02 Sep 2024
| 02 Sep 2024
A pilot study of adapting, validating and further developing a map skills model to improve the teaching and learning of map reading at primary and secondary school level
Anett Kádár
Institute of Geography and Geosciences, University of Szeged, Szeged, Hungary
MTA-SZTE Research Group on Geography Teaching and Learning, Szeged, Hungary
Ádám Tóth
Institute of Geography and Geosciences, University of Szeged, Szeged, Hungary
MTA-SZTE Research Group on Geography Teaching and Learning, Szeged, Hungary
Viktor Pál
Institute of Geography and Geosciences, University of Szeged, Szeged, Hungary
MTA-SZTE Research Group on Geography Teaching and Learning, Szeged, Hungary
Zsolt Palatinus
Institute of Psychology, University of Szeged, Szeged, Hungary
MTA-SZTE Research Group on Geography Teaching and Learning, Szeged, Hungary
Ervin Pirkhoffer
Institute of Geography and Earth Sciences, University of Pécs, Pécs, Hungary
MTA-SZTE Research Group on Geography Teaching and Learning, Szeged, Hungary
Gábor Varga
Institute of Geography and Earth Sciences, University of Pécs, Pécs, Hungary
MTA-SZTE Research Group on Geography Teaching and Learning, Szeged, Hungary
Tamás Száraz
Institute of Geography and Earth Sciences, University of Pécs, Pécs, Hungary
MTA-SZTE Research Group on Geography Teaching and Learning, Szeged, Hungary
Erika Homoki
Institute for Kindergarten and Primary Education, Eszterházy Károly Catholic University, Eger, Hungary
MTA-SZTE Research Group on Geography Teaching and Learning, Szeged, Hungary
László Sütő
Institute of Geography and Environmental Sciences, Eszterházy Károly Catholic University, Eger, Hungary
MTA-SZTE Research Group on Geography Teaching and Learning, Szeged, Hungary
Károly Teperics
Institute of Earth Sciences, University of Debrecen, Debrecen, Hungary
MTA-SZTE Research Group on Geography Teaching and Learning, Szeged, Hungary
Péter Bagoly-Simó
Geography Department, Didactics of Geography, Humboldt-Universität zu Berlin, Berlin, Germany
MTA-SZTE Research Group on Geography Teaching and Learning, Szeged, Hungary
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Short summary
Short summary
This article explores whether the reduction in geographical knowledge leads to better Education for Sustainable Development or to a general loss of quality in Geography teaching and learning.
