<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nubia  Moreno Lache</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">GEOGRAPHY EDUCATION: OUTCOMES, TRENDS AND CHALLENGES ABOUT GEOGRAPHY DIDACTICS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">didactics</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching and learning geography</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2593980</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">27</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This article makes a description of geography didactics, its outcomes, trends and challenges in our society and contemporary territories. Our aim is to make a contribution to education, teachers and all those who are interested in this area by providing some relevant elements for the renewal process of teaching geography at school.
 With this intention, the article presents work and progress in research on teaching geography; work that is reflected in: meetings of researchers, book production, systematization of educational experiences, higher education programs, development of meetings and events. Activities that one way or another contributes to the reflection of geographical education, but especially to think of other possibilities to understand the geographical space and therefore their education at different school levels.
 The intention is to build an academic community to promote and propose alternatives in geographical education, but also geography of the subjects and citizens in harmony with what Milton Santos said in 1995 for the new generation of geographers, students and citizens.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">75-81</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Raffaele Pisano</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEXTBOOKS, FOUNDATIONS, HISTORY OF SCIENCE AND SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">didactics</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=968794</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">35</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In history of science we have significant examples of textbooks written by professional scholars, researchers during their teachings job. Thus the research (on foundations of science) and pedagogical aspects are presented, but not at all of them in the same way. Many and various factors are included.
Many European education centres and history of science institutions like the symposia presented in European Society for the History of Science congresses, and the Inter–Divisional Teaching Commission of the Division of Logic, Methodology and Philosophy of Science (DLMPS) and the International Union for History and Philosophy of Science (IUHPS) are reflecting brilliantly upon higher scientific education and its improvements in secondary level. It is unthinkable to learn and understand the scientific sense of a subject without deepening its intellectual and cultural background, e.g. history and its foundations: how is it possible to keep on teaching sciences being unaware of their origins, cultural reasons and eventual conflicts and values? And how is it possible teaching and remarking the contents and certainties of physics and mathematics as sciences not having first introduced the sensible doubt about the inadequacy and fluidity of such sciences in particular contexts? </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-10</style></section></record></records></xml>