Cartografía temática y recursos TIC en la enseñanza y aprendizaje de la Geografía regional de Europa

  1. Xosé Carlos Macía Arce 1
  2. Francisco Rodríguez Lestegás 1
  3. Francisco Xosé Armas Quintá 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Revista:
REIDICS: Revista de Investigación en Didáctica de las Ciencias Sociales

ISSN: 2531-0968

Ano de publicación: 2017

Número: 1

Páxinas: 71-85

Tipo: Artigo

Outras publicacións en: REIDICS: Revista de Investigación en Didáctica de las Ciencias Sociales

Indicadores

Citas recibidas

  • Citas en Dialnet Métricas: 3 (26-01-2023)

CIRC

  • Ciencias Sociais: C

Resumo

In this article, we present a classroom experience with university students in training to be secondary school geography teachers. It is based on a didactic proposal using thematic cartography (Eurostat, ESPON, ESPON-SIESTA and the Information Society Atlas in Galicia) and ICT resources (statistical sources, free picture banks, aerial photography, Google Earth and Google Maps). The proposal´s aim is to use contents from the regional geography of Europe as a base or starting point to show a series of didactic recommendations for the teaching and learning of geography and social sciences. What is more, everything is with a clear idea, from a descriptive and rote geography to an active and critical geography, in which students participate in the construction of knowledge and increase their ability to reflect on geographical issues. The results of the experience will highlight the value of these tools in secondary education. We had also previously assessed the presence of thematic cartography and ICT resources within the required official Galicia curriculum to teach geography in compulsory secondary education. The idea is to deepen the value of the curriculum in didactic code, to know what tools it offers, how it offers them and with what intentions. This solution, among other opportunities, will allow us to identify a curriculum offering a specific teaching model. On the other hand, it will also give us the opportunity to firmly rebuke all the proposals considered to be erroneous, repetitive, or of little didactic value.