Péter Bagoly-Simó
Datos Biográficos
| ID | 1268674 |
|---|---|
| NOMBRE | Péter Bagoly-Simó |
| NOMBRES | Péter |
| APELLIDO | Bagoly-Simó |
| FIRMA | BAGOLY-SIMÓ P |
| AFILIACIONES | Humboldt-Universität zu Berlin |
| ORCID | 0000-0001-9224-9142 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 8 |
| OBRAS COMO AUTOR | 11 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2011 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Gaze-Ography. An Overview of Map-Related Research Using Eye-Tracking and Its Potential for Geography Education
Shifting maps
This article explores the evolution of cartographic representations in Romanian, Hungarian, and Ukrainian lower secondary geography textbooks during post-socialist and post-Soviet transformations. Through a comparative content analysis of 21 textbooks published between the 1990s and 2020s, the study highlights significant shifts in visual content, with a notable increase in photographs and a concerning decline in cartographic rigour. Findings rev…
El contexto académico, laboral, personal y de procedencia de los docentes de Educación Primaria y el desarrollo de metodologías activas de aprendizaje geográfico en España
La geografía ocupa un reducido espacio en el ciclo de Educación Primaria en España. Por esta razón, se ha considerado oportuno llevar a cabo una investigación sobre las características de la enseñanza de la Geografía en los centros docentes de Educación Primaria en nuestro país, a partir de una encuesta con la que se ha constatado la difusión de métodos activos de aprendizaje basados en el trabajo de campo y en el uso del entorno más cercano del …
Sind (BNE-)Schullabels geeignete Indikatoren, um die Implementierung von Bildung für nachhaltige Entwicklung ins schulische Bildungssystem zu messen? Ergebnisse eines empirischen Projektes
Untersucht wurde im Projekt E-I-BNEs, mit welchen Indikatoren die Implementierung von Bildung für nachhaltige Entwicklung (BNE) ins schulische System gemessen werden kann. Nach einem kurzen Überblick über das Gesamtprojekt fokussiert der Beitrag auf das Teilprojekt zum Indikator für den Lernort Schule. Auf der Grundlage von Interviews und Konsultationen, unter Berücksichtigung der allgemeinen Anforderungen, die an Indikatoren gestellt werden, und…
Von Stadt, Land, Fluss zur Nachhaltigkeitskunde
Sustainable development is of equal concern to Geography as an academic discipline and Geography Education. Given Geography's explicit conceptual and thematic affinity to sustainable development, various professional organizations developed normative documents proclaiming Geography to the main carrier subject of Education for Sustainable Development (ESD). The aim of this paper is to explore what effects the special proximity of school Geography …
Factors that are perceived as supporting or hindering active school travel (AST)
Children's school journeys can provide a daily source of physical activity, social interaction, and independence. Many studies focus on quantitative analyses of factors influencing active school travel (AST) from an adult-centric perspective. This study analyses children's and adults' perspectives on school travel behaviour and route perceptions using qualitative walking interviews. We conducted 14 go-along interviews with primary school children…
What Does That Have to Do with Geology? The Anthropocene in School Geographies around the World
Based on the growing body of research and vivid scientific discourse, the Anthropocene is slowly making its way into the curricula of geography programs across the world. Unlike academic geography, the school subject seems to be more reluctant when it comes to the Anthropocene’s implicit implementation. Using content analysis, this article explores how geography curricula or compound subjects containing geography for lower secondary education in …
School Geography under Covid‐19
This paper aims to explore some of the changes affecting the teaching and learning of secondary geography as a result of the COVID‐19 pandemic. In doing so, it sets a focus on geographical knowledge and its alteration in times of extraordinary measures to diagnose its challenges. Against the background of current debates on competence‐ and standard‐based education from the sociology and history of education as well as from geography education, pr…
Training ESD change agents through geography
To achieve a deep and wide implementation of Education for Sustainable Development (ESD) into all forms of education, the capacity of educators and trainers needs to be increased. This paper describes the curricular architecture of a master’s program in Geography with an emphasis on ESD. Based on a first feedback given by graduates, the paper discusses both strengths and weaknesses of the program
Youth studies
Youth Studies by Andy Furlong aims to be an easily accessible, jargon-free, and clearly written introduction to concepts, theories, and trends of the fast growing field of youth studies. Coming fro
Student Employability and its Implications for Geography Curricula and Learning Practices
The nature and mission of universities have changed over the past two decades. The move towards mass education with decreased levels of state support has come with greater levels of accountability to stakeholders, including students, employers and the state itself. Graduates are expected to exhibit greater degrees of employability: that is they are more likely to gain and maintain employment, and to progress in workplaces and build careers. In th…
Student Employability and its Implications for Geography Curricula and Learning Practices
The nature and mission of universities have changed over the past two decades. The move towards mass education with decreased levels of state support has come with greater levels of accountability to stakeholders, including students, employers and the state itself. Graduates are expected to exhibit greater degrees of employability: that is they are more likely to gain and maintain employment, and to progress in workplaces and build careers. In th…
Factors that are perceived as supporting or hindering active school travel (AST)
Children's school journeys can provide a daily source of physical activity, social interaction, and independence. Many studies focus on quantitative analyses of factors influencing active school travel (AST) from an adult-centric perspective. This study analyses children's and adults' perspectives on school travel behaviour and route perceptions using qualitative walking interviews. We conducted 14 go-along interviews with primary school children…
Student Employability and its Implications for Geography Curricula and Learning Practices
The nature and mission of universities have changed over the past two decades. The move towards mass education with decreased levels of state support has come with greater levels of accountability to stakeholders, including students, employers and the state itself. Graduates are expected to exhibit greater degrees of employability: that is they are more likely to gain and maintain employment, and to progress in workplaces and build careers. In th…
Youth studies
Youth Studies by Andy Furlong aims to be an easily accessible, jargon-free, and clearly written introduction to concepts, theories, and trends of the fast growing field of youth studies. Coming fro
Training ESD change agents through geography
To achieve a deep and wide implementation of Education for Sustainable Development (ESD) into all forms of education, the capacity of educators and trainers needs to be increased. This paper describes the curricular architecture of a master’s program in Geography with an emphasis on ESD. Based on a first feedback given by graduates, the paper discusses both strengths and weaknesses of the program
School Geography under Covid‐19
This paper aims to explore some of the changes affecting the teaching and learning of secondary geography as a result of the COVID‐19 pandemic. In doing so, it sets a focus on geographical knowledge and its alteration in times of extraordinary measures to diagnose its challenges. Against the background of current debates on competence‐ and standard‐based education from the sociology and history of education as well as from geography education, pr…
What Does That Have to Do with Geology? The Anthropocene in School Geographies around the World
Based on the growing body of research and vivid scientific discourse, the Anthropocene is slowly making its way into the curricula of geography programs across the world. Unlike academic geography, the school subject seems to be more reluctant when it comes to the Anthropocene’s implicit implementation. Using content analysis, this article explores how geography curricula or compound subjects containing geography for lower secondary education in …
Factors that are perceived as supporting or hindering active school travel (AST)
Children's school journeys can provide a daily source of physical activity, social interaction, and independence. Many studies focus on quantitative analyses of factors influencing active school travel (AST) from an adult-centric perspective. This study analyses children's and adults' perspectives on school travel behaviour and route perceptions using qualitative walking interviews. We conducted 14 go-along interviews with primary school children…
El contexto académico, laboral, personal y de procedencia de los docentes de Educación Primaria y el desarrollo de metodologías activas de aprendizaje geográfico en España
La geografía ocupa un reducido espacio en el ciclo de Educación Primaria en España. Por esta razón, se ha considerado oportuno llevar a cabo una investigación sobre las características de la enseñanza de la Geografía en los centros docentes de Educación Primaria en nuestro país, a partir de una encuesta con la que se ha constatado la difusión de métodos activos de aprendizaje basados en el trabajo de campo y en el uso del entorno más cercano del …
Sind (BNE-)Schullabels geeignete Indikatoren, um die Implementierung von Bildung für nachhaltige Entwicklung ins schulische Bildungssystem zu messen? Ergebnisse eines empirischen Projektes
Untersucht wurde im Projekt E-I-BNEs, mit welchen Indikatoren die Implementierung von Bildung für nachhaltige Entwicklung (BNE) ins schulische System gemessen werden kann. Nach einem kurzen Überblick über das Gesamtprojekt fokussiert der Beitrag auf das Teilprojekt zum Indikator für den Lernort Schule. Auf der Grundlage von Interviews und Konsultationen, unter Berücksichtigung der allgemeinen Anforderungen, die an Indikatoren gestellt werden, und…
Von Stadt, Land, Fluss zur Nachhaltigkeitskunde
Sustainable development is of equal concern to Geography as an academic discipline and Geography Education. Given Geography's explicit conceptual and thematic affinity to sustainable development, various professional organizations developed normative documents proclaiming Geography to the main carrier subject of Education for Sustainable Development (ESD). The aim of this paper is to explore what effects the special proximity of school Geography …
Gaze-Ography. An Overview of Map-Related Research Using Eye-Tracking and Its Potential for Geography Education
Shifting maps
This article explores the evolution of cartographic representations in Romanian, Hungarian, and Ukrainian lower secondary geography textbooks during post-socialist and post-Soviet transformations. Through a comparative content analysis of 21 textbooks published between the 1990s and 2020s, the study highlights significant shifts in visual content, with a notable increase in photographs and a concerning decline in cartographic rigour. Findings rev…
Geography Education and Pedagogy (7 obras) · Sociology (7 obras) · Pedagogy (4 obras) · Political science (4 obras) · Curriculum (3 obras) · Environmental Education and Sustainability (3 obras) · Geography (3 obras) · Higher education (3 obras) · Human geography (3 obras) · Humanities (3 obras)