This master’s thesis aims to evaluate the current geography curriculum in grammar schools, identify its strengths and weaknesses, and propose modernization strategies to enhance its effectiveness and relevance. The research has a dual focus: a theoretical exploration of the history and current methodologies of geography education, and an empirical study involving two secondary schools. The empirical component is rooted in a questionnaire survey conducted among students, providing insights into their experiences and perceptions of geography lessons.
The primary objective of this research is to improve the quality of geography education by making it more engaging, relevant, and aligned with contemporary educational trends. This involves integrating more interdisciplinary connections, incorporating additional fieldwork opportunities, and leveraging digital tools to make the subject more interactive and practical. By adopting these strategies, the curriculum could better address the needs of today’s students, making geography a more dynamic and applicable subject in their education.
The proposed curriculum changes aim to ensure that geography teaching is not only about imparting knowledge but also about fostering critical thinking, problem-solving, and a deeper understanding of global issues. The ultimate goal is to develop a curriculum that prepares students to navigate and understand the complexities of the modern world, thereby increasing the subject's relevance and appeal.
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