Geocaching in education – a review of international experiences Part 3.Organisation of classes

Q4 Agricultural and Biological Sciences
E. Referowska-Chodak
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Abstract

Abstract This article discusses the organization and conduct of educational activities using geocaching. In the scientific literature, the organization of geocaching classes is divided into three main stages: preparation, field work and evaluation. The preparation stage includes issues such as the role of the educator, the scenario itself, the duration of the classes, the length and course of the route, the number and location of caches, the coordinates and type of caches, potential descriptions of caches or the preparation of hints as well as the content of caches, necessary aids and preparing the students. In terms of the implementation of the fieldwork, the following issues need to be addressed: the role of the educator, introduction to classes, division of participants into teams, locating and working with caches as well as a summary of the activities. The evaluation stage should include an evaluation of the participants’ performance, the activities/thematic trails by the participants and the educational effect by the organizers. Additionally, other educational possibilities for using geocaching, such as tasks based on internet geocaching services, the use of existing caches and the establishment of caches by students are also briefly discussed. Due to the universality of the recommendations presented in the literature, educational geocaching can be implemented in every country, including Poland, both in formal and informal education, e.g. in the State Forests, national parks and landscape parks. Although this innovative teaching method involves a lot of initial work, its positive educational and social effects more than compensate for the invested time.
教育中的地理教学——国际经验综述。第三部分。课程组织
摘要本文探讨了地理教学在教育活动中的组织与实施。在科学文献中,地理教学课程的组织分为三个主要阶段:准备、实地工作和评估。准备阶段包括教育者的角色、场景本身、课程的持续时间、路线的长度和课程、缓存的数量和位置、缓存的坐标和类型、缓存的潜在描述或提示的准备以及缓存的内容、必要的辅助和学生的准备等问题。就实地工作的实施而言,需要解决以下问题:教育者的角色,课程介绍,参与者小组划分,定位和使用缓存以及活动总结。评估阶段应包括对参与者的表现、参与者的活动/主题步道和组织者的教育效果的评估。此外,本文还简要讨论了使用地理隐藏的其他教育可能性,例如基于互联网地理隐藏服务的任务,现有缓存的使用以及学生建立缓存。由于文献中提出的建议的普遍性,教育地理教学可以在包括波兰在内的每个国家实施,无论是在正式教育还是非正式教育中,例如在国家森林、国家公园和景观公园。虽然这种创新的教学方法涉及大量的前期工作,但其积极的教育和社会效果远远超过了投入的时间。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
USDA Forest Service - Research Papers PNW-RP
USDA Forest Service - Research Papers PNW-RP Agricultural and Biological Sciences-Forestry
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