| dc.description.abstract | Forming a concept begins with identifying a referent, followed by its description. Referents whose features meet
the specified criteria will be included in the concept (Fig. 1). At schools sometimes teachers start teaching
their subjects with providing definitions.
All referents determine the range of the concept, whereas the group of characteristic features forms its content
(Fig. 2). The concept consists of a description and a term (name) replacing it. The description should include
identifying, typical (characteristic) and distinctive (diagnostic) features. They allow us to distinguish between
phenomena or objects, whether similar or related. While introducing concepts in teaching, we should be very
careful in selecting distinctive features as this shall limit the description. For example, to distinguish valleys
drained episodically, it is enough to give their transverse profile (Fig. 3). In the description, individual
features may sometimes occur.
All features used in the description of the concept can be divided into: substantial, spatial, temporal,
phenomenological, structural and axiological. With regard to the substantial features, it is required to provide
only these properties of a substance (physical and chemical), which will allow its identification. Colour, for
example, should not be given as a feature of limestone since it has no diagnostic value. Spatial features are
present in describing the dimensions of objects, often when working with a map (Fig. 4). In the description of
age, duration of an object or phenomenon, temporal features are used. In the geology and geomorphology, the
absolute age (chronostratigraphy) and relative age (biostratigraphy and lithostratigraphy) are determined. The
volatility of the concept is described by the phenomenological features. The changes can be rhythmic, cyclic or
evolutionary. Sometimes, the concept is characterized by giving the structure, e.g. the percentage of minerals in
the rock. The most subjective features are the axiological ones. They consist of both formalized evaluations and
assessments based on individual feelings.
The description of the concept's features is replaced by a strictly defined term. Terms may be derived from the
colloquial language, or from the scientific or occupational discourse. They can include synonyms, e.g. Polish and
Latin names of plants. Sometimes these synonyms occur only in narrow occupational groups (Figs. 5, 6). Ambiguity
of terms and unnecessarily strange names assigned to them have been diagnosed as adverse phenomena in school
practice which can lead to the lack of understanding (Fig. 7). Terms in the Polish language should be given
precedence over the terms in foreign languages.
Many objects and phenomena have precise definitions. The use of those definitions in school practice is sometimes
difficult. Most frequently a student does not have the equipment or instruments that would allow him or her to
determine the features with the required accuracy, e.g. the percentage of sand in a sample or mineralization of
water. Sometimes, classification is complicated by individual features of the object (Fig. 8). In teaching, you
can apply simplified methods, used in field work, at most. In determining the limits of, for instance, geological
objects, forms or regions, you may find that the limit is a belt of a variable width (Fig. 9,10, 11). On a small-
scale map, the thickness of the lines may be greater than the width of the border. For large-scale maps you may
need to introduce a border strip.
There is a need to correlate concepts used in teaching different subjects. Sometimes, the same terms, e.g. the
angle of incidence, may be understood differently in different subjects. Terms should be used in the sense in
which they were defined in the parent discipline.
Concepts present in school language are both concepts that originated in ancient times (e.g. geographic
coordinates) and that were recently introduced to the general language. As reflected in dictionaries, concepts
were sometimes changed or made more specific.
Relations of fungibility, inferiority, superiority, crossing or exclusion may occur between ranges of concepts. In
logic they form the theoretical bases of a hierarchical classification between the ranges of concepts. There are
some classifications in each section of geography. The question of their compatibility with the theories of logic
is beyond the scope of this book.
Selection of terms for school needs requires special care to ensure that the concepts are means of correct
abstract thinking and of communication. This is important also because of the external examinations at the end of
each stage of learning. | en_EN |
