• dr hab. Adam Hibszer
Stanowisko: Prof. Uczelni
Jednostka: Instytut Geografii Społeczno-Ekonomicznej i Gospodarki Przestrzennej
Adres: 41-200 Sosnowiec, ul. Będzińska 60
Piętro: XV
Numer pokoju: 1503
Telefon: (32) 3689 456
E-mail: adam.hibszer@us.edu.pl
Spis publikacji: Spis wg CINiBA
Spis publikacji: Spis wg OPUS
Scopus Author ID: 6508314570
Publikacje z bazy Scopus
2024
Angiel, J.; Hibszer, A.
In: Prace i Studia Geograficzne, vol. 69, no. 1, pp. 7-21, 2024, ISSN: 02084589, (0).
@article{2-s2.0-85198534820,
title = {Essay as a method of education of students – future geography teachers; [ESEJ JAKO METODA KSZTAŁCENIA STUDENTÓW – PRZYSZŁYCH NAUCZYCIELI GEOGRAFII]},
author = { J. Angiel and A. Hibszer},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85198534820&doi=10.48128%2fpisg%2f2024-69.1-01&partnerID=40&md5=ec47cdab226457e9f4973ba737a0b11c},
doi = {10.48128/pisg/2024-69.1-01},
issn = {02084589},
year = {2024},
date = {2024-01-01},
journal = {Prace i Studia Geograficzne},
volume = {69},
number = {1},
pages = {7-21},
publisher = {Sciendo},
abstract = {An essay is one of the written forms of expression commonly used in literature. It can also be a method for correctly and ingenious formulation of written statements by pupils and students in the process of their education at various stages of learning and studying. The aim of the article is to present the features and values of the essay as a method used in the process of educating geography students – developing various language skills, including: freedom of expression of one’s own views, subjective assessment of facts and events, and creative involvement – i.e. competences useful to geographers, especially candidates for work in as teachers. The article also includes the results of a survey conducted on the subject of the essay among students of geography teaching specialization or teaching unit / module at five Polish universities, as well as considerations on the advisability of using it as a form of passing a course. © Copyright by Wydział Geografii i Studiów Regionalnych Uniwersytetu Warszawskiego & Autorzy.},
note = {0},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
An essay is one of the written forms of expression commonly used in literature. It can also be a method for correctly and ingenious formulation of written statements by pupils and students in the process of their education at various stages of learning and studying. The aim of the article is to present the features and values of the essay as a method used in the process of educating geography students – developing various language skills, including: freedom of expression of one’s own views, subjective assessment of facts and events, and creative involvement – i.e. competences useful to geographers, especially candidates for work in as teachers. The article also includes the results of a survey conducted on the subject of the essay among students of geography teaching specialization or teaching unit / module at five Polish universities, as well as considerations on the advisability of using it as a form of passing a course. © Copyright by Wydział Geografii i Studiów Regionalnych Uniwersytetu Warszawskiego & Autorzy.
Piróg, D.; Hibszer, A.
Utilising the potential of job postings for auditing learning outcomes and improving graduates' chances on the labour market Journal Article
In: Higher Education Quarterly, vol. 78, no. 1, pp. 113-134, 2024, ISSN: 09515224, (1).
@article{2-s2.0-85162963066,
title = {Utilising the potential of job postings for auditing learning outcomes and improving graduates' chances on the labour market},
author = { D. Piróg and A. Hibszer},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162963066&doi=10.1111%2fhequ.12449&partnerID=40&md5=12715996b7f36c04a159238f2b53a466},
doi = {10.1111/hequ.12449},
issn = {09515224},
year = {2024},
date = {2024-01-01},
journal = {Higher Education Quarterly},
volume = {78},
number = {1},
pages = {113-134},
publisher = {John Wiley and Sons Inc},
abstract = {The objective of the paper was to outline the possibility of utilising information from online job postings and text-mining analyses to identify mismatches and gaps between learning outcomes prepared by universities, and the knowledge and skills that employers need. The study uses job advertisement contents and learning outcomes documents from universities. We analysed both data sets using word importance classification, cluster analysis and hierarchical clustering. Word importance classification presented the mismatches in a quantitative and diagram format. Cluster analysis and hierarchical clustering provided information on how to correct the detected gaps and mismatches. The study empirically corroborates that the method we put forward for analysing both sources (LOs and job ads) helps identify and assess the significance of gaps and mismatches in the approaches to knowledge and skills adopted by universities and employers. Consequently, the method can be helpful during the auditing process and while implementing market-oriented curriculum changes. © 2023 The Authors. Higher Education Quarterly published by John Wiley & Sons Ltd.},
note = {1},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The objective of the paper was to outline the possibility of utilising information from online job postings and text-mining analyses to identify mismatches and gaps between learning outcomes prepared by universities, and the knowledge and skills that employers need. The study uses job advertisement contents and learning outcomes documents from universities. We analysed both data sets using word importance classification, cluster analysis and hierarchical clustering. Word importance classification presented the mismatches in a quantitative and diagram format. Cluster analysis and hierarchical clustering provided information on how to correct the detected gaps and mismatches. The study empirically corroborates that the method we put forward for analysing both sources (LOs and job ads) helps identify and assess the significance of gaps and mismatches in the approaches to knowledge and skills adopted by universities and employers. Consequently, the method can be helpful during the auditing process and while implementing market-oriented curriculum changes. © 2023 The Authors. Higher Education Quarterly published by John Wiley & Sons Ltd.
Piróg, D.; Hibszer, A.
What kind of GEES specialists does the labour market really need? Content analysis of job adverts in selected countries Journal Article
In: Journal of Geography in Higher Education, vol. 48, no. 3, pp. 389-413, 2024, ISSN: 03098265, (1).
@article{2-s2.0-85169092349,
title = {What kind of GEES specialists does the labour market really need? Content analysis of job adverts in selected countries},
author = { D. Piróg and A. Hibszer},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169092349&doi=10.1080%2f03098265.2023.2251011&partnerID=40&md5=06e442f71a622bacffbcf47411cc384e},
doi = {10.1080/03098265.2023.2251011},
issn = {03098265},
year = {2024},
date = {2024-01-01},
journal = {Journal of Geography in Higher Education},
volume = {48},
number = {3},
pages = {389-413},
publisher = {Routledge},
abstract = {The literature review has clearly indicated that the scale and characteristics of demand for Geography Earth and Environmental Sciences experts across different countries is unknown. Therefore, there is an urgent need to investigate this issue. This paper presents the results of research on the real demand for GEES specialists. In the paper, real demand is expressed by job vacancies (N = 17 378) published in six European countries over a period of 18 months. To analyse such an extensive body of text data, we used data mining techniques such as: SVD, inter-factor correlation analysis, word frequency analysis and word significance indicators, which allowed us to recognise similarities and differences in the size and structure of demand for these specialists in specific groups of countries. Employers from the UK and Ireland offered the most comprehensive range of positions whereas the expectations of Polish employers were the least diverse. Word frequency analyses for each occupation group demonstrated which components of GEES experts’ knowledge and skills are considered universal on the labour market and which are subject to substantial regional variations. Moreover, word significance analyses allowed us to identify the occupations where a wider range of general skill areas was required and the positions for which primarily geographic skills were in demand. © 2023 Informa UK Limited, trading as Taylor & Francis Group.},
note = {1},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The literature review has clearly indicated that the scale and characteristics of demand for Geography Earth and Environmental Sciences experts across different countries is unknown. Therefore, there is an urgent need to investigate this issue. This paper presents the results of research on the real demand for GEES specialists. In the paper, real demand is expressed by job vacancies (N = 17 378) published in six European countries over a period of 18 months. To analyse such an extensive body of text data, we used data mining techniques such as: SVD, inter-factor correlation analysis, word frequency analysis and word significance indicators, which allowed us to recognise similarities and differences in the size and structure of demand for these specialists in specific groups of countries. Employers from the UK and Ireland offered the most comprehensive range of positions whereas the expectations of Polish employers were the least diverse. Word frequency analyses for each occupation group demonstrated which components of GEES experts’ knowledge and skills are considered universal on the labour market and which are subject to substantial regional variations. Moreover, word significance analyses allowed us to identify the occupations where a wider range of general skill areas was required and the positions for which primarily geographic skills were in demand. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
2023
Hibszer, A.; Tracz, M.
An evaluation of the effectiveness of distance learning using ICT in geographical education. From the experiences of teachers in Poland Journal Article
In: Environmental and Socio-Economic Studies, vol. 11, no. 4, pp. 25-35, 2023, ISSN: 23540079.
@article{2-s2.0-85181028860,
title = {An evaluation of the effectiveness of distance learning using ICT in geographical education. From the experiences of teachers in Poland},
author = { A. Hibszer and M. Tracz},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181028860&doi=10.2478%2fenviron-2023-0021&partnerID=40&md5=ad0b9a5596d664f07273ecde9b179a67},
doi = {10.2478/environ-2023-0021},
issn = {23540079},
year = {2023},
date = {2023-01-01},
journal = {Environmental and Socio-Economic Studies},
volume = {11},
number = {4},
pages = {25-35},
publisher = {Sciendo},
abstract = {The article presents the results of a survey conducted among Polish geography teachers. The purpose of the research was to examine use of information and communication technologies (ICT) in geographical education, carried out remotely after the end of the Lockdown. The collected opinions show that the vast majority of teachers now use information obtained from the Internet and free applications in lessons much more often than before the Covid-19 pandemic. The forced abandonment of traditional classroom learning and its replacement with distance learning has contributed to the development of new skills among teachers and students. Despite the initial reluctance caused by the lack of preparation for the use of new information technologies, geography teachers see many advantages to remote teaching using ICT. In the opinion of those surveyed, the acquired practical digital and communication skills have a positive impact on the teaching of geography. Respondents emphasized that distance learning should only be a supplement to traditional education and used in exceptional situations. © 2023 De Gruyter Open Ltd. All rights reserved.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The article presents the results of a survey conducted among Polish geography teachers. The purpose of the research was to examine use of information and communication technologies (ICT) in geographical education, carried out remotely after the end of the Lockdown. The collected opinions show that the vast majority of teachers now use information obtained from the Internet and free applications in lessons much more often than before the Covid-19 pandemic. The forced abandonment of traditional classroom learning and its replacement with distance learning has contributed to the development of new skills among teachers and students. Despite the initial reluctance caused by the lack of preparation for the use of new information technologies, geography teachers see many advantages to remote teaching using ICT. In the opinion of those surveyed, the acquired practical digital and communication skills have a positive impact on the teaching of geography. Respondents emphasized that distance learning should only be a supplement to traditional education and used in exceptional situations. © 2023 De Gruyter Open Ltd. All rights reserved.
Piróg, D.; Hibszer, A.
WHICH SKILLS ARE THE MOST PRIZED? ANALYSING MONETARY VALUE OF GEOGRAPHERS’ SKILLS ON THE LABOUR MARKET IN SIX EUROPEAN COUNTRIES Journal Article
In: Quaestiones Geographicae, vol. 42, no. 4, pp. 63-79, 2023, ISSN: 0137477X.
@article{2-s2.0-85180558820,
title = {WHICH SKILLS ARE THE MOST PRIZED? ANALYSING MONETARY VALUE OF GEOGRAPHERS’ SKILLS ON THE LABOUR MARKET IN SIX EUROPEAN COUNTRIES},
author = { D. Piróg and A. Hibszer},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180558820&doi=10.14746%2fquageo-2023-0035&partnerID=40&md5=d74c9f66c563e1f6544d2176b77e994d},
doi = {10.14746/quageo-2023-0035},
issn = {0137477X},
year = {2023},
date = {2023-01-01},
journal = {Quaestiones Geographicae},
volume = {42},
number = {4},
pages = {63-79},
publisher = {Sciendo},
abstract = {The objective of the study is to identify those skills that are actually needed by the labour market and allow university graduates to achieve the highest remuneration. To achieve this objective, the authors monitored, for 18 months, online job postings from six countries addressed to geography graduates. Online job postings are the most up-to-date and reliable source of data about the salaries that employers are willing to offer for specific skills or skillsets. A total of 17,397 advertisements were collected, out of which 7,407 included information about the offered salary. Applying text mining and regression tree (classification and regression tree [CART]) analyses, the authors identified skills that significantly differentiate annual salaries. The group of competences associated with higher earnings includes highly specialised geographic information system (GIS), statistical and geological skills. Lower salaries were linked to some general skills such as communicating in a native language as well as some specialised skills, but only to those related to teaching and conducting scientific research. © 2023 Author(s) This is an open access article distributed under the Creative Commons Attribution license.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The objective of the study is to identify those skills that are actually needed by the labour market and allow university graduates to achieve the highest remuneration. To achieve this objective, the authors monitored, for 18 months, online job postings from six countries addressed to geography graduates. Online job postings are the most up-to-date and reliable source of data about the salaries that employers are willing to offer for specific skills or skillsets. A total of 17,397 advertisements were collected, out of which 7,407 included information about the offered salary. Applying text mining and regression tree (classification and regression tree [CART]) analyses, the authors identified skills that significantly differentiate annual salaries. The group of competences associated with higher earnings includes highly specialised geographic information system (GIS), statistical and geological skills. Lower salaries were linked to some general skills such as communicating in a native language as well as some specialised skills, but only to those related to teaching and conducting scientific research. © 2023 Author(s) This is an open access article distributed under the Creative Commons Attribution license.
Szkurłat, E.; Hibszer, A.; Piotrowska, I.; Sadoń-Osowiecka, T.
In: Czasopismo Geograficzne, vol. 93, no. 4, pp. 607-638, 2023, ISSN: 00459453.
@article{2-s2.0-85152294365,
title = {EDUCATION OF GEOGRAPHY TEACHERS IN POLAND IN 2000–2022: CAUSES AND EFFECTS OF THE CRISIS, PROPOSED SOLUTIONS [KSZTAŁCENIE NAUCZYCIELI GEOGRAFII W POLSCE W LATACH 2000–2022. PRZYCZYNY I SKUTKI KRYZYSU, PROPOZYCJE ROZWIĄZAŃ]},
author = { E. Szkurłat and A. Hibszer and I. Piotrowska and T. Sadoń-Osowiecka},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152294365&doi=10.12657%2fczageo-93-24&partnerID=40&md5=aabc15b412daed5ee420e7ea31fa84ea},
doi = {10.12657/czageo-93-24},
issn = {00459453},
year = {2023},
date = {2023-01-01},
journal = {Czasopismo Geograficzne},
volume = {93},
number = {4},
pages = {607-638},
publisher = {Polish Geographical Society},
abstract = {The research addresses the subject of the education of candidates for the profession of geography teachers in Poland. The main reason for the study was the observed threats to the quality of geography education in the context of the decreasing number of geography teachers educated at universities, the observed low quality of teachers’ preparation in the form of post-graduate studies organised by non-university institutions, the systematic reduction in the number of geography teaching posts and the closing of units dealing with research and education of future teachers at universities. The aim of the research was not only to diagnose in detail the above-mentioned problems in terms of quantity and quality, but above all to identify the causes and effects of the observed trends in changes and to propose effective solutions and remedies. The survey method, in-depth interviews and analysis of source documents was used to collect information. The research covered 11 university centres, which in the years 2000–2022 prepared candidates for teachers during geographical studies. The results make it possible to observe a major quantitative and qualitative crisis in the education of geography teachers and the accompanying drastic changes in the academic staff prepared for this education. In the final recommendations, the authors proposed solutions to the identified problems. © 2023 Polish Geographical Society. All rights reserved.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The research addresses the subject of the education of candidates for the profession of geography teachers in Poland. The main reason for the study was the observed threats to the quality of geography education in the context of the decreasing number of geography teachers educated at universities, the observed low quality of teachers’ preparation in the form of post-graduate studies organised by non-university institutions, the systematic reduction in the number of geography teaching posts and the closing of units dealing with research and education of future teachers at universities. The aim of the research was not only to diagnose in detail the above-mentioned problems in terms of quantity and quality, but above all to identify the causes and effects of the observed trends in changes and to propose effective solutions and remedies. The survey method, in-depth interviews and analysis of source documents was used to collect information. The research covered 11 university centres, which in the years 2000–2022 prepared candidates for teachers during geographical studies. The results make it possible to observe a major quantitative and qualitative crisis in the education of geography teachers and the accompanying drastic changes in the academic staff prepared for this education. In the final recommendations, the authors proposed solutions to the identified problems. © 2023 Polish Geographical Society. All rights reserved.
2022
Baarová, B.; Hibszer, A.
Climate change education in Czech and Polish geography textbooks Journal Article
In: Environmental and Socio-Economic Studies, vol. 10, no. 4, pp. 35-45, 2022, ISSN: 23540079.
@article{2-s2.0-85146038700,
title = {Climate change education in Czech and Polish geography textbooks},
author = { B. Baarová and A. Hibszer},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146038700&doi=10.2478%2fenviron-2022-0022&partnerID=40&md5=2dbfd64e693aceb4ba13a151317cdf46},
doi = {10.2478/environ-2022-0022},
issn = {23540079},
year = {2022},
date = {2022-01-01},
journal = {Environmental and Socio-Economic Studies},
volume = {10},
number = {4},
pages = {35-45},
publisher = {De Gruyter Open Ltd},
abstract = {The article contains a comparative analysis of climate change education in geography education in Czechia and Poland. The topic of climate and its changes is one of the most current challenges for school education at the beginning of the 21st century. The aim of the research was to establish the similarities and differences in the content of teaching climate change in the core curricula and selected textbooks for teaching geography in both countries. Using the method of text analysis, the study covered the core curricula of geography and 22 geography textbooks for primary and secondary school students, including 11 Czech and 11 Polish. The quantitative analysis of the content (the term "climate"and its derivatives; and "climate change") and the qualitative analysis of the content of curriculum documents and school textbooks led to the basic conclusion that Czech and Polish students using textbooks for learning geography have the opportunity to learn content on: 1/factors influencing climate change, 2/causes of climate change, 3/global warming, 4/deforestation, 5/desertification, 6/melting of glaciers, 7/consequences of climate change, and 8/methods of counteracting climate change. By implementing the assumptions of the geography core curricula relating to climate change education and using textbooks during geography lessons, teachers can influence the pro-ecological attitudes of school children. © 2022 Barbara Baarova et al., published by Sciendo.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The article contains a comparative analysis of climate change education in geography education in Czechia and Poland. The topic of climate and its changes is one of the most current challenges for school education at the beginning of the 21st century. The aim of the research was to establish the similarities and differences in the content of teaching climate change in the core curricula and selected textbooks for teaching geography in both countries. Using the method of text analysis, the study covered the core curricula of geography and 22 geography textbooks for primary and secondary school students, including 11 Czech and 11 Polish. The quantitative analysis of the content (the term "climate"and its derivatives; and "climate change") and the qualitative analysis of the content of curriculum documents and school textbooks led to the basic conclusion that Czech and Polish students using textbooks for learning geography have the opportunity to learn content on: 1/factors influencing climate change, 2/causes of climate change, 3/global warming, 4/deforestation, 5/desertification, 6/melting of glaciers, 7/consequences of climate change, and 8/methods of counteracting climate change. By implementing the assumptions of the geography core curricula relating to climate change education and using textbooks during geography lessons, teachers can influence the pro-ecological attitudes of school children. © 2022 Barbara Baarova et al., published by Sciendo.
Piróg, D.; Hibszer, A.
Regional and temporal changes in demand for geography teachers in Poland. Results of job advert tracking in the years 2019-2020 Journal Article
In: Miscellanea Geographica, vol. 26, no. 4, pp. 198-207, 2022, ISSN: 08676046, (2).
@article{2-s2.0-85145295240,
title = {Regional and temporal changes in demand for geography teachers in Poland. Results of job advert tracking in the years 2019-2020},
author = { D. Piróg and A. Hibszer},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145295240&doi=10.2478%2fmgrsd-2022-0018&partnerID=40&md5=b10ac6797172c7375254e8a0d124ead1},
doi = {10.2478/mgrsd-2022-0018},
issn = {08676046},
year = {2022},
date = {2022-01-01},
journal = {Miscellanea Geographica},
volume = {26},
number = {4},
pages = {198-207},
publisher = {Sciendo},
abstract = {In the literature, analysing job adverts is considered to be a credible method for collecting data about the real demand for employees with higher education. Studies on the demand for teachers based on this data source have been conducted in many countries, but never in Poland. On this basis, the research objective was to identify regional and temporal changes in the demand for geography teachers. As part of the study we tracked all job adverts addressed to geography teachers which were published online over a period of nearly two years. It turned out there were 3,438 such job vacancies in Poland, which included part-time and full-time positions. The study results indicated vast temporal and regional differences in the demand for teachers, and also a clear imbalance in the demand for geographers between Warsaw - the capital city - and the rest of the country. It should be highlighted that both the methodology and the results presented in the paper are pioneering. © 2022 Danuta Piróg et al., published by Sciendo.},
note = {2},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
In the literature, analysing job adverts is considered to be a credible method for collecting data about the real demand for employees with higher education. Studies on the demand for teachers based on this data source have been conducted in many countries, but never in Poland. On this basis, the research objective was to identify regional and temporal changes in the demand for geography teachers. As part of the study we tracked all job adverts addressed to geography teachers which were published online over a period of nearly two years. It turned out there were 3,438 such job vacancies in Poland, which included part-time and full-time positions. The study results indicated vast temporal and regional differences in the demand for teachers, and also a clear imbalance in the demand for geographers between Warsaw - the capital city - and the rest of the country. It should be highlighted that both the methodology and the results presented in the paper are pioneering. © 2022 Danuta Piróg et al., published by Sciendo.
Piróg, D.; Hibszer, A.
Do employers really require experience? An analysis of online job adverts and the implications for HE policy Journal Article
In: Studies in Higher Education, vol. 47, no. 11, pp. 2138-2160, 2022, ISSN: 03075079, (1).
@article{2-s2.0-85121841484,
title = {Do employers really require experience? An analysis of online job adverts and the implications for HE policy},
author = { D. Piróg and A. Hibszer},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121841484&doi=10.1080%2f03075079.2021.2020747&partnerID=40&md5=c4771f4e332c7753160545628a16c8f9},
doi = {10.1080/03075079.2021.2020747},
issn = {03075079},
year = {2022},
date = {2022-01-01},
journal = {Studies in Higher Education},
volume = {47},
number = {11},
pages = {2138-2160},
publisher = {Routledge},
abstract = {One of the important roles of HE institutions is to train graduates who will smoothly enter the labour market. The literature review demonstrates that one effective method to facilitate this transition is to ensure students acquire professional experience. The aim was to establish the scale and characteristics of employers’ demand for work experience expressed in job adverts. The data sample consisted of 17 397 adverts posted over a period of 18 months and addressed to geography, earth and environmental sciences specialists across six European countries. Quantitative analyses demonstrated that over one third of job postings required work experience. Text mining methods of content analysis revealed differences in the structure of high-importance words in adverts addressed to graduates with no, some or short work experience and those addressed to candidates with more extensive professional experience. A hierarchical cluster analysis helped us identify strong relationships between the word ‘experience’ and other words in specific subsets of adverts. The analysis led us to determine the characteristics of employers’ demand for work experience. The results help outline the directions of education policy for HE institutions regarding market-oriented measures aimed at ensuring work integrated learning which can clearly improve graduates’ chances on the labour market. © 2021 Society for Research into Higher Education.},
note = {1},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
One of the important roles of HE institutions is to train graduates who will smoothly enter the labour market. The literature review demonstrates that one effective method to facilitate this transition is to ensure students acquire professional experience. The aim was to establish the scale and characteristics of employers’ demand for work experience expressed in job adverts. The data sample consisted of 17 397 adverts posted over a period of 18 months and addressed to geography, earth and environmental sciences specialists across six European countries. Quantitative analyses demonstrated that over one third of job postings required work experience. Text mining methods of content analysis revealed differences in the structure of high-importance words in adverts addressed to graduates with no, some or short work experience and those addressed to candidates with more extensive professional experience. A hierarchical cluster analysis helped us identify strong relationships between the word ‘experience’ and other words in specific subsets of adverts. The analysis led us to determine the characteristics of employers’ demand for work experience. The results help outline the directions of education policy for HE institutions regarding market-oriented measures aimed at ensuring work integrated learning which can clearly improve graduates’ chances on the labour market. © 2021 Society for Research into Higher Education.
2021
Hibszer, A.
Lime kilns as an element of the post-industrial cultural landscape of the Silesian Upland, Poland Journal Article
In: Environmental and Socio-Economic Studies, vol. 9, no. 3, pp. 70-77, 2021, ISSN: 23540079, (1).
@article{2-s2.0-85117954753,
title = {Lime kilns as an element of the post-industrial cultural landscape of the Silesian Upland, Poland},
author = { A. Hibszer},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117954753&doi=10.2478%2fenviron-2021-0018&partnerID=40&md5=65cb1aae158c72edbda3f655bd8a6522},
doi = {10.2478/environ-2021-0018},
issn = {23540079},
year = {2021},
date = {2021-01-01},
journal = {Environmental and Socio-Economic Studies},
volume = {9},
number = {3},
pages = {70-77},
publisher = {De Gruyter Open Ltd},
abstract = {In the Silesian Upland in southern Poland there are many objects related to previous economic activities, mainly from the mining of minerals occurring in a geological basis. In Mikołów Mokre there is the largest group of closed lime kilns in Poland. They constitute a material trace of the quicklime production industry for the construction industry, which operated in this area for almost 200 years. These closed and decaying post-industrial objects are closely related to the presence of limestone and dolomite in the substrate rocks that were obtained from nearby quarries. The aim of the article was to present the current state of these lime kilns and to assess the possibility of using them for tourism purposes. Currently, only two lime kilns are components of the educational trail of the Silesian Botanical Garden established in 2003. Using the example of the Mikołów lime kilns, the opportunities and possibilities for changing the industrial function of these objects to a tourist function are outlined. © 2021 Adam Hibszer, published by Sciendo.},
note = {1},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
In the Silesian Upland in southern Poland there are many objects related to previous economic activities, mainly from the mining of minerals occurring in a geological basis. In Mikołów Mokre there is the largest group of closed lime kilns in Poland. They constitute a material trace of the quicklime production industry for the construction industry, which operated in this area for almost 200 years. These closed and decaying post-industrial objects are closely related to the presence of limestone and dolomite in the substrate rocks that were obtained from nearby quarries. The aim of the article was to present the current state of these lime kilns and to assess the possibility of using them for tourism purposes. Currently, only two lime kilns are components of the educational trail of the Silesian Botanical Garden established in 2003. Using the example of the Mikołów lime kilns, the opportunities and possibilities for changing the industrial function of these objects to a tourist function are outlined. © 2021 Adam Hibszer, published by Sciendo.
Hibszer, A.; Tracz, M.
THE IMPACT OF COVID-19 ON EDUCATION IN POLAND: CHALLENGES RELATED TO DISTANCE LEARNING Journal Article
In: Przeglad Geograficzny, vol. 94, no. 3, pp. 397-411, 2021, ISSN: 00332143.
@article{2-s2.0-85131314840,
title = {THE IMPACT OF COVID-19 ON EDUCATION IN POLAND: CHALLENGES RELATED TO DISTANCE LEARNING},
author = { A. Hibszer and M. Tracz},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131314840&doi=10.7163%2fGPol.0211&partnerID=40&md5=a1ec3ad3f916b306eec1ce609b3e417e},
doi = {10.7163/GPol.0211},
issn = {00332143},
year = {2021},
date = {2021-01-01},
journal = {Przeglad Geograficzny},
volume = {94},
number = {3},
pages = {397-411},
publisher = {Polska Akademia Nauk},
abstract = {The spread of COVID-19 all over the world triggered major changes in the organization of the education in many countries. Governments have adopted various solutions to reduce the disruption caused to education. This article, which is based on survey research (N=246) conducted among teachers in various types of schools in Poland, provides an analysis of the solutions in the field of distance learning and the organization of learning process during lockdown. The results show that teachers encountered a number of difficulties in distance learning. They concerned, among others: lack of access among certain students to computers, insufficient competences of teachers to teach remotely, work organization, and the fact that students were bored with this learning form. The advantages included, among others: increasing digital competences and developing new forms of assessing students’ knowledge. © Adam Hibszer • Mariola Tracz © Geographia Polonica © Institute of Geography and Spatial Organization Polish Academy of Sciences • Warsaw • 2021.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The spread of COVID-19 all over the world triggered major changes in the organization of the education in many countries. Governments have adopted various solutions to reduce the disruption caused to education. This article, which is based on survey research (N=246) conducted among teachers in various types of schools in Poland, provides an analysis of the solutions in the field of distance learning and the organization of learning process during lockdown. The results show that teachers encountered a number of difficulties in distance learning. They concerned, among others: lack of access among certain students to computers, insufficient competences of teachers to teach remotely, work organization, and the fact that students were bored with this learning form. The advantages included, among others: increasing digital competences and developing new forms of assessing students’ knowledge. © Adam Hibszer • Mariola Tracz © Geographia Polonica © Institute of Geography and Spatial Organization Polish Academy of Sciences • Warsaw • 2021.
Hibszer, A.; Tracz, M.
The impact of COVID-19 on education in Poland: Challenges related to distance learning Journal Article
In: Geographia Polonica, vol. 94, no. 3, pp. 397-411, 2021, ISSN: 00167282.
@article{2-s2.0-85120715662,
title = {The impact of COVID-19 on education in Poland: Challenges related to distance learning},
author = { A. Hibszer and M. Tracz},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120715662&doi=10.7163%2fGPol.0211&partnerID=40&md5=c9919dc3c9513ae223901991a725c3ab},
doi = {10.7163/GPol.0211},
issn = {00167282},
year = {2021},
date = {2021-01-01},
journal = {Geographia Polonica},
volume = {94},
number = {3},
pages = {397-411},
publisher = {Polska Akademia Nauk},
abstract = {The spread of COVID-19 all over the world triggered major changes in the organization of the education in many countries. Governments have adopted various solutions to reduce the disruption caused to education. This article, which is based on survey research (N=246) conducted among teachers in various types of schools in Poland, provides an analysis of the solutions in the field of distance learning and the organization of learning process during lockdown. The results show that teachers encountered a number of difficulties in distance learning. They concerned, among others: lack of access among certain students to computers, insufficient competences of teachers to teach remotely, work organization, and the fact that students were bored with this learning form. The advantages included, among others: increasing digital competences and developing new forms of assessing students’ knowledge. © Adam Hibszer • Mariola Tracz and Geographia Polonica and Institute of Geography and Spatial Organization Polish Academy of Sciences • Warsaw • 2021.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The spread of COVID-19 all over the world triggered major changes in the organization of the education in many countries. Governments have adopted various solutions to reduce the disruption caused to education. This article, which is based on survey research (N=246) conducted among teachers in various types of schools in Poland, provides an analysis of the solutions in the field of distance learning and the organization of learning process during lockdown. The results show that teachers encountered a number of difficulties in distance learning. They concerned, among others: lack of access among certain students to computers, insufficient competences of teachers to teach remotely, work organization, and the fact that students were bored with this learning form. The advantages included, among others: increasing digital competences and developing new forms of assessing students’ knowledge. © Adam Hibszer • Mariola Tracz and Geographia Polonica and Institute of Geography and Spatial Organization Polish Academy of Sciences • Warsaw • 2021.
Angiel, J.; Hibszer, A.; Szkurłat, E.
Zajęcia terenowe - Szansa dla szkolnej edukacji geograficznej i wyzwania dla nauczycieli Journal Article
In: Prace i Studia Geograficzne, vol. 66, no. 1, pp. 7-18, 2021, ISSN: 02084589.
@article{2-s2.0-85104736945,
title = {Zajęcia terenowe - Szansa dla szkolnej edukacji geograficznej i wyzwania dla nauczycieli},
author = { J. Angiel and A. Hibszer and E. Szkurłat},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104736945&doi=10.48128%2fPISG%2f2021-66.1-01&partnerID=40&md5=3dacad782ca7138e02160c1a00a793e5},
doi = {10.48128/PISG/2021-66.1-01},
issn = {02084589},
year = {2021},
date = {2021-01-01},
journal = {Prace i Studia Geograficzne},
volume = {66},
number = {1},
pages = {7-18},
publisher = {Faculty of Geography and Regional Studies, University of Warsaw},
abstract = {Classes conducted in the field, thanks to a variety of educational functions, such as demonstrative learning of reality, shaping various skills and attitudes of students, are an opportunity for geographic education and showing geography as a useful subject in life. For many geography teachers, conducting fieldwork is a big challenge, mainly organizational. The aim of the research conducted by the authors was: a) learning the opinions of teachers about the difficulties in conducting geographical field classes and b) the legitimacy of their mandatory introduction to the new core curriculum. The article presents the results of a nationwide survey of geography teachers about fieldwork, which, according to the assumptions of the new curriculum, are to constitute an important element of geographic education. Research results indicate that teachers are full of concerns about readiness to conduct such classes, indicating organizational difficulties and deficiencies in methodical preparation. The effect of research is a conclusion about the need and possibilities to support teachers in meeting this new challenge. The existence of the entries themselves in the core curriculum does not guarantee their implementation in the work with students. © 2021 Faculty of Geography and Regional Studies, University of Warsaw. All rights reserved.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Classes conducted in the field, thanks to a variety of educational functions, such as demonstrative learning of reality, shaping various skills and attitudes of students, are an opportunity for geographic education and showing geography as a useful subject in life. For many geography teachers, conducting fieldwork is a big challenge, mainly organizational. The aim of the research conducted by the authors was: a) learning the opinions of teachers about the difficulties in conducting geographical field classes and b) the legitimacy of their mandatory introduction to the new core curriculum. The article presents the results of a nationwide survey of geography teachers about fieldwork, which, according to the assumptions of the new curriculum, are to constitute an important element of geographic education. Research results indicate that teachers are full of concerns about readiness to conduct such classes, indicating organizational difficulties and deficiencies in methodical preparation. The effect of research is a conclusion about the need and possibilities to support teachers in meeting this new challenge. The existence of the entries themselves in the core curriculum does not guarantee their implementation in the work with students. © 2021 Faculty of Geography and Regional Studies, University of Warsaw. All rights reserved.
2020
Piróg, D.; Hibszer, A.
The situation of geography teachers on the labour market in Poland: ouert and couert issues Journal Article
In: European Journal of Geography, vol. 11, no. 2, pp. 65-87, 2020, ISSN: 17921341, (2).
@article{2-s2.0-85103654092,
title = {The situation of geography teachers on the labour market in Poland: ouert and couert issues},
author = { D. Piróg and A. Hibszer},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103654092&doi=10.48088%2fejg.d.pir.11.2.65.87&partnerID=40&md5=f3b4508ae7dd5080ee8e49927ffe9b49},
doi = {10.48088/ejg.d.pir.11.2.65.87},
issn = {17921341},
year = {2020},
date = {2020-01-01},
journal = {European Journal of Geography},
volume = {11},
number = {2},
pages = {65-87},
publisher = {European Association of Geographers},
abstract = {Economic, social and cultural changes generate new challenges on the labour market for teachers in every country. Poland has recently witnessed significant changes in factors that were identified in literature as crucial to the situation of teachers on the labour market, such as systemic reforms, demographic trends, the overall situation on the labour market and occupational prestige. The scale and impact of some of these factors can be precisely measured and statistically accounted for, yet there are others that remain somehow hidden. The objective of the article is to present and analyse the current situation of geography teachers in Poland, taking into account the impact of both overt and covert factors. The paper is based on an analysis of primary and secondary data. Primary data were collected during our own research on online job advertisements and revolued around information on the real demand for geography teachers. Secondary data were official reports and statistics related to the social and professional standing of teachers in Poland. The analysis proves that in the last ten years the population of teachers has aged and experienced a drop in real wages. There has also been an increase in staff turnover and patchwork careers. Moreover, we have observed that it is highly unlikely to secure a full-time position as a geography teacher and that there have been huge fluctuations in the prestige of geography as a school subject. The identified changes can result in a shortage of qualified geography teachers in the short term, particularly in cities © 2020. All Rights Reserved.},
note = {2},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Economic, social and cultural changes generate new challenges on the labour market for teachers in every country. Poland has recently witnessed significant changes in factors that were identified in literature as crucial to the situation of teachers on the labour market, such as systemic reforms, demographic trends, the overall situation on the labour market and occupational prestige. The scale and impact of some of these factors can be precisely measured and statistically accounted for, yet there are others that remain somehow hidden. The objective of the article is to present and analyse the current situation of geography teachers in Poland, taking into account the impact of both overt and covert factors. The paper is based on an analysis of primary and secondary data. Primary data were collected during our own research on online job advertisements and revolued around information on the real demand for geography teachers. Secondary data were official reports and statistics related to the social and professional standing of teachers in Poland. The analysis proves that in the last ten years the population of teachers has aged and experienced a drop in real wages. There has also been an increase in staff turnover and patchwork careers. Moreover, we have observed that it is highly unlikely to secure a full-time position as a geography teacher and that there have been huge fluctuations in the prestige of geography as a school subject. The identified changes can result in a shortage of qualified geography teachers in the short term, particularly in cities © 2020. All Rights Reserved.
2019
Dacy-Ignatiuk, K.; Hibszer, A.
In: Environmental and Socio-Economic Studies, vol. 7, no. 4, pp. 54-61, 2019, ISSN: 23540079.
@article{2-s2.0-85077241545,
title = {Teachers's attachments to their place of work and their working locality. A case study of geography teachers in the Silesian Voivodeship (Poland)},
author = { K. Dacy-Ignatiuk and A. Hibszer},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077241545&doi=10.2478%2fenviron-2019-0024&partnerID=40&md5=c08ecb76ea6e1ecda65697598b692fc2},
doi = {10.2478/environ-2019-0024},
issn = {23540079},
year = {2019},
date = {2019-01-01},
journal = {Environmental and Socio-Economic Studies},
volume = {7},
number = {4},
pages = {54-61},
publisher = {De Gruyter Open Ltd},
abstract = {The authors of the article sought to answer the questions: Do geography teachers feel a tie with their place of work, what is the strength of this relationship and what factors influence these declared ties with the place. A step towards knowing the answers is the declared subjective assessment of emotional relationships with such a place. To this end, surveys were conducted among geography teachers. Due to their profession, they are a social group having a wide range of influence on young people and their attitudes towards their local geographical environment. Organizational reasons (the ability to reach teachers of all schools through the information exchange platform between Board of Education and school heads-so-called the headmasters panel) decided to examine a selected group of respondents-geography teachers of the Silesian Voivodeship. Google questionnaire was used as an electronic form of data collection. The research was quantitative and only partly qualitative. The analysis of the obtained results gave an interesting view of the perception of teachers' relations with the place where their school is located-their place of work. Almost all respondents declared the existence of a territorial bond with their place of work. The workplace itself is an important factor in the formation and strength of these ties. The length of residence in a given place was also important, and its type (town or a village) and size were less important. For half of the surveyed teachers, it was difficult for them to indicate the distinguishing feature (symbol) of their place of work, regardless of whether they were inhabitants or commuters from elsewhere. © 2019 Copyright by University of Silesia in Katowice.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The authors of the article sought to answer the questions: Do geography teachers feel a tie with their place of work, what is the strength of this relationship and what factors influence these declared ties with the place. A step towards knowing the answers is the declared subjective assessment of emotional relationships with such a place. To this end, surveys were conducted among geography teachers. Due to their profession, they are a social group having a wide range of influence on young people and their attitudes towards their local geographical environment. Organizational reasons (the ability to reach teachers of all schools through the information exchange platform between Board of Education and school heads-so-called the headmasters panel) decided to examine a selected group of respondents-geography teachers of the Silesian Voivodeship. Google questionnaire was used as an electronic form of data collection. The research was quantitative and only partly qualitative. The analysis of the obtained results gave an interesting view of the perception of teachers' relations with the place where their school is located-their place of work. Almost all respondents declared the existence of a territorial bond with their place of work. The workplace itself is an important factor in the formation and strength of these ties. The length of residence in a given place was also important, and its type (town or a village) and size were less important. For half of the surveyed teachers, it was difficult for them to indicate the distinguishing feature (symbol) of their place of work, regardless of whether they were inhabitants or commuters from elsewhere. © 2019 Copyright by University of Silesia in Katowice.
2013
Tracz, M.; Hibszer, A.
Geography studies in poland after 1989 - Selected issues Journal Article
In: Miscellanea Geographica, vol. 17, no. 3, pp. 19-25, 2013, ISSN: 08676046, (1).
@article{2-s2.0-84888609149,
title = {Geography studies in poland after 1989 - Selected issues},
author = { M. Tracz and A. Hibszer},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84888609149&doi=10.2478%2fv10288-012-0042-1&partnerID=40&md5=f56d5e1b8d5202122a427b3b64e3327b},
doi = {10.2478/v10288-012-0042-1},
issn = {08676046},
year = {2013},
date = {2013-01-01},
journal = {Miscellanea Geographica},
volume = {17},
number = {3},
pages = {19-25},
publisher = {Faculty of Geography and Regional Studies, University of Warsaw},
abstract = {Changes in the position of geography as a field of education are examined in the context of the socio-political transition in Poland after 1989 and in relation to the changes in higher education. The influences of changes in higher education on the number of geography students in the years 1990-2009, the regional differentiation of interest in geography studies, and developments in staff and the organization of schools with geography programmes are analysed. In the years 1989/90-2008/09 the number of higher education schools offering geography programmes increased by one third. The range of programmes offered was widened with new specialisations © University of Warsaw - Faculty of Geography and Regional Studies.},
note = {1},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Changes in the position of geography as a field of education are examined in the context of the socio-political transition in Poland after 1989 and in relation to the changes in higher education. The influences of changes in higher education on the number of geography students in the years 1990-2009, the regional differentiation of interest in geography studies, and developments in staff and the organization of schools with geography programmes are analysed. In the years 1989/90-2008/09 the number of higher education schools offering geography programmes increased by one third. The range of programmes offered was widened with new specialisations © University of Warsaw - Faculty of Geography and Regional Studies.
2011
Hibszer, A.
Perceiving geography as a school subject by pupils of lower secondary school (in the cities of Silesian voivodeship) Journal Article
In: Prace i Studia Geograficzne, vol. 48, pp. 97-109, 2011, ISSN: 02084589, (3).
@article{2-s2.0-84904095354,
title = {Perceiving geography as a school subject by pupils of lower secondary school (in the cities of Silesian voivodeship)},
author = { A. Hibszer},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84904095354&partnerID=40&md5=8e28a003f649b0eea044e79027f81726},
issn = {02084589},
year = {2011},
date = {2011-01-01},
journal = {Prace i Studia Geograficzne},
volume = {48},
pages = {97-109},
publisher = {Faculty of Geography and Regional Studies, University of Warsaw},
abstract = {The article presents results of research the perception of Geography by pupils of lower-secondary schools. Examinations were conducted by students of geography during teaching practice at schools in major cities of the Silesian Voivodeship. In the ranking of the importance of school subjects Geography is located in the center of the list, whereas in the category of "liked" mathematical-natural subjects it is the second after Biology. In the upper forms this school subject becomes more and more "indifferent". The most liked contents by pupils of the lower secondary schools are as follows: The own region, the regional geography of world and astronomical issues. On the other hand the most difficult plots are connected with a geological history of the Earth and socioeconomic issues of world. The decided majority of pupils thinks that the geographical knowledge is useful in the life, and the signs of her usefulness is the sense of direction and the ability of map reading. In the majority of schools lessons of Geography undergo exclusively in the class room. The dream of pupils in relation to the geographical education are field exercises, more frequent watching films and using teaching games during lessons and the group work.},
note = {3},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The article presents results of research the perception of Geography by pupils of lower-secondary schools. Examinations were conducted by students of geography during teaching practice at schools in major cities of the Silesian Voivodeship. In the ranking of the importance of school subjects Geography is located in the center of the list, whereas in the category of "liked" mathematical-natural subjects it is the second after Biology. In the upper forms this school subject becomes more and more "indifferent". The most liked contents by pupils of the lower secondary schools are as follows: The own region, the regional geography of world and astronomical issues. On the other hand the most difficult plots are connected with a geological history of the Earth and socioeconomic issues of world. The decided majority of pupils thinks that the geographical knowledge is useful in the life, and the signs of her usefulness is the sense of direction and the ability of map reading. In the majority of schools lessons of Geography undergo exclusively in the class room. The dream of pupils in relation to the geographical education are field exercises, more frequent watching films and using teaching games during lessons and the group work.
2008
Hibszer, A.
In: Dokumentacja Geograficzna, no. 37, pp. 179-186, 2008, ISSN: 00125032, (1).
@article{2-s2.0-58149487634,
title = {From conflicts to cooperation - Selected aspects of social conflicts prevention in Polish National Parks [Od konfliktów do współpracy - Wybrane aspekty przezwycieżania konfliktów społecznych w Polskich Parkach Narodowych]},
author = { A. Hibszer},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-58149487634&partnerID=40&md5=7b55f40b960e54bd4d6b4da64e4f97b9},
issn = {00125032},
year = {2008},
date = {2008-01-01},
journal = {Dokumentacja Geograficzna},
number = {37},
pages = {179-186},
abstract = {The paper presents two examples of efficient activities serving the purpose of environmental disputes prevention by means of public participation, communication and ecological education. The first one refers to the Babia Góra National Park - one of the oldest and most valuable mountainous parks in Poland, the second one - to the Wigry National Park - lowland and one of the youngest parks in Poland.},
note = {1},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The paper presents two examples of efficient activities serving the purpose of environmental disputes prevention by means of public participation, communication and ecological education. The first one refers to the Babia Góra National Park - one of the oldest and most valuable mountainous parks in Poland, the second one - to the Wigry National Park - lowland and one of the youngest parks in Poland.
Piotrowska, I.; Hibszer, A.
Komisja edukacji geograficznej (dydaktyki geografii) polskiego towarzystwa geograficznego Journal Article
In: Czasopismo Geograficzne, vol. 79, no. 1-2, pp. 175-183, 2008, ISSN: 00459453.
@article{2-s2.0-67149116806,
title = {Komisja edukacji geograficznej (dydaktyki geografii) polskiego towarzystwa geograficznego},
author = { I. Piotrowska and A. Hibszer},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-67149116806&partnerID=40&md5=71fbe30f575b4e03e9283a180be7ec7e},
issn = {00459453},
year = {2008},
date = {2008-01-01},
journal = {Czasopismo Geograficzne},
volume = {79},
number = {1-2},
pages = {175-183},
publisher = {Polish Geographical Society},
abstract = {[No abstract available]},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
[No abstract available]
Hibszer, A.
Oddział katowicki polskiego towarzystwa geograficznego Journal Article
In: Czasopismo Geograficzne, vol. 79, no. 1-2, pp. 77-83, 2008, ISSN: 00459453.
@article{2-s2.0-67149090962,
title = {Oddział katowicki polskiego towarzystwa geograficznego},
author = { A. Hibszer},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-67149090962&partnerID=40&md5=246b79a7d11305f555c8d9f8723ae28f},
issn = {00459453},
year = {2008},
date = {2008-01-01},
journal = {Czasopismo Geograficzne},
volume = {79},
number = {1-2},
pages = {77-83},
publisher = {Polish Geographical Society},
abstract = {[No abstract available]},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
[No abstract available]
1996
Hibszer, A.
"Small homeland" in teaching of geography ["Mała ojczyzna" w nauczaniu geograpii] Journal Article
In: Czasopismo Geograficzne, vol. 67, no. 1, pp. 93-106, 1996, ISSN: 00459453, (2).
@article{2-s2.0-0012232737,
title = {"Small homeland" in teaching of geography ["Mała ojczyzna" w nauczaniu geograpii]},
author = { A. Hibszer},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-0012232737&partnerID=40&md5=a9f9c231370c2ed0869faa32af5c49e6},
issn = {00459453},
year = {1996},
date = {1996-01-01},
journal = {Czasopismo Geograficzne},
volume = {67},
number = {1},
pages = {93-106},
publisher = {University of Wroclaw},
abstract = {It is difficult to imagine the teaching of geography in different grades without a lesson about immediate or more distant neighbourhood, a place where the student lives, about his life space. The discussion about the scope of concepts in the teaching programmes should include some thoughts in the role of above mentioned cathegory. The paper which deals with theoretical basis of geography teaching, also presents a chronological survey of names defining the student's life space. It attempts to show its role in teaching. It is a research paper. Teacher's books and research papers written between 1592 (Jan Komeński) and present days have been investigated. In author's opinion the disussed problem should be strongly emphasized in geography syllabus at all leaels because of its great educational value. From among many terms used by geographers to name the student's life space the author has chosen the term "the small homeland" and in that he refers to terms "closer land" or "homely land".},
note = {2},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
It is difficult to imagine the teaching of geography in different grades without a lesson about immediate or more distant neighbourhood, a place where the student lives, about his life space. The discussion about the scope of concepts in the teaching programmes should include some thoughts in the role of above mentioned cathegory. The paper which deals with theoretical basis of geography teaching, also presents a chronological survey of names defining the student's life space. It attempts to show its role in teaching. It is a research paper. Teacher's books and research papers written between 1592 (Jan Komeński) and present days have been investigated. In author's opinion the disussed problem should be strongly emphasized in geography syllabus at all leaels because of its great educational value. From among many terms used by geographers to name the student's life space the author has chosen the term "the small homeland" and in that he refers to terms "closer land" or "homely land".