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Presenter: Lia Galani, Lecturer in KapodistrianUniversity Athens, Greece, email:
K. Theodorakopoulou , A. Skedos , G. Kritikos, K. Pavlopoulos,
Harokopio University of Athens, Department of Geography
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About the Research Project…
� Funding from General Secretariat for Research and Technology
� Started in 2011 – September 2013� Started in 2011 – September 2013
� The team:
Cooperation of : Harokopio University of Athens –Talent S.A. – Kastaniotis Editions
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Where Geography and History meet…
School Geography
School History
Choro-Chronos = space and time (in Greek)
Choro -ChronosGeography History
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Palaeogeography
The study of geographical features at periods in the geological past. geological past.
� Study of physical landscapes / landforms
� Study of human / cultural environments
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Goals of the project…
� To create an interactive platform which allows for a joint critical analysis of history and geography through a spatio-temporal lens.
� To encourage generation of deep learning in school � To encourage generation of deep learning in school students through information and interrogation.
� To help students understand that space and time need to be ‘thought together’, in order students to develop spatial thinking.
� To demonstrate proof of concept in using a restricted case study approach to demonstrate the utility of the technology and associated educational gains.
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Methodology
� Divide the historical time in 12 Periods
•
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� Define the Criteria to select the geo - archaeological sites.
1) Palaeogeography-natural geomorphic processes
2) Economic, social space (coins, everyday objects, etc.)
3) Sacred places-places of worship
4)Science-technology
5) Writing
6) Networks-communication
7) Residence
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� Calibrate sites according to the criteria
� Create the database
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� Create the platform of the project
DATABASE
Information
Criteria
� Conduct Research in the field of education
� Correct the platform / Enrich the data base
Google Map
TIMELINE
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� A good Geography and History lesson focuses on getting students think geographically and historically.
� How “thinking Geographically and Historically” can be effectuated in the classroom using the “Digital Palaeogeography platform”?
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� A sample of 50 5th/6th grade primary school children were selected.
Children's views about Earth’s
transformation
� Two sheets of paper each showing a historical event were then presented to them.
� Students were asked to answer the questions using the maps of their history or geography book.
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Questions….
� Do you think that the surface of the Earth changes over time?
(If yes, can you name the “force of change”?)
1st Question:
Answers:
� 90% : The surface does not change
� 2% : The surface changes. As a “force of change” they name the eathquakes.
� 3%: I suppose so, but I am not sure how it changes.
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� Can you find Phalasarna on the map? If you were a pirate (in ancient Greece) and owned a ship, would you choose this place as your den?
Answers:
2nd Question:
43% : Yes, because it is a passage.
22% : I don’t know. I’d rather chose another place….
31% : Did pirates really exist in ancient Greece?
4% : Does not seem a good area...
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Answers:
� Can you find Thermopylae on the map? Why do you think (in the Persian Wars) Leonidas faced the Persian army at a mountainous pass instead of the field?
3rd Question:
Answers:
59%:Because he was smart and brave.5% : I don’t know25%: It is very difficult to guess!!11% : Because it was the only narrow pass. I don’t know why he didn’t choose the field. It was Xerxes mistake.
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First Results…
�Children have difficulty applying scientific explanations to processes the natural world that they don’t personally observe.that they don’t personally observe.
�Children demonstrate a “naturalinability to conceive vast scales of time and distance and of rates of process of phenomena which are outside immediate experience.” (Trend et al. 2000)
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Piracy in ancient Greece
Geographical questions to excite students’ curiosity are:
� “Do you think that piracy has existed in Greece from ancient time?”
� “If yes, where did pirates live?” (location)� “How did they choose a place to keep safe their treasure?” � “How did they choose a place to keep safe their treasure?”
(place)� “What was it like in this place?” (conditions)� “If you were a pirate, which place in Greece would you
choose to settle? (region)� “How is this place linked to other places?” (connections,
links)� “How are the places you choose similar or different?”
(comparison)
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Finding the pirates’ dens….
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Phalasarna now and then….
Phalasarna
Shoreline before the earthquake
New shoreline
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Another case study…
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Why do you think in the Persian Wars
Leonidas faced the Persian army
at a mountainous pass instead of the
field?
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Thermopylae shoreline changes map
ModernShoreline
Shoreline 480 BC
Shoreline
Other Rivers:RoustanitisVistritsaMavroneriGorgopotamos(Fthiotikos)Asopos
High ground
narrow pass
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Students’ opinion…
� It is an amassing project!� It is an amassing project!
� I’ve learned that Greece's landscape has changed over time. Does it still change?
� I can “read” the landscape now….
� Changes (in nature) happen slowly, but they are constant.
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Implications about the tool
� It is an alternative but very important “tool” for the Geography lesson, that allows students to explore the earth and to participate in the learning with an amusing and simultaneously communication way.communication way.
�Shapes more complete intellectual picture of space (as it provides the possibility of analysis and composition of space).
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�Contributes in the disengagement from the school book or in the different use of it.
�Promotes the spatial thinking through processes and activities that were reported.
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�Knowledge colligation.
�Helps students to understand that earth's �Helps students to understand that earth's surface has changed in significant ways over long periods of time and continues to change in more subtle ways in the present.
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Ευχαριστώ!!!!
Thank you Thank you
for your
attention!