1. Thomas Hütten Germany OŠ Sesvetska Sopnica Geography teaching in Germany

2. Thomas Hütten Germany OŠ Sesvetska Sopnica My impressions of school and geography teaching in Croatia

3. Thomas Hütten Germany OŠ Sesvetska Sopnica 1872 Geography becomes subject at elementary schools (Volksschule) 1882 Geography becomes subject at secondary school (Gymnasium) 1887 Geography becomes university examination subject for secondary school teachers Geography teaching in Germany

4. Thomas Hütten Germany OŠ Sesvetska Sopnica The material distribution at that time included both regional and general geography, generally in the following order: 1. local studies (Heimatkunde) 2. home country/fatherland studies (Vaterlandskunde) 3. regional studies (Länderkunde) 4. general geography (Allgemeine Erdkunde) 5. Astronomy (Himmelskunde) The regional geography was in the focus. The general geography was almost exclusively the physical geography, understood as a prerequisite for regional geography findings or as a systematic overview of the final training stage. Geography in the school = regional geography (Länderkunde)

5. Thomas Hütten Germany OŠ Sesvetska Sopnica the term regional studies is needed in many respects: ▪ regional studies course (continuum) as arrangement principle (i. A. „from near to far“) = encyclopaedic consideration of the earth; ▪ regional studies schema (Hettner) as a methodological principle of planning lessons

6. Thomas Hütten Germany OŠ Sesvetska Sopnica Regional studies course Space circles 1. house, court, settlement: the world of experience of the toddler 2. surroundings of the hometown, home: world of the pre-school child 3. The home country. It is the task of the local studies 4. The home country and the countries around us: Central Europe 5. Our continent

7. Thomas Hütten Germany OŠ Sesvetska Sopnica The point of view of geography by the regional studies schema (Hettner‘sches Schema)

8. Thomas Hütten Germany OŠ Sesvetska Sopnica characteristics of the regional studies course method attribute complexity less transfer opportunities additive character encyclopaedism Extensive knowledge always equal successive aspects geography of mention characteristics of the regional studies course

9. Thomas Hütten Germany OŠ Sesvetska Sopnica criticism on the regional studies schema The regional studies schema is a „fatal christening present of the scientific geography for the school geography. keyword: didactic of copy (Abbilddidaktik) „Welcher Vater würde denn wohl, wenn er von einer Reise heimkehrt, seinen Kindern zunächst über die Lage Japans im Gradnetz und seine Grenzen berichten, bevor er von dem ganz anderen Leben dieses Volkes erzählt? Die Kinder würden ihm nicht lange zuhören, aber in der Schule sollen sie zu diesem Verfahren gezwungen werden“. lacks of reasonable and powerful principle of material selection.

10. Thomas Hütten Germany OŠ Sesvetska Sopnica Geography teaching (from 1969) = general geography Allgemeine Geographie “The doctrine is broken that school geography is/has to be regional geography/studies. Regional studies has to come up to every country and thus leads to the dead end of the singular; there is no exemplary regional geography/studies. General geography, however, is focused on transferable structures (insights) and thus forms the correlate to the exemplary principle. (Day of geographers in Kiel in 1969)

11. Thomas Hütten Germany OŠ Sesvetska Sopnica The new term of exemplary requires to work out the elements and fundaments at one example Ex: the mediterranean climate and mediterranean vegetation on the example of Italy F: the worldwide dissemeniation of mediterranean climate and mediterranean vegetation and the importance for the humanity

12. Thomas Hütten Germany OŠ Sesvetska Sopnica regional studies course geography in general city in Latin American regularities of one aspect

13. Thomas Hütten Germany OŠ Sesvetska Sopnica regional studies by regional studies schema regional studies by dominant factors geography in general Examples: France Scandinavia Argentina Examples: Denmark, county of bridges France, the wine country Finland, the wood supplier Examples: overpopulation and emigration (in Italy and Ireland) viticulture and climate (France, Mosel etc.) city ​​and urban traffic (in Hamburg, Berlin, Munich etc.)

14. Thomas Hütten Germany OŠ Sesvetska Sopnica Topology of the general geographical approach by Schultze (1970) 1.natural structures: the Earth is dominated by large natural structures 2.human being-nature structures: human life is bound to the earth and and relies on dealing with the earth/nature 3.functional structures: functional structures are characterized by the division of labor between different parts of the world 4.socio-culturally determined structures: the relevant geographic behavior of people is oriented on nature things and expedient, but not each as a mere reaction. Examples 1: altitudinal belt of climate Examples 2: tidal power plant Examples 3: exchange of goods Examples 4: influence of politics and religion on the space

15. Thomas Hütten Germany OŠ Sesvetska Sopnica Index geographical observations and insights life on the sea in cold areas in the hot and humid areas at the equator in the mountains volcanoes and earthquakes

16. Thomas Hütten Germany OŠ Sesvetska Sopnica the problem of general geographical teaching pineapple from Brazil cocoa from Ghana bananas from Ecuador coffee from Indonesia cane from India

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21. Thomas Hütten Germany OŠ Sesvetska Sopnica learning fields of geography teaching 1. spatial orientation (Räumliche Orientierung) 2. systems of the earth; nature-related structures and processes 3. environmental and resource protection 4. principle of sustainability 5. space, power and justice 6. economy, work and leisure 7. mobility and transport 8. globalization and disparities, one world 9. peoples and cultures 10. living together 11. information and communication 12. regions (categories and individuals)

22. Thomas Hütten Germany OŠ Sesvetska Sopnica forms of competence ● professional competence knowledge ● methods competence methodical and strategical learning ● emotional competence affectives learning ● social competence social and communicative learning decision-making and responsibility

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25. Thomas Hütten Germany OŠ Sesvetska Sopnica Danke für Ihre Aufmerksamkeit!! Zahvaljujem na pažnji!!