - Water as a source of conflict: • Atatürk Dam project in southeastern Anatolia • Diversion of Siberian rivers. It is anticipated that the result of this module will be a broader understanding for culturally-based differences and values pertaining to patters of action in sustainable development, this resulting in an enhanced competency in conveying the associated content. Keywords:

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Water, sustainable development, teacher training, classroom instruction.

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Symposium Session: Intercultural Dialogue on Educational Approaches to Sustainability (IDEAS) – Project Report

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Geography Education For Sustainable Development References:

Hartwig Haubrich (St. Peter)

BOEHN, D. & J. F. PETERSEN (Eds.) (2007): Education for Sustainable Development. - Internationale Schulbuchforschung- International Textbook Research vol. 29/22007 - in print. BUNDESMINISTERIUM FÜR UMWELT, NATURSCHUTZ UND REAKTORSICHERHEIT, REFERAT ÖFFENTLICHKEITSARBEIT (Ed.) (1997): Umweltpolitik Agenda 21. Konferenz der Vereinten Nationen für Umwelt und Entwicklung im Juni 1992 in Rio de Janeiro – Dokumente. BUNDESMINISTERIUM FÜR UMWELT, NATURSCHUTZ UND REAKTORSICHERHEIT, REFERAT RZ II 5 (Ed.) (6/1998): Umweltpolitik – Das hat Zukunft. Handbuch Lokale Agenda 21. Wege zur nachhaltigen Entwicklung in den Kommunen. FILDHAUT, J. (2003): Unser Wasser: hart, aber klar. Würzburgs Trinkwasserversorgung speisen viele Quellen. Würzburger Stadtbuch, Würzburg. HOFFMANN, TH. (2001): Wassermacht Türkei. Beschert der Wasserreichtum der Türkei im 21. Jahrhundert die regionale Vormachtstellung? geographie heute, 188(22), 36-41. HOFFMANN, TH. (2002): Wasserstreit in Mittelasien. Wem gehört das Wasser von Amu-Darja und Syr-Darja? geographie heute, 204(23), 30-34. ÜBERRÜCK, W. (1984): Wasser für Nordbayern – “Das neue fränkische Seenland”. Frankenland, vol. 36, 210-223. UNESCO HEUTE (2006): Themenheft: UN-Dekade „Bildung für nachhaltige Entwicklung“. Zeitschrift der Deutschen UNESCO-Kommission, 1(53).

Authors: Dr. Berta Hamann, University of Wuerzburg, Didactics of Geography, Wittelsbacherplatz 1, 97074 Wuerzburg, Germany, [email protected]

This keynote will be based on the objectives of the UN Decade for Education for Sustainable Development (DSED) 2005-2014, i.e. its vision of education for sustainable development as “a world where everyone has the opportunity to benefit from quality education and learn the values, behaviour and lifestyles required for sustainable future and for positive societal transformation” (http.//portal.unesco/org.education/). Nearly all “action themes” of DSED as environment, water, rural development, sustainable consumption, sustainable tourism, intercultural understanding, cultural diversity, climate change, disaster reduction, biodiversity, market economy etc. have a geographical dimension. Therefore it is necessary that the development paradigm of sustainable development will be integrated into the teaching of geography at all levels and in all regions of the world in the right manner. That is the reason why at first the eco-system “human-earth” and the concept of sustainable development will be explained. The sustainable development of the earth consists of the sustainable development of nature, economy and society as well. Having defined what sustainable development of nature, economy and society means the main strategies will be listed which have to be implemented to realize sustainable development. These are ideas from the Brundlandt Report, the Agenda 21, the Local Agenda 21 and finally the German National Action Plan of Education for Sustainable Development 2006 Finally it is intended to present the main qualifications which should be approached in geography education because they are needed to implement sustainable development at regional, national, international and global level. Keywords:

Dr. Helmer Vogel, University of Wuerzburg, Didactics of Geography, Wittelsbacherplatz 1, 97074 Wuerzburg, Germany, [email protected]

UN decade for education for sustainable development, definition of ESD, geography education, geography teaching.

Symposium Session: Keynote Lecture

Author: Prof. Dr. Hartwig Haubrich, Am Birkenrain 34, 79271 St. Peter, Germany, [email protected] 17

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A centre for environmental information and education Students develop a new theory-based concept to present the restoration of floodplain dynamics and floodplain forests at the river Danube

Symposium Session: Outdoor Education and ESD

Authors: Prof. Dr. Ingrid Hemmer, Catholic University Eichstätt-Ingolstadt, Geography Education, Ostenstr. 18, 85071 Eichstätt, Germany, [email protected]

Ingrid Hemmer (Eichstätt) & Peter Loreth (Eichstätt) & Bernd Cyffka (Eichstätt)

Dr. Peter Loreth, Catholic University Eichstätt-Ingolstadt, Physical Geography, Ostenstr. 18, 85071 Eichstätt, Germany, [email protected]

The didactic-methodical concept compiled for the new information centre ‘Donau-Aue’ involved results of an embracing survey, scientific comprehension of the ecosystem and expert educational knowledge of sustainable development.

Prof. Dr. Bernd Cyffka, Catholic University of Eichstätt-Ingolstadt, Applied Physical Geography, Ostenstr. 18, 85072 Eichstätt, Germany, [email protected].

A project for renaturing habitat specific riverine floodplain forests has been accomplished at the Danube valley between Neuburg and Ingolstadt. It is intended to model the natural water regime by controlled surface flooding in order to allow progression towards natural floodplain vegetation with high biodiversity. This project is accompanied by the Mathematical-Geographical Faculty of the Catholic University of Eichstätt-Ingolstadt. Scientific monitoring was arranged by the Department of Applied Physical Geography. The Department of Geography Education has been authorised to develop a concept for the Environment Education and Information Centre. This visitor centre will be established in a former hunting lodge. The draft of the educational concept, which should consider the approach of sustainable development, was realised within the scope of a project seminar (tutorial workshop) of teacher students. An excursion to the habitat site marked the beginning of the project. With the aid of colleagues of the Departments of Physical Geography and Landscape Ecology, the ecosystem ‘floodplain forest’ and the human interventions were defined and discussed. Furthermore, the students surveyed pupils and adults for their actual knowledge and preconceptions on this environmental topic and captured their ideas and desires as potential visitors. The main result of the survey was the little knowledge on riverine flood plain forests even of residents. This accentuates the need for an interpretive centre to highlight this unique ecosystem and renaturing-project. On this scientific background, the complex subject was didactically reconstructed for the public presentation purposes. Keywords:

Education for sustainable development, environmental education, floodplain forest, information centre, preconceptions, projectseminar. 19

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25 Years After Rio – Education For Sustainable Development - A Global Challenge For Geography Teaching Roderich Henry (Braunschweig) On the basis of the AGENDA 21 that was adopted in Rio 25 years ago, the international community of States created in the field of educational policies with the Decade Education for Sustainable Development (ESD 2005-2014) the adequate framework for a global process of changes, which belongs to the worldwide crucial challenges set by the young generation’s school education. As for the implementation of educational contents and methods related to environmental issues, Geography will here again play a key role, although until now it has only been reflected in form of general statements in the standards and guidelines. The analysis of current geography textbooks aimed at the upper level of secondary schools in Germany shows that by now, Education for Sustainable Development as integrative network of the basic elements Ecology/Economy/Social Development has not yet gone far beyond the classical, one-dimensional approaches. Textbook presentations also mostly neglect both spatial (local-global) interrelations and intergenerational perspectives. Although the initiatives on ESD planned at national level just claim for interdisciplinary resources going beyond the traditional school subjects (projects), relevant guidelines and textbooks rarely take account of such interconnections. 20

______________________________________________________________________ Finally, the author argues in favour of fundamental, globally accepted and regionally completed implementation strategies for ESD in Geography guidelines and textbooks. Keywords:

Sustainable development, geography, standards, textbooks, Germany.

Symposium Session: Intercultural Dialogue on Educational Approaches to Sustainability (IDEAS) – Project Report

References: BOEHN, D. & J. F. PETERSEN, (Eds.) (2007): Education for Sustainable Development. Internationale Schulbuchforschung- International Textbook Research 29(2) - in print. BOEHN, D. & R. HENRY (2006): Intercultural Dialogue on Educational Approaches to Sustainable Development: Germany. In Purnell, K., Lidstone, J. & Hodgson, S. (Eds.), Changes in Geographical Education: Past, Present and Future. Proceedings of the International Geographical Union. Commission on Geographical Education. Symposium (pp. 80-84). Brisbane, Australia: QUT Publications and Printing. HENRY, R. & M. SPITSCHAN (2007): Themenfelder zur nachhaltigen Entwicklung in deutschen Geographielehrbüchern der Sekundarstufe II. Internationale Schulbuchforschung- International Textbook Research 29(2) - in print. FILHO, W. L. (Ed.). (2006): Innovation, Education and Communication for Sustainable Development. Frankfurt am Main: Peter Lang (Environmental Education, Communication and Sustainability 24). FILHO, W. L. & M. SALOMONE (Eds.). (2006): Iinnovative Approaches to Education for Sustainable Development. Frankfurt am Main: Peter Lang (Environmental Education, Communication and Sustainability 25). UNESCO HEUTE (2006): Themenheft: UN-Dekade „Bildung für nachhaltige Entwicklung“. Zeitschrift der Deutschen UNESCO-Kommission, 53(1).

Author:

About the Difficulties Of Environmental Education And The Issue OF Sustainable Development In The Geography Of Japan Yoshiyasu Ida (Tsukuba) & Saori Miyazaki (Tsukuba) In Japan, environment learning is performed in not only geography but also another subjects such as science. The aim of this paper is to clarify the position of geography in environment learning and to show the direction of sustainable development by geography education, in Japan. For the method, questionnaire to students is employed and the direction of geography is considered based on this data in Japan. According to the questionnaire, environment learning that gave strong impacts is subjects except for geography for many cases. Furthermore, many students don’t feel global environmental problems from their livings. A lot of students recognize the necessity of concept for sustainable development, but they cannot take their actions as each member of citizenship. Or students cannot realize that their actions are tied to global environmental problems. The cause depends on that it is difficult to recognize global environmental problem for normal students. It is thought that it is a factor that geography education of Japan has too enhanced the understanding of present phenomena. In other wards, it may be said the status of geography is low from the viewpoint of education for sustainable development in Japan. Japanese children have much knowledge about environment and know the necessity of keeping natural environment in their brains. But it is a big problem of Japanese geography education how children take the reality of environmental importance and of sustainable development. Therefore geography that children think the importance of global environment including their lives and natural and social environments, and that they would act in their community to maintain their better lives must be promoted in Japan. Keywords:

Roderich Henry, Georg Eckert Institute, Geography, Celler Strasse 3, Braunschweig, 38114, Germany, [email protected]

Geography, environment, sustainable development, citizenship, act, Japan.

Symposium Session: Sustainable Responsible Behavior

Authors:

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Prof. Dr. Yoshiyasu Ida, University of Tsukuba, Graduate school of comprehensive human sciences (education), 1-1-1 Tennoudai Tsukuba Ibaraki, Japan, 305-8572, [email protected] 22

Saori Miyazaki, University of Tsukuba, Graduate school of comprehensive human sciences (education), 1-1-1 Tennoudai Tsukuba Ibaraki, Japan, 305-8572,

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Geographical Information Systems In Education For Sustainable Development: A French Case In Environmental Issues Ilta-Kanerva Kankaanrinta (Helsinki) & Danielle Lavollée (La Ville du Bois) The United Nation’s decade of Education for Sustainable Development (ESD), 2005– 2014 has environment as one of the key action themes. Geographical Information Systems, GIS, can handle environmental issues to improve students’ abilities in higher thinking skills like synthesis and evaluation (West, 2003). – Our purpose is to clarify the studying process when using GIS for environmental issues. We worked in a European Commission Socrates – Minerva project called GISAS (2003–2006) which aimed to introduce GIS into the secondary school geography curriculum. Around 200 students in eight countries worked with the water quality of their local river and used ArcView for GIS. – Our general research question (RQ) was: based on self-evaluation, what do students go through when studying environmental issues using GIS? In detail, RQ1: What do students learn? RQ2: What kind of positive experiences and, RQ3: what kind of problems do students have? – In 2006 we gave French GISAS students a questionnaire with open-ended questions. Our method was qualitative content analysis. We got answers from 21 students aged 15–18 who had worked with environmental GIS for one year. In the results we noticed that (RQ1) most students had learned to use GIS software with help from someone else. More than half felt they were a kind of GIS expert. However, they had not assimilated the central idea of GIS: experiencing the world as layers. Positive experiences (RQ2) were frequent: students liked fieldwork, cooperation and communication, but only one student mentioned software itself or working with maps. Problems (RQ3) were frequent, too, especially the use of GIS. – We conclude that using GIS for ESD in environmental issues makes learning versatile and more complex, adding both positive experiences and problems. GIS software is difficult for students, but the complexity makes students communicate with others and this communication adds to the pleasure and efficiency of studying. Keywords:

Education for sustainable development, environmental education, geographical information systems.

Symposium Session: Technology and ESD 23

References: http://www.unesco.org/education/esd/ Retrieved December 20, 2006: United Nations Decade of Education for Sustainable Development 2005–2014. WEST, B. A. (2003): Student Attitudes and the Impact of GIS on Thinking Skills and Motivation. Journal of Geography 102 (6), 267–274.

Authors: Ilta-Kanerva Kankaanrinta, University of Helsinki, Faculty of Education, Ylisrinne 3 as. 14, FIN-02210 Espoo, Finland, [email protected] Danielle Lavollée, Holy Heart Institut, UNESCO associated school, Passage de Graville, FRA-91620 La Ville du Bois, France, [email protected]

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Memories Of Place Ashley Kent (London) There was a child went forth every day, And the first object he looked upon, that object he became, And that object became part of him for the day or a certain part of the day, Or for many years or stretching cycles of years. Walt Whitman, “There Was a Child Went Forth” Leaves of Grass, written in 1855, published in 1871 This paper explores the author’s vivid childhood memories of Lucerne and proposes a new research genre for the study of place. Tracing the resurgence of interest in place (Holloway and Hubbard, 2001) to the work of Relph (1976) and Tuan (1974) the author discusses types of place memory. These include positive and negative memories described by Tuan (1979) as ‘topophilia’ and ‘topophobia’; a sense of belonging to a place which Relph (1976) describes as feeling as an ‘insider’ or ‘outsider’; collective memories such as those held by Hong Kong people for the clock at the Star Ferry (dismantled late 2006); and fictional memories such as the ‘Enchanted Places’, ‘Pooh Corner’, ‘Poohsticks Bridge’ and ‘Five Hundred Acre Wood’ immortalized in the 24

adventures of Winnie-the Pooh (A.A. Milne, 1926). A common element appears to be the long lasting and powerful memories evoked by such places. This paper explores the identity, spirit and intangibility of place and a recent and innovative, interactive and multi disciplinary project entitled Memory Maps (at the Victoria and Albert Museum, London) is discussed. The author develops an approach to collecting data on place memories by interviewing students. Based on the data gathered tentative conclusions are drawn about the nature and types of place memory and its curriculum potential. Keywords:

Place memories, identity, curriculum.

Symposium Session: People, Place, Values and Meaningful Learning

References: HOLLOWAY, L. & P. HUBBARD (2001): People and Place. Harlow: Prentice Hall RELPH, E. (1976): Place and Placelessness. London: Pion Limited TUAN, Y.-F. (1974): Topophilia. New York: Prentice Hall TUAN, Y.-F. (1979): Landscapes of Fear. Oxford: Blackwell

Author: Prof. Ashley Kent, University of London, Institute of Education, School of Mathematics, Science and Technology, 20 Bedford Way, London, WC1H 0AL UK, [email protected]

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Does Geography ‘Really’ Contribute To ESD? Critical Reflections On Meta-Geographical Frameworks In World Geography

between the rich North and the poor South, like that between the First and the Third Worlds, is essentially defined in economic terms and deeply rooted in the ideology of developmentalism and western hegemony. Even critical theorists trying to imagine a post-development era, ironically, repeat the rhetoric based on the conventional stereotypes of East and West and problematic categorization of North and South. Radical environmentalists also tend to take too simplistic approaches insisting that the ecological problems of the contemporary world are entirely from the North in origin with the South becoming deprived only through a process of modernization. Most especially, the global rhetoric employed by politicians and major international organizations, reflects distorted meta-geographical categories inherent as instruments of ideological power. Critical analysis of the meta-geographical frameworks employed in school textbooks, popular atlases and journalistic treatments reveals how imperative it is to deconstruct the taken-for-granted spatial categorization and taxonomy that surround us. This needs to be done in terms which acknowledge that the world regional framework employed in geography education has deep roots in European cartography. Constructing a more relevant spatial vocabulary through the geographical imagination could be the next meaningful step to grasp complexities and interconnections of the real world without losing sight of the broad picture. Meanwhile, an international dialogue for reforming the problematic conceptualisation of the world and developing an alternative metageographical framework could be initiated and expedited by geography educators. At the same time, serious efforts should be made to improve textbooks and classroom materials, as well as various maps with a critical meta-geographical sensibility. Keywords:

Meta-geographical framework, critical approach, postdevelopmentalism, geographical imagination, world geography, environmental education.

Symposium Session: Epistemology and ESD

Author: Dr. Hakhee Kim, University of London, Institute of Education, Geography Department, 20 Bedford Way, London, WC1H 0AL, UK, [email protected]

Hakhee Kim (London) Every global consideration of human affairs deploys a meta-geography. Dividing the world into several regions may be convenient and essential starting points for learning the map of the world. But not only does it do an injustice to the complexities of the real world but also leads to fundamental misconceptions in ESD. The binary distinction 25

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Why Humans Do Not Behave Environmentally Responsible And What Geography Education Could Do to Improve It

- to educate people to act from a perspective of insight and sense of responsibility; - to promote complex and abstract thinking. Keywords:

Environmental awareness, environmental behaviour, geography education.

Symposium Session: Sustainable Responsible Behavior

Hemuth Köck (Landau)

Author: Environmentally responsible behaviour cannot generally be taken for granted even if people show highly developed environmental awareness. This statement is based on innumerable empirical studies and reports about environmental problems of the planet earth and has also been confirmed by research that deals with the gap between environmental awareness and environmental behaviour.

Prof. Dr. Hemuth Köck , Universität Koblenz-Landau, Abteilung Landau, Im Fort 7, 76829 Landau, Germany, Tel.: 0049-6341-280-206, Fax: 0049-6341-280-367, [email protected]

Reasons for this evidence derive from at least three different contexts: 1.) The evolutionary context: Striving for survival - and related to this is always a desire for the feeling of pleasure – is seen as the highest motivational factor for action - as the paramount behavioural strategy concerning humans’ ego-centric perspectives and the fact that we live here and now - as a subordinate behavioural strategy concerning wishes and desires such as advantage, benefit, profit, success, comfort, habit, power and reputation. These strategies work - if they are exceeded beyond a certain degree of intensity harmful to the environment. 2.) The neuropsychological context: Neurosciences state that the cognitive performance of the human brain is not sufficient to understand and anticipate the eco-systemic complexity of the environment. Therefore people cannot react adequately. Accordingly the idea of having a “free will” and therefore to be hold responsible for what we do is questioned from the neuroscientists’ view. 3.) The situational context: This context deals for example with the complexity of the world/the environment, with inadequate knowledge, competitive interests, relativity of values and standards, the growing-up in a culture of environmental degradation. Possible preventive strategies to be discussed in geography education could be: - the attempt to influence human behaviour towards environmentally responsible actions; - the punishment of environmental damaging behaviour; - to proceed from environmental behaviour to environmental awareness; 27

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Enhancing Partnership Between Rural Schools And Communities For Local Sustainable Development

The Status Of Education For Sustainable Development In The Schools: United States And South Korea

Kuang-Chung Lee (Huelien)

Jongwon Lee (Seoul), Robert Bednarz (College Station) & Sarah Witham Bednarz (College Station))

Rural schools usually play an important role on the education, economic and social development of their communities in countryside areas. Particularly, rural schools have potential to generate social capital where the level of family and community social capital is low. Evidence shows that many small rural communities have failed to remain robust and viable after losing their schools. The purpose of this study is to explore the nature and extent of the contribution of rural schools to their community’s development, beyond traditional forms of education of young people, to examine various interests of different stakeholders related to their rural community development, as well as to figure out the proper ways of participation and collaboration among them. An action research was conducted to design and implement varies ways of participatory forums in the case study area to discuss community issues of concern, to enhance partnership between rural schools and communities, as well as to launch action plans for local sustainable development collectively. Many group meetings convened as part of the research were held with local schools, communities and local management authorities and provided new inclusionary and communicative forums that were appreciated by most participants. The meetings discussed a range of issues based on local knowledge previously not addressed in traditional planning meetings. The meetings also brought together local villagers and the rural school teachers in a face-to-face, mutual understanding process for the first time. The outcome of the study will be useful References: for school-community partnership building for sustainable development of rural communities in Taiwan. Keywords:

Rural schools, Community, School-Community Relations, Participation, Sustainable development.

Symposium Session: Best practice

This study assesses and contrasts instruction in sustainable development in United States and South Korean middle (secondary) and high (tertiary) schools by evaluating teachers’ knowledge of, and attitudes toward, this important topic. A survey (questionnaire) administered to teachers in both countries provided data for the study. After inquiring about their definition of sustainable development, the questionnaire asked teachers if they taught about sustainable development, and if so, to indicate from a list which topics they covered in their courses. The questionnaire also collected information about which topics teachers emphasized and which topics teachers thought should be included in their curriculum. Additional information about what subjects and grade(s) teachers taught, how many years of experience they had, and other relevant factors were also collected. Variations between the two countries, different subjects (i.e., science versus social studies), and grade level are evaluated and contrasted. Finally, the study compares the teachers’ appraisal of the importance of teaching about sustainable development versus the amount of instruction and which topics they actually include in their course. Keywords:

Environmental education, sustainable development, geography education.

Symposium Session: Intercultural Dialogue on Educational Approaches to Sustainability (IDEAS) – Project Report

Authors: Dr. Jongwon Lee, Ewha Womans University, Department of Social Studies Education, 11-1 Daehyun-Dong, Seodaemun-Gu, Seoul, South Korea 120-750, [email protected]

Author: Associate Prof. Kuang-Chung Lee, National Huelien University of Education, Graduate Institute of Ecology and Environmental Education, No.123, Hua-shi Road, Hualien City, Taiwan 97003, [email protected]

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Prof. Robert Bednarz, Texas A&M University, Department of Geography, College Station, Texas 77843-3147, USA, [email protected] Prof. Sarah Witham Bednarz, Texas A&M University, Department of Geography, College Station, Texas 77843-3147, USA, [email protected]

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Geography, Education For Sustainable Development And Primary School Curricula: A Complex Triangle Stefano Malatesta (Milano) & Monica Camuffo (Venezia) The aim of this theoretical paper is to reflect on the trans-disciplinary nature of Education for Sustainable Development. Considering the proper position of this subject inside the Primary School Curricula, is trans-discipline an advantage or a limit? The recent international literature has underlined the difference between Environmental Education and Education for Sustainable Development (Jickling 2005, McKeown and Hopkins 2003), has developed the theme of sustainability in higher education (Wals, Jickling, 2002) and has defined education as a permanent process. However Environmental Education has kept, in many cases in Europe, its own undefined position inside the Primary School Curricula. In fact E.E. is considered to be a trans-disciplinary subject and is often connected with different subjects, such as Geography and Natural Sciences, supplied with more solid (and older) epistemic bases. This transversal nature might generate some epistemological and methodological confusion. This confusion refers to E.E. issues, goals and didactics, in particular focusing on the central role played by “best practices”. We try to show why this “limit” might even be considered an advantage, because Geography (of course also Nature Science) could be used as an “external support” to validate E.E. didactics and objects. Re-reading the International Charter on Geographical Education, some important contributes on geography and epistemology and comparing three National Curricula (the Italian, the French and the English ones), we present a possible way to proceed in this “external validation” process. Keywords:

Geography, trans-discipline, epistemology, national curricula, best practices, complexity.

Symposium Session: Epistemology and ESD

References: JICKLING, B. (2005): Sustainable Development in a Globalizing World: a few cautions. Policy Futures in Education, 3(3), 251-259. MCKEOWN, R. & C. HOPKINS (2003): EE≠ESD: defusing the worry. Environmental Education Research, 1(9), 117-128. WALS, A. & B. JICKLING (2002): Sustainability in higher education. International Journal of sustainability in higher education, 3(3), 221-232. 31

Authors: Dr. Stefano Malatesta, Università degli Studi Milano-Bicocca, Dipartimento di Sociologia e Ricerca Sociale, Via Bicocca degli Arcimboldi, 8, 20121 Milano, Italy, [email protected] Dr. Monica Camuffo Dr., Università Cà Foscari Venezia, Centro Interdipartimentale IDEAS, Cannaregio 873, 30121 Venezia, Italy, [email protected]

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The Alps – A Sustainable Topic For Geographical Education And Research Paul Messerli (Berne) Since A. von Humboldt one of the founders of modern Geography had described the world’s most famous mountains in a comparative schema, the Alps became a paradigmatic status. In the conception of the German “Landscape Geography” the vertical arrangement of land use systems in accordance with the changing natural conditions was supposed to be a key for studying man’s interaction with the natural environment. The “human landscape” was seen as the script of how man transformed the Alps as natural environment into a living place. This imprint of human actions in order to make this living space as productive and reliable as possible is the cultural heritage of former generations of inhabitants and farmers. C. Troll’s concept of landscape ecology that was developed further since the 1950ies emphasizes process oriented landscape research. The household of a landscape was split up into environmental sub-systems. Analytical and numerical modelling of those systems that constitute the natural environment dominates since this part of the Physical Geography. It is a virtue of the UNESCO Man and Biosphere program that the interactions between man and his environment have come into play again. Man’s impact on mountain eco-systems was the challenging title of that project which mobilised most alpine countries to participate in. The systemic approach developed in 32

common became paradigmatic for a new way of looking at environmental and developmental problems in the Alps. Since the Rio conference on environment and development in 1992, the mountain agenda as follow up document of this conference and the alpine convention lounged in 1995 by the Ministers of the environment in order to set up a special protection regime for the Alps, governmental and non-governmental organizations search for models and concepts of sustainable development. These initiatives gave rise to new national and international research activities crossing the Alps. The presentation puts this line of geographical research in the context of a changing political perception of the alpine problems as of since the 80ies of the last century. Since the Alps had been called the playground of Europe (1871), the time it took to cross the Alps decreased to 1/5, the number of visitors increased to more than 120 million per year. This contradiction between the invisible Alps on one hand and the crowded Alps on the other is significant for the lasting tension between living place and recreation space. How the recently accomplished National Research Program on “Landscapes and Habitats of the Alps” is going to intervene in the current political debate on mountain development concludes this overview. Keywords:

Alps as natural environment, alps as place of living, landscape ecology, UNESCO Man and Biospehere program, alpine convention, national research program landscapes and habitats of the alps.

Symposium Session: Keynote Lecture

Author: Prof. Dr. Paul Messerli, University of Berne, Institute of Geography, Economic Geography and Regional Studies, Hallerstrasse 12, 3012 Berne, Switzerland, [email protected]

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What Do Geography Teachers To Be Think About The Value Of Geographical Education At Schools In Germany? Subjective Theories As A Basis In Professional Development Christiane Meyer (Trier) The ‘disaster’ of PISA has inspired a debate about the education at schools in Germany. In this context the German Association of Geography (DGfG 2006) has published national standards of geography education. The overall aim of this paper is to outline the contribution of the subject Geography to general education. In this connection the subject is especially indebted to an education for sustainable development. Apart from the discussion about school education the universities and teacher training colleges are currently in a process of creating new study paths in line with the reorganization to Bachelor and Master degrees. Usually these curricular standards should contain on a higher level all the subject matters which are also relevant in school education, among them geographical knowledge and skills. Furthermore future teachers have to develop a professional identity, in this case as Geography teachers. Therefore professional development should regard the reflections of future teachers about their subject. What do they think about the value of geographical education at schools? Which subjective theories will guide them in their profession as Geography teachers? How far do their subjective theories include geographical views on education for sustainable development? To answer these questions or rather to determine subjective theories students first took part in an interview. In a second session they visualized their thoughts in a concept map. This article presents some first findings of the survey which can be used as a basis or substructure of professional development in Geography. Keywords:

Subjective theories, curricular standards, professional identity, value of geographical education, professional development.

Symposium Session: Attitudes and Preconceptions

Author: Dr. Christiane Meyer, University of Trier, Geography for Teachers, Campus II, Trier, Germany 54286, [email protected]

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The Importance Of Projector Usage (Computer-Assisted Presentation) In Geography Teaching

Children’s Awareness Of Relationship Between Their Own Town And Rice Field Landscape Through The Experience Of Rice Planting On The Upstream Of Tenpaku River

Ali Özel (Kütahya) The aim of this study is to emphasize the role of projector usage (computer-assisted presentation) in geography teaching. Literature clearly indicates that in the learning and teaching process, the sense of vision and hearing has a great effect on the positive learning outcomes. The use of instructional technology is an inevitable component of today’s education system. With the instructional technology, abstract subjects become more concrete and thus it leads to permanent learning. It attracts the students’ attention to the subject by motivating them in the learning process. The subjects of Geography course predominantly deal with excursion and observation as well as practice. However, geography teachers do not always have this kind of opportunities and teaching is limited to the classroom setting. The result of relevant studies show that the usage of materials in geography teaching is not sufficient. Two prior and important reasons for this problem are that there are not geography classes in each school and it is difficult to carry the geography materials to the class each time. This carriage problem ends thanks to computer-assisted Data Show and everything in the nature can be brought into the classroom via the computer programs and Internet without any difficulty. In this respect, computer-assisted lecturing might be an important solution for creating the desired classroom atmosphere. Keywords:

Projector usage, technology, geography, teaching.

Symposium Session: Technology and ESD

Author: Assist. Prof. Dr. Ali Özel, Dumlupinar University, Primary School Education, Education Faculty, Kütahya, Turkey, 43100, [email protected], [email protected]

Koji Ohnishi (Toyama) The aim of this paper is to show the importance for children to learn the relationship between the upstream and downstream of the river landscape. The Tenpaku River in Aichi Prefecture, Japan got a big flood disaster in September 2000. From the experience of this disaster, many citizens’ groups are tackling the disaster prevention activities across the Tenpaku River basin. In the one of these activities, there is an event of children’s experiences of rice planting on the upstream farms since 2001. Children, who lived along the river, gathered and experienced rice planting in the spring and harvesting rice in the autumn. In the end of the spring event, the owner of the paddy fields mentioned that the rice planting in the upstream area is very important for the flood control, because of the paddy fields’ function for keeping a lot of water and draining adequately the water to the river. Even though this event aims for learning the meanings of these relationships between the upstream and downstream areas, most of children forget them. However, they have chances to remember the meanings when they harvest and eat the rice in the autumn. At that time, they remember their experiences in the paddy field landscape in the spring. Some children are aware of the relationships between the landscapes of the paddy fields and the river. The rice cultivation protects the river running in front of their neighbourhood. In the modern society, the landscape of food production is geographically and socially separated from their daily space. But such an environmental education on farm gets back to children’s mind the awareness that these spaces are certainly connected to each other, and fosters children’s understanding of the meanings of landscape and the importance of farming. Keywords:

Rice farming, environmental education, river, disaster prevention.

Symposium Session: Outdoor Education and ESD 35

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that group) and, on the other hand, the geographical issues of sustainable development we want to give a deeper understanding of.

Author: Koji Ohnishi, University of Toyama, Department of Humanities, Geography division, 3190 Gofuku Toyama city, Japan, 9308555, [email protected]

Keywords:

Living learning, participation, values, dynamic balance between person, group, context and globe.

Symposium Session: People, Place, Values and Meaningful Learning ______________________________________________________________________

References:

It's The People! Geographical Education For Sustainable Development Through Living Learning Stefan Padberg (Köln) Geography examines important subjects if we look on sustainable development, e.g. fascination and respect for nature, respect and understanding for different cultures or dealing with being strange in a certain context as well as many other questions. For many years values have been of high importance in geographical education. But teaching values has always been difficult. Many developments in our so called western countries such as environmental disasters, every-day-pollution or social problems based on racist or xenophobic attitudes are definitely a challenge for geographical education and educators – or a bad feedback for what we have or have not achieved so far. The values we like to teach are more than just facts one should know about. Values need to be experienced. But how can we find a balance between teaching in the same education process geographical contents we consider young people should know and on the other hand do something like teach experiences? The purpose of my presentation is to show a well established way to do so. ThemeCentered Interaction (TCI) was created by Ruth C. Cohn. As a Jewish German she was a refugee from nazi-dictatorship. First in Zürich and from 1941 in New York she developed a teaching model that can help a lot to integrate sustainable development in geographical education in a sustainable way itself.

COHN, R. & A. FARAU (1999): Gelebte Geschichte der Psychotherapie. Zwei Perspektiven. Stuttgart: Klett-Cotta. COHN, R. & C. TERFURTH (Ed.) (1993): Lebendiges Lehren und Lernen. TZI macht Schule. Stuttgart: Klett-Cotta. GUDJONS, H. (1995): Die Themenzentrierte Interaktion (TZI). Ein Weg zum persönlich bedeutsamen Lernen. Pädagogik, 11, 10-13. KUEBEL, M. A. (2002): Living Learning. A reader in Theme-Centred Interaction. Dehli: Media House. PADBERG, S. (1998): Unterrichten mit und nach Themenzentrierter Interaktion (TZI). Was verändert sich für die am Unterricht Beteiligten? Überprüft bei Lehrer und Schülern der Jg. 11 im Fach Erdkunde. Not published. PADBERG, S. (2006): Lebendiges Lehren und Lernen in der Geographie. Das Potenzial der Themenzentrierten Interaktion (TZI) nach Ruth C. Cohn. In: Sauerborn, Petra; Schäbitz, Frank; Thieme, Günter (2006). Fachwissenschaft und Fachdidaktik - Aktuelle Beiträge zur Geographie Deutschlands. Aachen: Shaker, 8794. REISER, H.; & W. LOTZ (1995): Themenzentrierte Interaktion als Pädagogik. Mainz: Grunewald.

Author: Stefan Padberg, Universität zu Köln, Seminar für Geographie und ihre Didaktik, Gronewaldstraße 2, 50931 Köln, Germany, [email protected]

My presentation will take place in cooperation with the participants because I would like them to experience what geographical learning can mean in terms of living learning with TCI. The conclusion will be, that we can achieve a dynamic balance between, on the one hand, the individuals of the group we teach (the teacher him- or herself being a part of 37

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Water resources, watersheds, sustainable development, teacher training, classroom instruction.

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Keywords:

Education For Sustainable Development: Watersheds As Critical Environmental Regions

Symposium Session: Intercultural Dialogue on Educational Approaches to Sustainability (IDEAS) – Project Report

James Petersen (San Marcos)

References:

The IDEAS working group, associated with the Georg Eckert Institute, selected “Water” as its focus among the Environmental Protection topics UNESCO cited as essential for sustainable development. This paper presents one part of the contribution from the United States. The objective of this teacher-training module is to build awareness and understanding of watersheds as critical environmental/geographic regions, and as complex systems involving interactions between natural processes and human activities. Environmentally sound stewardship of watersheds is a vital need today and is fundamental to the sustainability of freshwater resources. This module has three components: lecture, field trip, and seminar. Watersheds, the catchment areas for streams and rivers, are perhaps the most logical, and natural, geographic subdivisions of our planet’s land areas. They are geographic regions, existing at the interface between hydrosphere, atmosphere, lithosphere, biosphere, and they also exist under a myriad of human influences based on local cultures, values, economics, and politics. The lecture will address watersheds as natural systems, their importance to human existence, and on sustainable development relating to watershed stewardship. Case studies of problems and solutions in watershed sustainability will be discussed. Information sources on watershed sustainability principles will be outlined, along with existing educational resources.

BOEHN, D., & J. F. PETERSEN (Eds.) (2007): Education for Sustainable Development. - Internationale Schulbuchforschung- International Textbook Research vol. 29/2-2007 - in print. DOBSON, C., & G. G. BECK (1999): Watersheds: A Practical Handbook for Healthy Water. Willowdale, Ontario, Canada. Firefly Books. HEATHCOTE, I. W. (1998): Integrated Watershed Management: Principles and Practice. New York. John Wiley & Sons, Inc. LEOPOLD, L. B. (1997): Water, Rivers and Creeks. Sausalito, California. University Science Books. POWELL, J. W. (1879): Report on the Lands of the Arid Region of the United States. Washington, D.C. United States Government Printing Office. UNESCO. (2006). Water–A Shared Responsibility. The United Nations World Water Development Report 2. UNESCO Publishing/Berghahn Books. UNITED STATES ENVIRONMENTAL PROTECTION AGENCY (1997): Top 10 Watershed Lessons Learned, Washington, D.C. National Center for Environmental Publications and Information.

Author: Dr. James Petersen, Texas State University, Department of Geography, San Marcos, TX 78666, USA, [email protected]

The field trip will involve studying watershed environments, impacts, issues, problems, and management, and assessing the degree to which sustainable development ideals are approached. The follow-up seminar will focus on applying information learned thus far, critical review of existing materials, and presentation of student-produced lesson plans developed for a specific learning environment. Intercultural examples will be encouraged. As agents of change, future teachers can use the knowledge and materials they developed to instill their students with the information they will need to be enlightened citizens, aware of the essential nature of watershed sustainability. 39

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Author:

Education For Life through Problem-Based Learning: Redesigning The Geography Curriculum For Sustainable Development – A Case Study Of A Secondary School In Singapore

Alice Poh, South 4 Cluster Schools, Ministry of Education, Singapore, c/o CHIJ St Theresa’s Convent, 160 Lower Delta Road, Singapore 099138, [email protected]

Alice Poh (Singapore)

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An initiative in Singapore’s education, Teach Less, Learn More (TLLM), is about teaching better to engage our learners and prepare them for life. Many schools in Singapore have begun their journey in redesigning and customizing their curriculum to best prepare their students for the future. The author will showcase a problem-based learning geographical experience created for the Secondary Three students. The program, “Education For Life”, aims to achieve the learning outcomes of engaging the students in real world problem solving, developing self-directed inquirers and achieving personal mastery. The collaborative effort of the teachers of the school is seen in the differentiated resources they had created for this program. The students were given different resources and different scenarios to work with, according to their different ability levels. The context for this problem-based learning experience was set in the real world – the tropical rainforests of West Malaysia. It is within this geographical context that the students planned, assigned work, made observations, gathered data and arrived at certain conclusions.

Placing Sustainable Development In The Curriculum Of A Cultural Geography Course In The United States Waverly Ray (Oceanside) Inspired by the United Nations Decade of Education for Sustainable Development, postsecondary students in China, Germany, and the United States participated in an international learning collaboration. Adaptations to the Online Center for Global Geography Education’s “Population” module incorporated content related to sustainable development. The four-week, web-based collaboration included approximately thirty postsecondary students from each country. Students in the United States enrolled in a cultural geography course offered at a community college, which is a public, two-year postsecondary institution that offers programs that lead to an Associate’s degree. The pre- and post-test method measured change in American students’ knowledge, skills, and attitudes toward sustainability as well as geography’s role in sustainable development.

The paper examines how the students were taught the problem-based approach in asking questions, checking out possibilities, finding out facts and applying them to solve the crafted problem. The problem was about fulfilling a performance task of increasing an awareness of the people in such environments. The output was to design a servicelearning project to address some needs of the community living in the forest and nearby plantation.

Keywords:

This Education For Life program is about learning the skills that can be carried over and sustained through life.

Author:

Keywords:

Teach less, learn more; curriculum customization; problembased learning education for life; service-learning.

Community colleges, introductory geography, higher education, international collaboration, education for sustainable development, sustainability.

Symposium Session: Best practice

Waverly Ray, MiraCosta College, Department of Social Science, 3564 Paseo de los Californianos, #160, Postcode: 92056, Oceanside, CA, USA, [email protected]

Symposium Session: ESD in Curriculum and Teacher Training

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Sustainable Development And Geography Curriculum Of 2005 In Turkey: How Geography Student Teachers Conceptualizes Sustainable Development

The Epistemological Status Of Education For Sustainable Development Emilia Sarno (Campobasso)

Salih Sahin (Ankara) Nurcan Demiralp (Ankara) & Servet Karabag (Ankara) Sustainable development is concept that has been ignored in geography education until recently in Turkey. Since there is quite limited literature available in Turkish concerning the issue, it is not a well-understood concept by students and also by geography teachers. However, the geography curriculum of Turkey for secondary schools was changed in 2005 and it brought a new approach and content for geography education in Turkey. Then, this paper, firstly, discusses the new geography curriculum of Turkey for secondary schools particularly in the context of changes brought about with it in terms of the concept of sustainable development. It analyses how the issue is considered in the new curriculum in terms of content, skills, values and attitudes. Then, the paper reports on the study that carried out with geography student teachers on their perception of sustainable development. Data collected through interviews with geography student teachers in Gazi University in Turkey. Geography student teachers usually associate the concept with politics and many consider ‘development’ more important than ‘sustainable development’. Finally, we draw conclusions and make recommendations on how the issue should be dealt with in secondary geography classes and geography teacher education programs in the context of new geography curriculum. Keywords:

Geography Curriculum, Sustainable Development, Geography Teacher Education, Turkey.

Symposium Session: Attitudes and Preconceptions

Authors: Assist. Prof. Dr. Salih Sahin, Gazi University Gazi Faculty of Education Geography Department, 06500 Besevler, Ankara, Turkey, [email protected] Dr. Nurcan Demiralp, Gazi University Gazi Faculty of Education Geography Department, 06500 Besevler, Ankara, Turkey, [email protected] Assist. Prof. Dr. Servet Karabag, Gazi University Gazi Faculty of Education Geography Department, 06500 Besevler, Ankara, Turkey, [email protected]

Developing an awareness of the complex concept involved in sustainable development requires a coherent and suitable educational structure. It is for these reasons that it becomes necessary to look at current research on the epistemological status of sustainable development as a subject to be included in the geographic curriculum of schools of any and every level. This contribute would like to illustrate the planning methods, the topics and skills which an educational awareness of sustainable development should have. On such a basis a series of linked structured didactic plans can be developed starting from junior school and continuing all the way through to secondary higher educational levels. In the primary school, such planning encourages learning geography, exploration of the surrounding space, reading of maps. These factors aim at knowledge of the environment, by expanding the scale of the analysis from the local to the global level. Study at higher levels of education should help develop a capacity to reflect upon the problems involved in sustainable development, in document research and planning. The interaction between man and the environment and the transformations created by human activity must be dealt; furthermore, social and industrial development and processes must also be treated as well as their relative impact on the environment. Those objects of economic and political geography allow to analyse the environmental problems and the students can project on the sustainable relationship between man and earth. Including sustainable development as part of the geographic curriculum, students will learn the following specific skills: 1) to study environmental problems 2) to develop projects for the territorial planning 3) to use the cartographic instruments and GIS. Then if the sustainable development will be considered integral part of the geographic curriculum, it will achieve a “true” epistemological status.

Keywords:

Epistemological status, geographic curriculum, skills for sustainable development.

Symposium Session: Epistemology and ESD 43

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Author:

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Prof. (at determined time) Emilia Sarno, University of Molise, via Alfredo Trombetta, 36; Campobasso, 86100, Italy, [email protected]

Teaching For Understanding: Designing Curriculum For Instruction Using The Understanding by Design Framework For Geography Teachers’ Pre-service Education

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“Island Pictures” And “Situation Representations” – Children’s Everyday Perceptions As A Challenge For Teaching Primary Geography In The 21st Century. Daniela Schmeinck (Karlsruhe) What do primary school children think in about the world? Do they know the world at all? Why do some draw the world as an “island picture” or a “situation representation” and others are able to draw a detailed world map with numerous geographical information? Can primary school children understand the structure of the wide world without having direct and real experiences? By which age will it make sense to talk about foreign countries and the world in school? How can we enable children to have a more accurate and durable frame of reference for developing store of location. The requirements for a Primary Geography Model for the 21st Century presented in this paper are based on the results of an actual study on children perceptions about the world. The paper discusses the implications of a global dimension into the learning and teaching of Primary School Geography for the creation of a learning environment, which supports the sustainable development of children’s spatial representation and perception. Keywords:

Geography, teaching, primary school, maps, World, mind maps, perceptions.

Ivy Geok Chin Tan (Singapore) & Lay Cheng Lian (Singapore) Many geography teachers in Singapore plan their lessons according to the text in geography textbooks. They are concerned with the coverage of the syllabus and classroom activities are planned based on the existing worksheets in the students’ workbooks. The focus is on what the students need to know so as to do well in the tests and examinations. As a result, geography is seen by many students as a boring subject that requires much memorizing of facts for the sole purpose of assessment. The authors are exploring with the use of Understanding by Design (UbD) (Wiggins & McTighe, 2005) framework in the pre-service module on geography education to equip student teachers with a more effective means of unit and lesson design aimed at teaching for understanding. UbD is a way of thinking more carefully about the what, why and how of teaching. It provides a framework to enable teachers to design curriculum units by first clarifying the learning goals; second, devising performance assessments as measures of student understanding; and finally designing the instructional activities for effective and engaging learning. The primary value of UbD is to get teachers to design instruction that gets to the core of a discipline that we teach. The focus is on teaching for understanding as oppose to knowing so that learning is meaningful and transferable. The paper examines the why and how the pre-service module is designed using the UbD framework and identify issues pertaining to the implementation and adoption of the framework. Keywords:

Understanding by design, instructional design, assessment for understanding, essential questions, evidence of understanding.

Symposium Session: Attitudes and Preconceptions

Symposium Session: People, Place, Values and Meaningful Learning

Author:

Reference:

Daniela Schmeinck, University of Education Karlsruhe, Department of Social and Scientific Studies in Primary Education, Karlsruhe, Germany, [email protected]

WIGGINS, G. P. & J. MCTIGHE (2005): Understanding by Design. Columbus, Ohio: Pearson Merrill Prentice Hall.

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Cultural turn, environmental education, cultural sustainability, social space, identity, sub-culture.

Authors:

Keywords:

Dr Ivy Geok Chin Tan, Nanyang Technological University, Singapore, National Institute of Education, Humanities and Social Studies Education, 1 Nanyang Walk, Singapore 637616, [email protected]

Symposium Session: Sustainable Responsible Behavior

Lay Cheng Lian, Nanyang Technological University, Singapore, National Institute of Education, Humanities and Social Studies Education, 1 Nanyang Walk, Singapore 637616, [email protected]

Author: Prof .Sirpa Tani University of Helsinki, Department of Applied Sciences of Education, P.O. Box 9, FI-00014 University of Helsinki, Finland, [email protected]

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Spaces, Cultures And Young People: Cultural Sustainability In Geography Education

Education For Sustainable Development In China

Sirpa Tani (Helsinki)

Min Wang (Beijing) & Dongying Wei (Beijing)

There has been an on-going debate on the contents and relations of environmental education (EE) and education for sustainable development (ESD). Sustainable development is normally defined by dividing it into three elements: ecological, economic and socio-cultural sustainability. In environmental education, because of its background in nature conservation, the ecological aspect has always been strong while the other elements of sustainability have been more rarely considered. In this presentation, I will approach ESD and EE from the viewpoint of geography. First, I will introduce three ways to comprehend the concept of the environment: the environment as an entity; the experienced environment; and the socially and culturally produced environment. In geography, as I will argue, all these ways of comprehending the environment can be addressed, and by doing so, the versatile nature of the ESD and EE can be highlighted. Secondly, I will take a closer look on the cultural aspects of sustainability. The viewpoint will be in the theories of the cultural turn and their possible implementations into the educational practices.

Education for Sustainable Development in China began in 1990s’ after Sustainable Development was put forward formally at the United Nations Environment and Development Conference held in Rio de Janeiro in 1992. Currently, Sustainable Development is part of the basic policy of China, and ESD is becoming more and more important. Efforts involving ESD research and practice in China have been promoted mainly by the government, and by international organizations through the programs of research and training. Examples include research on the origin and international comparison of the Education for Sustainable Development project of the Chinese Ministry of Education, and the German-Chinese Teacher Training Program on ESD etc. At present, the research framework concerning ESD has been established in China through studies of its basic content, main problems, and existing content in the school curricula, as well as the content and methods of teacher training programs.

Socially and culturally produced spaces, concepts of identity and subjectivity, as well as questions of power and resistance contain meanings that are close to the young people in contemporary urban societies. By applying these concepts, teachers could get a better understanding of their students’ everyday lives. These approaches could also provide students with help in their lives, in various social groups and sub-cultures, and in various social spaces. I will conclude my presentation by giving some examples where young people and their ways to use public space will highlight the importance of cultural understanding in geographical education. 47

In the new curricular reform, it is requested to integrate the subject matter of ESD into many subjects, including Geography, Physics, Chemistry, Chinese, Politics, and others. In primary and middle schools, according to new curricular standards, ESD has been put into practice in many ways in schools, such as developing school-based curriculum on ESD, and implementing ESD related extra-curricular activities. The situation for teachers’ training on ESD, however, is one of critical need that requires immediate attention. Teacher training on ESD in China is still in a beginning phase, being mainly directed and promoted through international programs and nationwide graduate classes on ESD curricula that have been initiated by Beijing Normal University and the China Environmental Protection Administration.

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Keywords:

Education for sustainable development, China, curriculum, international programs, teacher training.

Symposium Session: Intercultural Dialogue on Educational Approaches to Sustainability (IDEAS) – Project Report

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A Glance On The Current Trends In Education For Sustainable Development In Myanmar Hla Hla Win (Yangon)

References: BOEHN, D., & R. HENRY (2006). Intercultural Dialogue on Educational Approaches to Sustainable Development: Germany. In Purnell, K., Lidstone, J., & Hodgson, S. (Eds.), Changes in Geographical Education: Past, Present and Future. Proceedings of the International Geographical Union. Commission on Geographical Education. Symposium , 80-84. Brisbane, Australia: QUT Publications and Printing. CHINA MINISTRY OF EDUCATION (2003): National Geography Curriculum Standard. / National Chemistry Curriculum Standard. / Subject Outline of Environmental Education for Primary and Middle School Students. / Implementation Guideline of Environmental Education for Primary and Middle School Students. HENRY, R. (2005): Intercultural Dialogue on Educational Approaches to Sustainability. Informationen des Georg-Eckert-Instituts, 50, 14-15. WANG MIN (2005): Panorama of Education for Sustainable Development. Beijing: China Geological Press. WANG MIN & WEI DONGYING (2006): The Research on the Relationship between EE and ESD Journal of Beijing Normal University (Social Science Edition), 12, 131-136. WANG MIN (2003): Geography for Junior Middle Schools (Textbook - 4 volumes). Beijing: China Cartography Press. WANG MIN (2004): Geography for Senior Middle Schools (Textbook - 10 volumes). Beijing: China Cartography Press.

Authors: Prof. Dr. Min Wang, Beijing Normal University, College of Geography, No. 19 Xinjiekouwai Street, Beijing 100875, P.R. China, [email protected]

“Sustainable development” is not a new concept for world educators. It is a broader social objective which is concerned with environmental protection the achievement of social values and economic sustainability. Our rapidly changing world demands us to be environmentally literate people. Because the need of sustainability of then earth forces us call us to become global- eco- citizens. This motivate us to educate our students have sustainable behaviour. Such behaviour includes environmental awareness and perception. Due to the vitality of sustainable development, UN nominated 2005 -2014 as The Decade of Education for Sustainable Development (DESD). The overall goal of The DESD is to integrate the principles, values and practices of sustainable development into all aspects of education and learning. This task is paramount important because such educational efforts will encourage changes in behaviour that could create a more sustainable future in terms of environmental integrity, economic viability a just society for present and future generations. Education should always lead to a life-long learning and sustainable behaviour. Sustainable development is not possible without sustainable behaviour. Upbringing our students to have sustainable behaviour will be the emergent task for us. As a developing country, Myanmar is trying to build itself as a new-modern developed nation. On the other hand, the education sector tries to create a learning society which can face the challenges of the 21st century. In this process, the nation tries its people to become environmentally literate citizens. In her presentation, the author will describe the current trends in Education for Sustainable Development in Myanmar and clarify to what extent the Environmental Education programs of Mynamar can contribute to sustainable behaviour and sustainable development. Keywords:

Dongying Wei, Beijing Normal University, College of Geography, No. 19 Xinjiekouwai Street, Beijing 100875, P.R. China, [email protected]

Sustainable development, sustainable behaviour, environmental education, global eco-citizens.

Author: Dr. Hla Hla Win, (Assistant Lecturer), Yangon Institute of Education, Methodology Department, Pyi Road, Yangon, Myanmar, [email protected] 49

50

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Authors:

Possibilities To Utilize GIS In ESD – From A Research On GIS For Secondary School Teachers In Japan Minori Yuda (Kanazawa) & Satoru Itoh (Kanazawa)

Minori Yuda, Kanazawa University, Graduate School of Natural Science & Technology, Kakuma-machi, Kanazawa, Japan, 9201192, [email protected] Prof. Satoru Itoh, Kanazawa University, Department of Education, Kakuma-machi, Kanazawa, Japan, 9201192. [email protected]

Education for Sustainable Development (ESD) is a vision of education that seeks to enable people to assume responsibility for creating a sustainable future. In the field of education, it is an important issue to develop citizenship for all people. This is especially true in schools, where developing citizenship for pupils allows them to realize that we shape our future by our own hands. A responsible citizen can find problems in the world and then analyze and consider them from every possible perspective. In ESD, the environment, peace, human rights and welfare issues are of primary concern, and multidisciplinary expertise is needed for these studies. From this point of view, a geographical approach suits lessons in ESD, because geography can be employed in interdisciplinary study. In addition, using Geographic Information Systems (GIS), data explaining these issues can be integrated into a map, making it possible to be visualized. Therefore, pupils will be able to identify these issues and recognize that these problems are linked to our society. GIS offer the key for applying a geographical approach to ESD.

Abbreviations: EDS = Education for Sustainable Development SD = Sustainable Development

Recently, knowledge of GIS among teachers in Japan has increased. According to research on GIS and geography teachers in secondary schools by the authors, many teachers already know what GIS is and realized that it is an effective tool for lessons. In Japan there is a subject called “integrated study”, which involves the idea of ESD. It seems that there are opportunities to be able to use GIS in geography classes or the integrated study. However, it has not been utilized. In this presentation, I will introduce the results of our research to secondary schools geography teachers on GIS and show the status quo of the utilization of this tool and discuss the future possibilities of integrating GIS and ESD into the curriculum. Keywords:

GIS, ESD, secondary school teachers, geography education, integrated study.

Symposium Session: Technology and ESD

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52

List of Delegates In order to avoid spam we have not published email addresses in this list. Title

Name

Institution

Dr

Alkis

Secil

Prof

Andrian

Giorgio

Prof

Baccini

Peter

Prof

Barinova

Irina

Prof

Battisti

Gianfranco

Prof

Bednarz

Robert

Prof

Bednarz

Sarah

Prof

Böhn

Dieter

Ms

Brundiers

Katja

Prof

Brusa

Carlo Ang.

Dr

Castiglioni

Benedetta

Prof

Catling

Simon

Uludag University, Faculty of Education Unesco-Regional Bureau for Science and Culture

Address Bursa, Turkey

Palazo Zorzi 4930 Castello, Italy Rigistrasse 33 Swiss Academy of Sciences 8006 Zurich, Switzerland Journal Geography & Ecology Pavla Korchagina Str. 7 at School of the XXI Century 127278 Moscow, Russia Via Tigor 22 University of Trieste 34124 Trieste, Italy Department of Geography Texas A&M University 77843-3147 College Station, USA Department of Geography Texas A&M University 77843-3147 College Station, USA Wittelsbacherplatz 1 Universität Würzburg 97074 Würzburg, Germany Universitätsstrasse 16 ETH Zürich 8092 Zürich, Switzerland Università del Piemonte Orientale Via Manzoni 8 Laboratorio di Geografia 13100 Vercelli, Italy Departement of Geography, University of Padova Via del Santo 26 35123 Padova, Italy Harcourt Hill Westminster Institute of Education OxfordOX2 9AT, Great Oxford Brookes University Britain

Lex (Alexander Iain) Che-Ming (Jeremy)

National Taiwan Normal University

University of Waikato

Geography Department 3240 Hamilton, New Zealand

Prof

Chalmers

Prof

Chen

Mrs

Egli-Broz

Helena

Compendio Bildungsmedien AG

Dr

Ferreira

Manuela

Department of Sciences of Education, Universidade Aberta

Ms

Fiori

Maria

Bari, Italy

Mr

Giorda

Christiano

Torino, Italy

162, Ho-Ping East Rd., Sec. 1 106 Taipei, Taiwan Hotzestrasse 33 8006 Zürich, Switzerland Rua da Escola Politécnica, 147 1269 –001 Lisboa, Portugal

Title

Name

Institution

Address

Prof

Giurco

Giovanni

University of Trieste

Via Tigor 22 34124 Trieste, Italy

Prof

Gorbanyov

Vladimir

Moscow State Institute of International Relations (University)

Prospect Vernadskogo, 76 117342 Moscow, Russia

Dr

Hamann

Berta

Prof

Haubrich

Hartwig

Prof

Hemmer

Ingrid

Prof

Ida

Yoshiyasu

Prof

Kent

Ashley

Dr

Kim

Hakhee

Mr

Kim

Yongbeom

Accompanying Person

Ms

Kim

Hyungsoo

Accompanying Person

Prof

Köck

Helmuth

Universität Koblenz-Landau

Dr

Landtwing Blaser

Marianne

Teacher Training University of Central Switzerland Lucerne

Ms

Lavollée

Danielle

Collège prive de Sacre Coeur

Prof

Lee

KuangChung

National Hualien University of Education

Mrs

Lian

Lay Cheng

National Technological University, Singapore

Mrs

Lin

Mei-Ling

Accompanying Person

Hualien City, Taiwan

Dr

Loreth

Peter

Catholic University EichstättIngolstadt

Dr

Malatesta

Stefano

University degli Studi MilanoBicocca

Prof

Messerli

Paul

University of Berne, Institute of Geography

Ostenstr. 18 85071 Eichstätt, Germany Via Bicocca degli Arcimboldi 18 20121 Milano, Italy Hallerstrasse 12 3012 Berne, Switzerland

Wittelsbacherplatz 1 97074 Würzburg, Germany Am Birkenrain 34 University of Education Freiburg 79271 St. Peter, Germany Catholic University EichstättOstenstrasse 18 Ingolstadt 85071 Eichstätt, Germany 1-1-1Tennoudai University of Tsukuba 305-8572 Tsukuba, Japan 20 Bedford Way University of London WC1H 0AL London, Great Institute of Education Britan 21 Bedford Way University of London WC1H 0AL London, Great Institute of Education Britan Universität Würzburg

Im Fort 7 76829 Landau, Germany Museggstrasse 22 6004 Lucerne, Switzerland Passage de Groville 91620 La Ville du Bois, France No. 123, Hua-shi Road 97003 Hualien City, Taiwan Institute of Education, 1, Nanyang Walk 637616 Singapore, Singapore

Title

Name

Institution

Address

Prof

Mentz

Olivier

University of Education Freiburg

Meyer

Christiane

University of Trier

Prof

Obermaier

Gabriele

Universität Bayreuth

Dr

Odermatt

André

University of Zürich

Prof

Oezel

Ali

Dumlupinar University

Prof

Ohnishi

Koji

University of Toyama

Mr

Pache

Alain

Haute Ecole Pédagogique du Canton de Vaud

Mr

Padberg

Stefan

Universität Köln

Dr

Petersen

James F.

Southwest Texas State University

Mrs

Poh

Alice

Ministry of Education

Mrs

Ray

Waverly

MiraCosta College

Prof

Reinfried

Sibylle

Teacher Training University of Central Switzerland Lucerne

Kunzenweg 21 79117 Freiburg, Germany Campus II 54286 Trier, Germany Universitätsstrasse 30 95440 Bayreuth, Germany Winterthurerstrasse 190 8057 Zürich, Switzerland Primary School Education, Education Faculty 43100 Kütahya, Turkey 3190 Gofuku 9308555 Toyama, Japan Alle du Rionzi 28 1028 Préverenges, Switzerland Gronewaldstrasse 2 50931 Köln, Germany Evans Liberal Arts 317 78666 San Marcos, Texas, USA Chij St Theresa's Convent 99138 Singapore, Singapore 3564 Paseo de los Californianos 160 92056 Oceanside, California, USA Museggstrasse 22 6004 Lucerne, Switzerland

Dr

Dr

Reinfried

Heinrich

Accompanying Person

Zurich, Switzerland

Mr

Rölli

Beat

Prof

Rempfler

Armin

Teacher Training University of Central Switzerland Teacher Training University of Central Switzerland Lucerne

Prof

Sahin

Salih

Unter-Grundhof 20 6032 Emmen, Switzerland Museggstrasse 22 6004 Lucerne, Switzerland Geography Departement 6500 Besevler, Ankara, Turkey

Ms

Samà

Christina

Prof

Sanders

Rickie

Prof

Sarno

Emilia

Gazi University, Faculty of Education

Firenze, Italy Temple University Geography / 19119 Philadelphia, USA Urban Studies Via Alfredo Trombetta 36 University of Molise 86100 Molise, Italy

Title

Name

Institution

Address

Mr

Schiavi

Alessandro

Prof

Schleicher

Yvonne

Weingarten University of Education

Dr

Schmeink

Daniela

Universität Karlsruhe

Dr

Schmidt

Margarita

Universidad nacional de Cuyo

Mrs

Schockemöhle Johanna

University of Vechta

Mrs

Schoenauer

Ute

Teacher Training University of Central Switzerland Lucerne

Kirchplatz 2 88250 Weingarten, Germany Bismarkstrasse 10 71665 Karlsruhe, Germany Colon 662 5500 Mendoza, Argentina Universitätsstrasse 5 49393Vechta, Germany Museggstrasse 22 6004 Lucerne, Switzerland

Mrs

Schofield

Zena

Accompanying Person

London, Great Britan

Mrs

Sheina

Lydia

Accompanying Person

Moscow, Russia

Ms

Spinelli

Giovanna

Prof

Stoppa

Michele

University of Trieste

Mr

Tamagno

Bruce

Previously Board of Studies, Victoria

Dr

Tan Geok Chin

Ivy

Nanyang Techn. University

Prof

Tani

Sirpa

University of Helsinki

Dr

Tettenborn

Anette

Teacher Training University of Central Switzerland Lucerne

Via Tigor 22 34124 Trieste, Italy 99 Eastwood ST 3031 Kensington, Australia 1 Nanyang Walk 637616 Singapore, Singapore P.O. Box 9 14 Helsinki, Finland Museggstrasse 22 6004 Lucerne, Switzerland

Dr

Uphues

Rainer

Universität Münster

48149 Münster, Germany

Ms

Varraso

Isabella

Dr

Vettiger

Barbara

Universität Zürich, Institut für Beckenhofstrasse 35 Gymnasial- u. Berufspädagogik 8006 Zürich, Switzerland

Prof

Wang

Min

Beijing Normal University

100875 Beijing, China

Ms

Wei

Dongying

Beijing Normal University

100875 Beijing, China

Mrs

Whitburn

Niki

Prof

Yakovleva

Nina

Lincoln LN1 3Dy, Great Britain Aviatsiony per. 5 125167 Moscow, Russia

Ms

Yuda

Minory

Bishop Grosseteste University College Lincoln Moscow Institute of Open Education Kanazawa University, Graduate School of Natural Science & Technology

Milano, Italy

Bari, Italy

Bari, Italy

Kakuma-machi 9201192 Kanazawa, Japan