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Abstract
Geography curricula in Poland is overburdened with facts as a result of encyclopedic approach. The aim of this paper is identification of topics students from “digital natives” generation evaluate as practical and supporting understanding mechanisms moving the world around us. Computer-assisted personal interviews survey conducted among students of last 2 grades of high schools (17-19 years old). A total of 592 students completed the form. The findings indicate a noticeable disparity in the evaluation of topics from the two branches of geography. Generally, topics related to physical geography are viewed as the least relevant to everyday life, while topics within human geography are considered more useful. The diversity of assessment level was found in groups divided by gender. Girls rated slightly higher physical geography issues and lower for human geography. Results show that generally students disfavor topics which are connected with taxonomy, systematics or classification of objects. Topics in human geography are perceived as more practical and relevant. This view likely arises because human geography deals with social, economic, and cultural phenomena frequently encountered in everyday life. Such knowledge offers insights issues, which are directly applicable and immediately relevant to students. Student feedback should be critically evaluated by geography curriculum developers from generation of ‘digital immigrants’. It highlights the need to update certain subjects and reframe content to shift from descriptive, fact-based teaching, which may not appeal to the “digital natives” generation. Instead, there should be a move toward problem-based teaching that encourages critical thinking.
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Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 21, Issue 3, March 2025, Article No: em2590
https://doi.org/10.29333/ejmste/15986
Publication date: 01 Mar 2025
Online publication date: 17 Feb 2025
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