School geographic polygon: A case study

Andrej Vujnić,Anja Nišić

doi:10.5937/zbdght1702053v

Abstract

A geographic polygon is a type of geographic laboratory under the open sky. The basic goal of the school geographic polygon is to acquire practical skills and habits from geography. A polygon can contain different instruments, especially those for the formation of spatial performance, instruments used in the formation of spatial orientation skills, astronomical equipment, meteorological equipment and others. By using these instruments and equipment, students are enabled to acquire geographical education through their own activity and develop a geographical opinion. This paper presents the possibility of creating one of a number of instruments that can be found on a geographic polygon, and it is on the geography professors themselves to look at the possibilities of installing all of these polygon elements.

Highlights

If the active participation of children in teaching is the most important, if it is our wish to make children think, to understand more and remember less, we have to look for concrete and effective ways to raise children’s interests and activate them
Polygon can contain different instruments, especially those for the formation of spatial performance, instruments used in the formation of spatial orientation skills, astronomical equipment, meteorological equipment and others
Geographic polygons play an important role in the development of practical knowledge among students, there are only a few isolated examples of the arrangement of school geographic polygons in Serbia

Summary

INTRODUCTION

If the active participation of children in teaching is the most important, if it is our wish to make children think, to understand more and remember less, we have to look for concrete and effective ways to raise children’s interests and activate them. The basic goal of the school geographic polygon is to acquire practical skills and habits from geography. One of the basic tasks of contemporary geography teaching is geographical education and the development of geographical thinking among students. This arises, above all, from the fact that in the school geographic polygon there are extraordinary conditions for applying the method of demonstration, where a teacher can use any of the instruments on the polygon, and which is in the function of realization of a particular teaching unit. It is possible to organize simple physical-geography experiments on the polygon, which the students themselves would perform, and where the teacher would play the role of “an active observer.”. One such study shows that students remember only 10% of what they read, 20% of what they hear, and even 90% of what they see and apply at the same time (Ivić, 2001)

RESULTS

Determining the position of time lines

Mounting the clock board

The use in teaching

CONCLUSION