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However, some geography teachers either fail to recognize this connection or choose to ignore it when they teach. Instead, they present the subject matter as a collection of facts, which need to be memorized and reproduced by the pupils. In order to change the \"classical\" teaching paradigm and motivate both the teachers and the pupils to actively engage in teaching and learning through real world examples, we created a set of exercises related to the development of map skills, and taught the students of geography to implement them in GeoGebra.  \nKey words: GeoGebra, Education, Geography, Interactive drawings  \n1. Introduction  \nGeography can be taught in a variety of ways. Often the teachers see geography class as a collection offacts about a certain topic, and present it to the pupils as such. The pupils' role in such a class is reduced to memorizing and reproducing the facts. \"The school should teach the pupils geographic facts and skills, but also train them to observe, collect, categorize, interpret and combine geographic information from a variety of sources\" [1] . With today's technology, laptop computers, smartphones and tablets, the pupils can find most, if not all, of the required facts on the Internet. This makes the role of the teacher as a presenter of data obsolete. Obviously we must give up the perception that teacher must know everything and shift towards the concept of teacher as a mentor. The teacher must identify the skills and knowledge that the pupils need to acquire, and adjust his/her teaching methods accordingly. A multidisciplinary approach, where the teacher calls upon knowledge and skills from different subjects, such as geography, geometry and algebra, in order to succesfully solve real world problems, is obviously a preferred one. The teachers should posess solid and wide knowledge in all involved subjects, as well as organizational, pedagogical and practical skills, which is not always the case. Self confidence is also important, both in the teacher and the pupils. The integration of computer science and other subjects is a dynamic and widely researched topic. \"As the educational technology field moves away from the stand-alone technology course and moves toward integrating technology across all teacher preparation courses, some important issues need to be considered. First, do teacher educators typically have the necessary skills and knowledge to integrate technology into courses? Inmost cases the answer is no. \" [8] . The obvious conclusion is that educating the educators, in our case, students of geography, is essential if we are to change the way geography is taught in schools.  \nThe first author teaches \"Computers and Multimedia in Teaching\" to students who are the future geography teachers. The second author teaches geography to secondary school pupils. This enabled us to conduct an experiment which involved one group of geography students and two first grade classes of secondary school pupils. We based our experiment on GeoGebra [9] . The first part of the experiment was conducted during the 2010-2011 school year, and is described in [4] . The second part of the experiment, described in this paper, was conducted during the 2011-2012 school year. We held six classes with one group of students in a computer lab with a data projector.  \nAlthough GeoGebra is oriented towards mathematics and geometry, it can be applied to many problems which are mathematical in nature. The authors, for example, have considered various topics on teaching numerical mathematics with GeoGebra, [2], [3] . The aim of this work was to develop interactive GeoGebra materials, to teach the students to implement them by themselves and to record the students' opinions. Our ultimate goal is to prepare future geogra","cbCaiiBIgUP298VL","https://ap.wps.com/l/cbCaiiBIgUP298VL","pdf",1291065,"English","# Introduction\n## GeoGebra examples\n### Map rotation\n### The motion of the Sun\n### Orientation in a city","[{\"question\":\"Why do the authors argue that geography teaching should change?\",\"answer\":\"They note that some geography teachers ignore the mathematical concepts within geography and present content as facts to be memorized. The paper proposes motivating teachers and students through real-world examples and interactive learning.\"},{\"question\":\"What is the main learning goal of using GeoGebra in geography classes?\",\"answer\":\"To develop interactive GeoGebra materials that students can implement themselves, strengthening map-related skills. The ultimate goal is to prepare future geography teachers to act as mentors and transform ordinary lessons into discovery-based activities.\"},{\"question\":\"What classroom approach do the authors emphasize regarding software use?\",\"answer\":\"Software use should not be the goal itself. Only a carefully prepared and well-executed class allows GeoGebra to support instructional and motivational objectives.\"}]","GEOGEBRA IN A GEOGRAPHY CLASS - Part 6 - Abstract and Examples | PDF",1792065321]