Author: rrge_hcsaba

2026_4

REPRESENTATIONS OF NATURAL PHENOMENA IN NATURE CALENDARS CREATED BY PRE-SERVICE PRIMARY AND PRESCHOOL TEACHERS

Paula Maria BUDA

Nicolae Bălcescu National College, Brăila, Brăila County, ROMANIA.
Email: rpaulamaria@yahoo.com
ORCID ID: https://orcid.org/0000-0002-8492-7852

Maria Eliza DULAMĂ

”Babeş-Bolyai” University, Faculty of Psychology and Sciences of Education, ROMANIA.
Email: maria.dulama@ubbcluj.ro
ORCID ID: https://orcid.org/0000-0002-5190-5243

 

 

ABSTRACT

The purpose of this study is to analyze the characteristics of nature calendars made by students, future teachers for primary and preschool education, as well as the way in which they observe, select and represent natural phenomena specific to spring. The study analyzes the general characteristics of nature calendars made by students, the types of visual representations used to illustrate weather, plants and animals, the elements or characteristics of nature most frequently represented, explanations of the images and symbols used included in the legends and tables. The study highlights the fact that future teachers for primary and preschool education use a wide variety of representation methods to illustrate natural phenomena specific to spring. Most nature calendars reflect an integrated approach to the relationship between weather, plants and animals and highlight the concern for the clear and aesthetic organization of information. The results show that the nature calendar is a valuable educational tool, which combines direct observation, learning through discovery and drawing, artistic expression and the use of descriptive and informative language. At the same time, the study highlights the need to strengthen the skills of rigorous, systematic, scientific observation and correct identification of natural phenomena, plants and animals. Overall, the nature calendar can contribute to the development of an active and reflective relationship with the environment and to the formation of the skills necessary for didactic activities in preschool and first grade education.

KEYWORDS:

nature observation, learning through discovery, phenology, species life cycle, photographs, drawings

Full text

Cite this article as:

Buda, P.M. & Dulamă, M.E. (2026). Representations of natural phenomena in nature calendars created by pre-service primary and preschool teachers.Romanian Review of Geographical Education, 15(1), 71-99. http://doi.org/10.24193/RRGE20264

2026_3

SWOT ANALYSIS AS A TOOL FOR INVESTIGATING STUDENTS’ ANALYTICAL AND CRITICAL THINKING AND ARGUMENTATION IN GEOGRAPHY

Mariana-Doina CÎINEANU

Nicolae Bălcescu National College, Brăila, Brăila County, ROMANIA.
Email: officeroseromania@gmail.com

ORCID ID: https://orcid.org/0009-0000-4120-5617

 

ABSTRACT

The aim of this study is to analyze the level of development of students’ analytical, critical, and evaluative thinking in the context of conducting a SWOT analysis in geography and to investigate the extent to which the use of a tabular support influences their performance. A total of 101 tenth-grade students participated in the research and were assigned to two experimental groups: GE1 (N = 51) and GE2 (N = 50). Each student was asked to select one county and, based on the tables and texts, to perform a SWOT analysis of the population in that county. Students in GE1 were given a table in which they were required to present, in written form, two strengths and two weaknesses of the population, as well as two opportunities and two threats (the latter referring to external factors). A SWOT-based assessment task was administered and evaluated using a scoring rubric. The results of this study indicate a low level of development of students’ analytical, critical, and evaluative thinking in the context of a SWOT analysis task. Most students experienced significant difficulties, particularly in argumentation, highlighting the need for systematic cognitive training. Although the use of tabular support facilitated response organization to some extent, it did not lead to significant differences in overall performance, suggesting that the development of higher-order thinking cannot be achieved through isolated interventions but requires coherent and sustained instructional efforts throughout geography education. Overall, the study underscores the importance of explicitly integrating critical thinking activities into geography teaching, as well as adopting an instructional approach centered on guidance, reflection, and argumentation.

KEYWORDS:

geographical thinking, demographic data, high school education, competence, relational thinking

Full text

Cite this article as:

Cîineanu, M.-D. (2026). SWOT Analysis as a Tool for Investigating Students’ Analytical and Critical Thinking and Argumentation in Geography.Romanian Review of Geographical Education, 15(1), 61-70. http://doi.org/10.24193/RRGE20263

2026_2

USE OF WORKSHEET IN ANALYSIS OF LANDSCAPES ON MAPS AND IN PHOTOGRAPHS, IN PRIMARY EDUCATION

Nicoleta-Ioana BOGDAN

Secondary School in Măguri-Bogdănești, Cluj County, ROMANIA.
Email: nicoletabogdan84@gmail.com

ORCID ID: https://orcid.org/

 

ABSTRACT

The aim of this study is to analyze the effects of the use by 4th grade students (N = 16) of a worksheet to analyze the landscapes in the territorial administrative unit, represented on a thematic map. The students went through three stages: they solved a pre-test, they individually analyzed the landscapes in the photographs and solved the tasks in a worksheet, based on the landscape map, and then they solved a post-test. The results show that the formative intervention had a strong effect on the students’ knowledge about the landscapes in the environment in which they live and on their spatial analysis competence.

KEYWORDS:

landscape map, worksheet, landscape, forest, analytical thinking, simultaneous learning, individual activity

Full text

Cite this article as:

Bogdan, N.-I. (2026). Use of worksheet in analysis of landscapes on maps and in photographs, in primary education.Romanian Review of Geographical Education, 15(1), 46-60. http://doi.org/10.24193/RRGE20262

2026_1

PROPAGANDA-INFORMED VISUAL DISCOURSE IN GEOGRAPHY OF ROMANIA SCHOOL TEXTBOOKS, DURING THE 1980s

Oana-Ramona ILOVAN

Babeş-Bolyai University, Cluj-Napoca, Faculty of Geography, and Territorial Identities and Development Centre, ROMANIA.
Email: oana.ilovan@ubbcluj.ro

ORCID ID: https://orcid.org/0000-0003-2075-1808

 

ABSTRACT

This research examines the images (mainly photographs) included in four Geography of Romania school textbooks published in the 1980s, with the aim of identifying recurring themes that align with the broader propaganda discourse on socialist territorial development. By doing so, the study addresses a gap in the literature regarding the role of geography textbooks in shaping representations of the national territory in Romania during both the socialist and post-socialist periods. I conducted a thematic analysis of both the visual materials and the texts accompanying those images. After identifying the key themes, I interpreted them in relation to communist propaganda as manifested in Romanian society and the educational system. Accordingly, the study employs critical visual methodology for the analysis of images and discourse analysis for the textual material. The Romanian case illustrates the instrumentalization of geography education in reinforcing socialist ideology and cultivating a collective socialist identity based on reiterative representations of territorial unity and socialist development.

KEYWORDS:

communist propaganda, socialist development, geographical education, critical visual methodology, discourse analysis

Full text

Cite this article as:

Ilovan O.-R. (2026). Propaganda-Informed Visual Discourse in Geography of Romania School Textbooks, During the 1980s. Romanian Review of Geographical Education, 15(1), 5-45. http://doi.org/10.24193/RRGE20261

2025_10

GIS TECHNIQUES FOR DEVELOPING THE DIDACTIC MODEL
“3D MAP OF THE RELIEF OF CLUJ COUNTY”

Andrei CRIȘAN

”Octavian Goga” Secondary School, Cluj-Napoca, ”Gheorghe Șincai” Secondary School, Florești, Cluj County, Romanian Lepidopterological Society, Cluj-Napoca, ROMANIA.
Email: andrei.crel@gmail.com

ORCID ID: https://orcid.org/0000-0003-3501-785X 

ABSTRACT

 In this study, we briefly present the stages involved in the development of two types of didactic models, namely two 3D models of the relief of Cluj County, highlighting the main advantages and disadvantages offered by each of them, as well as several possibilities for their use in geography lessons. These 3D models are used in geography teaching for the formation of spatial representations of relief and running waters, for the localization of human settlements, and as tools for representing geographic space.

KEYWORDS:

GIS, map, 3D model, model (maquette), representation, relief

Full text

Cite this article as:

Crișan, A. (2025). GIS Techniques for Developing the Didactic Model “3D Map of the Relief of Cluj County”. Romanian Review of Geographical Education, 14(2), 65-73. http://doi.org/10.24193/RRGE202510

2025_9

TOOLS, MATERIALS, AND TECHNIQUES USED IN THE 3D REPRESENTATION OF THE IDEAL CITY

Hadrian-Vasile CONȚIU

Babeș-Bolyai” University, Cluj-Napoca, Faculty of Psychology and Educational Sciences, ROMANIA,
Email: hadrian.contiu@ubbcluj.ro

ORCID ID: https://orcid.org/0000-0001-8108-2092

Andreea CONȚIU

„Babeș-Bolyai” University, Cluj-Napoca,Faculty of Psychology and Educational Sciences, ROMANIA,
Email: andreea.contiu@ubbcluj.ro

ORCID ID: https://orcid.org/0000-0001-5228-287X

ABSTRACT

 The present study investigates the tools, materials, and techniques used by students in the 3D representation of the ideal city. It analyzes the effectiveness of this practical approach in fostering creativity, critical thinking, and spatial representation skills. The research also aims to highlight the formative potential of scale-model construction activities as an active, student-centered teaching method, emphasizing that hands-on modeling and construction activities lead to sensory learning, active engagement, and critical thinking. To achieve the research objectives, 79 students aged 16–17 from three 10th-grade classes at the “Al. Papiu Ilarian” National College in Târgu Mureș were involved in a project-based learning activity. The students were divided into groups of four or five and engaged in several stages of the project; this paper focuses in particular on aspects related to the stage of constructing scale models of the ideal city (three-dimensional or 3D representations). The research adopts a qualitative approach with quantitative elements. The analysis of the scale models revealed a wide variety of tools, materials, and techniques used by the students, as well as a high level of engagement and creative expressiveness. The results indicate that project-based learning is an effective instructional method with strong formative potential, contributing to the development of students’ creative, practical, and cognitive competencies.

KEYWORDS:

3D representation, scale model, ideal city, practical skills, spatial thinking, critical thinking, creativity

Full text

Cite this article as:

Conțiu H.-V.., & Conțiu, A. (2025). Tools, Materials, and Techniques Used in the 3D Representation of the Ideal City. Romanian Review of Geographical Education, 14(2), 47-64. http://doi.org/10.24193/RRGE20259

2025_8

POSTCROSSING AT SCHOOL – EDUCATIONAL BENEFITS OF POSTCARDS EXCHANGE

Roxana HOBAI

„Gheorghe Șincai” Technological High School, Târgu Mureș, ROMANIA.
Email: roxana_ro2011@yahoo.com

ORCID ID: https://orcid.org/0009-0007-2308-0292

Diana BERKU

„Gheorghe Șincai” Technological High School, Târgu Mureș, ROMANIA.
Email: dianaberku25@gmail.com

ORCID ID: https://orcid.org/0009-0002-5725-8566

ABSTRACT

 The aim of the research is to analyze the impact of postcrossing activities on students from educational, linguistic, cultural, and emotional perspectives. For this purpose, 10th-grade students of “Gheorghe Șincai” Technological High School from Târgu Mureș participated in an extracurricular activity carried out through a website dedicated to the international exchange of postcards. The students’ perceptions of the activity were identified both through direct observations and through a questionnaire.  Although today’s communication context is highly digitalized – dominated by instant messages and online social networks – we believe that postcrossing-type activities bring significant benefits, contributing to the development of students’ transversal skills and to the strengthening of intercultural education.

KEYWORDS:

postcrossing, postcards, transversal skills, intercultural education, interdisciplinarity, extracurricular activity

Full text

Cite this article as:

Hobai, R., & Berku, I. (2025). Postcrossing at school – educational benefits of postcards exchange.
Romanian Review of Geographical Education, 14(2), 34-46 http://doi.org/10.24193/RRGE20258

2025_7

INTEGRATING CONTENT AND COMMUNICATION IN AN “ENGLISH FOR TOURISM” COURSE. OPPORTUNITIES AND CHALLENGES IN STUDENTS’ ACADEMIC AND PROFESSIONAL TRAINING

Roxana MIHELE

Babeş-Bolyai University, Cluj-Napoca, Faculty of Letters, ROMANIA.
Email: mihaela.mihele@ubbbcluj.ro

ORCID ID: https://orcid.org/0000-0002-3186-0922

Ioana MUDURE-IACOB

Babeş-Bolyai University, Cluj-Napoca, Faculty of Letters, ROMANIA.
Email: ioana.mudure@ubbcluj.ro

ORCID ID: https://orcid.org/0000-0003-0978-8538

ABSTRACT

 In the field of English for Specific Purposes, Content and Language Integrated Learning (CLIL) has been reputed to be an effective approach to fostering both linguistic and professional competencies. The present study explores the Tourism students’ needs, lacks and wants regarding their academic and professional usage of Specialized English to prepare for future jobs in the hospitality industry, and it is based on the data analysis collected in a survey addressed to 1st year Tourism Geography students enrolled at the Faculty of Geography, Babeș-Bolyai University. The special roles of task-based activities, usage of authentic materials as instruments of practice and autonomous learning in language and content learning are investigated in correlation with increased levels of student satisfaction. The encouraging results of our findings are further discussed for best practice implementation and the pedagogical implications for designing future ESP curricula and syllabi. This study investigates how increased value can be added to ESP classes by CLIL approaches, particularly when such an approach is founded on task-based learning, design of authentic learning materials and language learning optimization via AI driven tools. New learning requirements and tailored employability skills are essential for Tourism students, who show strong interest and readiness in exploring and utilizing a wide range of digital tools to enhance their industry-related competencies and the current study indicates how such learning needs can be molded in CLIL tailored language courses. While experimenting with both foreign language and specialized content in such customized micro-communities of practice, learners are exposed to a plethora of scenarios in which motivation enhancement, and the building of transversal skills are genuine gains.

KEYWORDS:

CLIL, task-based activities, authentic materials, increasing students’ motivation, integrated learning

Full text

Cite this article as:

Mihele R., & Mudure-Iacob, I. (2025). Integrating content and communication in an “English for Tourism” course: Opportunities and challenges in students’ academic and professional training. Romanian Review of Geographical Education, 14(2), 21-33 http://doi.org/10.24193/RRGE20257

2025_6

VISUAL MATERIALS AND MODERNISATION OF GEOGRAPHY EDUCATION IN SOCIALIST ROMANIA

Oana-Ramona ILOVAN

Babeş-Bolyai University, Cluj-Napoca, Faculty of Geography, and Territorial Identities and Development Centre, ROMANIA.
Email: oana.ilovan@ubbcluj.ro

ORCID ID: https://orcid.org/0000-0003-2075-1808

Adrian-Daniel MUNTEAN

West University of Timișoara, Faculty of Chemistry, Biology, Geography, and Babeş-Bolyai University, Cluj-Napoca, Territorial Identities and Development Research Centre, ROMANIA.
Email: adrian.muntean99@e-uvt.ro

ORCID ID: https://orcid.org/0000-0003-2160-2206

ABSTRACT

 In this study, we presented and discussed how teachers were advised to teach geography, using images, during socialism in Romania (1948-1989). Besides geographical knowledge, geography classes were supposed to also transmit other types of knowledge, because the scientific canon of geography in socialist Romania was shaped through politicised education. Our aim was to show how geography education and geography textbooks were infused with propaganda, in particular to produce a coherent and impactful official visual discourse through spatial representations of territorial development under socialism. We analysed several didactics of geography from the socialist period and school textbooks for teaching geography. Critical visual methodology and the discourse analysis method were employed. Results showed that didactic advice for teachers aimed to shape students’ socialist consciousness. This was to be developed starting from patriotism and a positivist approach to geographical space: visual representations were “telling the truth” about the socialist reality.

KEYWORDS:

didactics of geography, textbooks, maps, propaganda, socialist development

Full text

Cite this article as:

Ilovan, O.-R., Muntean, A.-D. (2025). Visual Materials and Modernisation of Geography Education in Socialist Romania. Romanian Review of Geographical Education, 14(2), 5-20. http://doi.org/10.24193/RRGE20256

2025_5

DEVELOPING GEOGRAPHICAL THINKING THROUGH THE REPRESENTATION OF THE IDEAL CITY

Hadrian-Vasile CONȚIU

Babeș-Bolyai” University, Cluj-Napoca, Faculty of Psychology and Educational Sciences, ROMANIA

Email: hadrian.contiu@ubbcluj.ro

ORCID ID: https://orcid.org/0000-0001-8108-2092

Andreea CONȚIU

”Al. Papiu Ilarian” National College, Tg. Mureș; „Babeș-Bolyai” University, Cluj-Napoca, Faculty of Psychology and Educational Sciences, ROMANIA

Email: andreea.contiu@ubbcluj.ro

ORCID ID: https://orcid.org/0000-0001-5228-287X

ABSTRACT

 This study highlights the importance and effects of developing geographical thinking through the conception and creation of a 2D representation of an ideal city plan. The aim is to identify and correct possible gaps in students’ understanding of urban space, plans, and maps, and to validate their prior knowledge, which will serve as the foundation for connecting new information, concepts, or procedures. A total of 79 students, aged 16-17, of both genders, from three 10th-grade classes at “Al. Papiu Ilarian” National College in Târgu-Mureș, participated in the study. In order to achieve the research objectives, students were engaged in a project-based learning activity. They went through several stages, with the current study detailing the stage focused on creating the ideal city plans (2D representations). The study emphasizes the necessity of involving students in practical experiences to foster the development of critical thinking and scientific skills.

KEYWORDS:

plan, map, ideal city, geographical thinking, urban facilitiesh

Full text

Cite this article as:

Conțiu, H.-V.., & Conțiu, A. (2025). Developing Geographical Thinking through the Representation of the Ideal City. Romanian Review of Geographical Education, 14(1), 57-81. http://doi.org/10.24193/RRGE20255.