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The educational innovation project carried out in a Spanish public educational center located on the island of La Palma, in the Canary Islands, seeks to awaken in students the capacity for analysis and recognition of the elements that make up the landscape to strengthen geographical knowledge. It tries to recognize the Spanish natural landscape characteristics of its extensive coast. It analyzes natural landscapes and their human transformation, focusing on the Canary Islands and their relationship with the Macaronesian islands. The purpose of this study is to develop the contents of the Geography subjects in the Secondary and Baccalaureate stages, which allow interpretation of the insular and coastal territory and analysis of their natural landscapes. It is related to the current pedagogical approach of designing and applying learning situations. This was done by applying learning situations, starting from a previous context or landscape, to develop a theoretical approach from geographical analysis. This will allow us to elaborate on a description of the landscape and make a detailed comparison with nearby landscapes. The work on these geographical contents in the classroom consists of teaching the landscape elements: orography, climate, biogeography, etc. With this knowledge, we can recognize these ingredients in different images of natural islands and coastal landscapes. The results of this intervention show that after working on the content and carrying out a guided practice with the teacher, the students can face new landscapes, look for them, and learn how to analyze them and recognize their natural elements and human modifications. The results show that to understand geography, students not only need to develop theoretical content, such as an encyclopedia. Students need to understand and recognize the elements present in each landscape or image of the territory. Learning this way helps students look at and analyze them correctly and have a holistic sense of the territory. Such educational innovations applied to teaching geography allow for the knowledge and interpretation of the territory and its landscapes practically and give it meaning.

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Educational Innovation Projects to Teach Geography and Get to Know the Spanish Coasts, an Example from Canarian Public Centers

  • 会议论文

  • 发表日期：

    2026年

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  • Antonio Delgado García

摘要

The educational innovation project carried out in a Spanish public educational center located on the island of La Palma, in the Canary Islands, seeks to awaken in students the capacity for analysis and recognition of the elements that make up the landscape to strengthen geographical knowledge. It tries to recognize the Spanish natural landscape characteristics of its extensive coast. It analyzes natural landscapes and their human transformation, focusing on the Canary Islands and their relationship with the Macaronesian islands. The purpose of this study is to develop the contents of the Geography subjects in the Secondary and Baccalaureate stages, which allow interpretation of the insular and coastal territory and analysis of their natural landscapes. It is related to the current pedagogical approach of designing and applying learning situations. This was done by applying learning situations, starting from a previous context or landscape, to develop a theoretical approach from geographical analysis. This will allow us to elaborate on a description of the landscape and make a detailed comparison with nearby landscapes. The work on these geographical contents in the classroom consists of teaching the landscape elements: orography, climate, biogeography, etc. With this knowledge, we can recognize these ingredients in different images of natural islands and coastal landscapes. The results of this intervention show that after working on the content and carrying out a guided practice with the teacher, the students can face new landscapes, look for them, and learn how to analyze them and recognize their natural elements and human modifications. The results show that to understand geography, students not only need to develop theoretical content, such as an encyclopedia. Students need to understand and recognize the elements present in each landscape or image of the territory. Learning this way helps students look at and analyze them correctly and have a holistic sense of the territory. Such educational innovations applied to teaching geography allow for the knowledge and interpretation of the territory and its landscapes practically and give it meaning.