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1263 | | La integración de la vegetación espontánea en el diseño de zonas verdes urbanos | Laura Jeschke (1)

La vegetación es un elemento fundamental de las zonas verdes y espacios públicos urbanos y cumplen una importante función ecológica en ofrecer hábitats para la fauna y la flora y preservar así la diversidad genética además de contribuir a una amplia prestación de servicios ecosistémicos.
Sin embargo, en las últimas décadas algunos aspectos respecto a su uso y mantenimiento han cambiado considerablemente. Por una parte, y en el contexto del cambio climático la vegetación urbana debe adaptarse a nuevas condiciones, cuando a la vez que se ha desarrollado una mayor conciencia social en cuestiones de sostenibilidad, biodiversidad y conservación de la naturaleza. Al mismo tiempo, las administraciones públicas están restringiendo cada vez más los fondos municipales disponibles para la construcción y el mantenimiento de los zonas verdes públicas.
En los últimos 20 años se han desarrollado sobre todo en Alemania una serie de proyectos de parques públicos caracterizados por la vegetación espontánea. A través de estas experiencias se pueden detectar tanto los potenciales como los desafíos de este tipo de vegetación que a veces implica cambios importantes a los procedimientos estándar en los procesos de planificación y gestión de las zonas verdes públicas.
Esta sesión propone explorar en el contexto mediterráneo los potenciales de cambiar los patrones habituales de plantación ornamental a través del uso intencionado de vegetación espontánea en zonas verdes urbanos y detectar los retos respecto al proceso de diseño y el mantenimiento con este nuevo tipo de plantaciones. Además, se reflexiona sobre aspectos de la percepción y la aceptación de la vegetación espontánea por parte de la ciudanía en el ámbito urbano mediterráneo. session type: presentationlanguage: spanish or english

Laura Jeschke (1)
(1) Universidad Politécnica de Madrid

 
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1263 | 759 | Un pavimento botánico para Santiago de Compostela: integración difusa de la flora espontánea y servicios ecosistémicos derivados. | Miguel Serrano1, Pablo Rodeiro1, Anxo Méndez2,3, Patricia Sanmartín2,4

La integración planificada de la flora espontánea en el ámbito urbano suele producirse en forma concentrada dentro de espacios verdes donde se permite su crecimiento. El proyecto “Un pavimento botánico para Santiago de Compostela”, al contrario, aborda la posibilidad de dicha integración vegetal de una forma difusa pero constante a lo largo del tejido urbano, en las juntas de pavimento del casco histórico de la ciudad. Además, con el objetivo de tejer alianzas con la ciudadanía y disminuir reticencias ante la presencia de flora urbana no ornamental, se analizan los potenciales servicios ecosistémicos que, más allá de los derivados del incremento de la biodiversidad producto de la (re)naturalización de una ciudad pétrea como Compostela, puedan redundar en una mayor habitabilidad de la ciudad histórica, especialmente los de mitigación térmica durante las olas de calor derivadas del calentamiento climático global. Se ha llevado a cabo el inventariado y categorización de las especies de flora vascular del pavimento compostelano, así como de los factores ambientales determinantes de la distribución de las distintas especies, implantado parcelas experimentales con distintas combinaciones de especies en áreas con diferentes condiciones abióticas. En dichas zonas de estudio se analiza la colonización vegetal, el rendimiento fotosintético mediante fluorómetro de clorofila portátil PAM, la variación de ATP en hojas en relación al calentamiento, la termografía del suelo y la temperatura del aire a diferentes alturas, evaluando así la percepción térmica humana. Los resultados evidencian grandes diferencias térmicas entre las juntas de pavimento vegetadas y su entorno pétreo, revelando como la vegetación espontánea contribuye a mitigar los aumentos de temperatura ambiental durante las olas de calor estivales, si bien su potencial refrigerante presenta variaciones entre distintas especies, relacionándose con el tipo de metabolismo fotosinténtico (C3, C4 o CAM).

Miguel Serrano1, Pablo Rodeiro1, Anxo Méndez2,3, Patricia Sanmartín2,4
1. Departamento de Botânica, Faculdade de Farmácia, Universidade de Santiago de Compostela, 15782 Santiago de Compostela, Galiza. 2. Departmento de Edafoloxía e Química Agrícola, Facultad de Farmacia, Universidad de Santiago de Compostela, 15782 Santiago de Compostela 3. CISPAC, Cidade da Cultura, Santiago de Compostela 4. CRETUS, Universidade de Santiago de Compostela, Santiago de Compostela

 
ID Abstract: 759

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1251 | 359 | Resilience to crises in the sphere of educational services on the example of changes in the functioning of schools in Wielkopolska region (Poland) during the COVID-19 pandemic | Anna Tobolska, Emilia Bogacka, Jan Hauke, Justyna Weltrowska

The crisis situation resulting from the outbreak of the COVID-19 pandemic at the beginning of 2020 resulted in the introduction of restrictions on social contacts aimed at controlling the spreading virus infections. The consequences were significant in almost all spheres of life, and one of the most affected was educational services. In that field, the introduction of restrictions led to a radical remodeling of the functioning and organization of school facilities: suspension of traditional classes conducted in schools and a widespread transition to remote forms of teaching, using various types of communication platforms. These necessary changes, quite unexpected and introduced at a rapid ’emergency’ pace, have become a great challenge for all parties to the education process: teachers, students and their parents, as well as school management._x000D_
In the study, we show that schools and students of primary and secondary schools (which was more difficult task than in the case of higher education, Bento, Fabio et. al. 2021) coped quite well with the crisis situation that precipitated from the current path of the didactic process. Based on empirical research conducted in 2021 in the Wielkopolska region, we identified students and teachers attitudes and behaviors that make the system of educational services highly resistant to the existing crisis situation. As indicators of resilience, we took into account the degree of students and schools equipment with devices enabling remote classes, their range of skills in using e-learning platforms and the degree of new forms of conducting lessons acceptance. It can be concluded that the school system in the Wielkopolska region, thanks to the attitudes of its stakeholders, has shown considerable resilience in the sense of adaptive resilience concept (Masik, Sagan 2016), and the pace of introducing changes in the didactic process in the face of the pandemic crisis, it also allows the system to be identified as an agile organization.

Anna Tobolska, Emilia Bogacka, Jan Hauke, Justyna Weltrowska
Adam Mickiewicz University, Poznań

 
ID Abstract: 359

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1251 | 542 | Possibilities of future remote education in the light of the experience gained during the COVID-19 pandemic in Poland | Emilia Bogacka, Jan Hauke, Anna Tobolska, Justyna Weltrowska

Before 2020, distance learning in schools in Poland was sporadic. This form of education was used to a minimal extent about certain selected types of classes, primarily in private schools. The pandemic has forced universal remote teaching in all schools (schools have been obliged to do so by central management). Surveys conducted among students and teachers of all schools and interviews with headmasters of randomly selected schools in Wielkopolska (a large and representative region of Poland) lead to the conclusion that schools quickly and at an acceptable level introduced distance learning in the second half of 2020 and continued it with increasing success in 2021. The introduced new teaching methods required a lot of commitment from teachers (mainly time) and changes in interaction with the student. The experience gained in this area is an excellent basis if, for any reason, remote teaching is required again. Regardless of this, the experience gained could be used to continue and develop selected classes in the remote formula. Based on the obtained research material, the work presents important elements regarding the quality of distance education, resulting from the opinions of students, teachers, and principals. As a result of the conducted empirical research, several conclusions were drawn that are important for improving remote education in the future. In addition, it can be assumed that certain solutions will become a permanent and important element of education. It is worth noting that the presented issues are part of a comprehensive research project on the diversity of social attitudes of students and teachers carried out by our research team.

Emilia Bogacka, Jan Hauke, Anna Tobolska, Justyna Weltrowska
Adam Mickiewicz University, Poznań, Poland

 
ID Abstract: 542

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1251 | 938 | Geography of Educational Performance in Central and Eastern European countries: evidence for Romania | PhD. Student DAMIAN Daniela-Andreia, Professor Ph.D. IAȚU Corneliu

Education has become a priority topic for European Union in the recent years, as it is a key determinant of economic and competitiveness growth. As results, in 2018 the European Union launched the European Education Area initiative (focused on six dimensions) which aims to increase the resilience and inclusion of the national education systems._x000D_
This study aims to inquire the educational performance across the Central and Eastern European Countries (CEECs), with a special emphasis on Romania. Firstly, a systematic literature review will be conducted at CEECs level regarding the educational performance. Following, the first two dimensions of the European Education Area (quality, and inclusion and gender equality) will be examined at LAU2 level in Romania, using descriptive and inferential statistics, and spatial analysis._x000D_
Using the databases from the National Assessments between 2015-2022 (results obtained by the lower education graduates at mathematics, Romanian Language and Literature, and mother tongue – only applicable to national minorities), this study seeks to achieve results concerning the quality and inclusion dimensions: 1) the overall performance and yearly performance of lower education graduates; 2) the performance of lower education graduates performed in the pre- and post-pandemic period; 3) the performance of lower education garduates from rural LAU 2 units compared to urban ones; 4) the performance of lower education graduates in LAU2 units where national minorities are in numerical majority; 5) the performance of national minorities graduates in mother tongue compared to Romanian Language and Literature._x000D_
The preliminary results, showed a low level of performance of a significant percent of LAU2 units. This raises the question of how well students will be prepared to enter the labor market in an ever-changing society (memorization vs. elaboration), and how this will influence the evolution of the human capital stock.

PhD. Student DAMIAN Daniela-Andreia, Professor Ph.D. IAȚU Corneliu
Alexandru Ioan Cuza University of Iasi, Romania

 
ID Abstract: 938

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1251 | | Educational services in the uncertain time of the COVID-19 pandemic and the future | Emilia Bogacka (1); Jan Hauke (1); Anna Tobolska (1); Justyna Weltrowska (1)

The COVID-19 pandemic has affected the daily lives of all people in the world to different degrees since the beginning of March 2020. This situation and the consequential restrictions, whose aim was to limit the pandemic spread, encourage reflection and research on many aspects of social life. One of the spheres strongly affected by the effects of the pandemic were educational services. By this term, we primarily understand the functioning of primary, secondary and higher education institutions and their direct stakeholders i.e. teachers, school management, university authorities, pupils, students and student’s parents.
The pandemic has remodelled the behaviour, functioning and organization of almost all education and higher education institutions, thereby affecting the lives of numerous families, whose members were associated with the system of educational services. Above all, the execution of the didactic process began taking different forms, forcing different behaviours from the various social groups involved. Before the pandemic, educational services made little use of e-learning methods, whereas they became the only possible teaching and learning tool during the pandemic.
We strongly encourage papers evaluating the behavior, functioning, and organization of different educational institutions and their stakeholders during the pandemic in local, regional, national, and international perspectives. Also, we welcome papers considering the future of education in post-pandemic reality. We welcome presentations in English.

Emilia Bogacka (1); Jan Hauke (1); Anna Tobolska (1); Justyna Weltrowska (1)
(1) Adam Mickiewicz University, Poznań

 
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1251 | 143 | Beyond the Boundaries of Traditional and Alternative Education: Geographies of Experimentation in the Italian School System | Giulia Chiara Ceresa

This presentation proposes an exploration of the geographies of alternative and experimental forms of education in mainstream schools for the first time. The research revolves around two main contributions: in the first instance, it investigates the circuits which guide parents’ choices on public schools, private schools, or schools with alternative experimentation; in the second instance, it analyses the experiences of the teachers and students in three school networks with experimentation which operate on a national scale. As such, it sits at the intersection of three wider areas of scholarship: children’s geographies, geography of education, geographies of alternative education._x000D_
In order to do this, a mixed method qualitative research programme conducted in Italy was implemented. It began in the spring of 2020, and after being modified due to the arrival of the COVID-19 pandemic, it concluded in the spring of 2021. Thanks to the field research conducted in Italy, the presentation adds to the amplification of knowledge of the circuits of choice marking the training offer in Italian primary schools, which are in constant evolution. It also offers a glimpse of some attempts at experimentation within the mainstream and the relative experiences of the children and teachers who inhabit these schools. Therefore, it contributes to the literature on the geographies of education through a double track and, at the same time, it offers critical issues from an Italian perspective, providing ideas and insights to educational policy makers and those who handle building the school of tomorrow._x000D_

Giulia Chiara Ceresa
University of Birmingham

 
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1240 | 417 | Caring for the park – testing a living lab approach to enable nature connectedness in order to address challenges of urban greenspace governance | Ashita Gupta; Katharine Willis

Green Infrastructure, particularly public greenspaces such as urban parks, play an important role in urban environments. Recognising the barriers to equitable access and the need for improving participation in greenspace governance in view of increasingly restricted local authority budgets and consequent challenges around greenspace provision and management, enhancing public engagement in greenspace practices and encouraging environmental stewardship can help address some of the challenges of greenspace governance(Geddes, 2006; Martin et al., 2020; Mathers, Dempsey & Molin, 2015). Recent literature has referred to theories of place indicating the potential of citizen science in fostering environmentally-responsible behaviours, such as voluntary stewardship and involvement in national/local environmental policy concerns (Day et al.,2022; Haklay,2013; Toomey et al.,2020). We identify a gap in research as to whether participation in citizen science projects can enhance connections between people and place and encourage better community participation in the stewardship of parks and urban greenspaces. This research adopts a Living Lab approach to utilise the community’s local intelligence in developing digital experiments in the pilot site using a Nature Data Probe toolkit and seeks to explore its potential for enhancing nature-connectedness by revealing hidden nature. We describe an action research method working with 126 participants from a secondary school close to a large urban park in Plymouth, UK. The findings suggest a deeper awareness of the natural environment was created. Analysis of qualitative data gathered around awareness/consciousness of natural environment revealed participants were more observant of hidden nature post-intervention, with an increase in the number of participants and the specific and descriptive responses identifying nature. In summary, we discuss the implications of research outcomes as a pathway to increasing participation in greenspace.

Ashita Gupta; Katharine Willis
University of Plymouth

 
ID Abstract: 417

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1240 | 813 | Young People and Climate Crisis in Four City Regions in Europe: Reflections on Creative and Mixed Methods | Prof Frances Fahy; Dr Kathy Reilly; Bronagh Dillon (PhD Candidate)

This paper offers critical reflections on a transdisciplinary research project (CCC-CATAPULT) adopting a mixed method approach to explore young peoples’ experiences of and learning around climate crisis in four European city regions (Bristol, UK; Galway, Ireland; Genoa, Italy; and Tampere, Finland). Underpinned by a co-production and creative research design, with a phased and sequential data collection process, CCC-CATAPULT incorporated an extensive survey completed by young people in each city region, to capture a snapshot of youth experiences and understandings of climate crisis across a variety of scales. This was followed by focus groups with young people, interviews with teachers and other supporters of learning, and creative narrative workshops. The overall project responds to an urgent need to include the voice of young people when planning for climate change in European cities (and beyond). The paper considers this creative and mixed method approach in relation to the specificity of place and context, exploring the situated nature of data collection with a view to providing practical insight on the challenges of developing a comparative research project across four city regions in Europe. The reflections are framed by the CCC-CATAPULT findings to consider what can be learned by, for and through young people to begin a conversation around how these learnings can be communicated beyond an academic audience (for example to design effective climate crisis education in the Anthropocene).

Prof Frances Fahy; Dr Kathy Reilly; Bronagh Dillon (PhD Candidate)
Discipline of Geography, School of Geography Archaeology and Irish Studies, University of Galway

 
ID Abstract: 813

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1240 | | Co-creative methodologies and Challenge Based Learning for sustainable urbanities in the Anthropocene | Federica Burini (1); Marco Picone (2)

The challenges of urbanization in the Anthropocene correspond both to new fields of research and to new frontiers in training in order to foster a change in the theory, methodologies and practices of urban geography, planning, landscaping, etc.
Scientific research from different disciplinary backgrounds proves that human beings are capable of triggering reactions in bio-physical systems which lead to a critical evolution of the environment and a questioning of the habitability of the earth. What scholars propose to call the Anthropocene is therefore the era in the history of the anthropization of the Earth, where human beings become a force acting irreversibly on the entire planet (Steffen et al., 2011). We therefore observe the upheavals of what geographers call the ecumene, i.e. the space inhabited by human beings. This space is increasingly urban in its nature, regardless of the places it produces. This leads to a real “planetary urbanization”, observed since the 1950s, which is the vector for the acceleration of the entry into the Anthropocene (Brenner, Schmid, 2015), facing an impressive challenge engaging human and non-human agents, pushing to the creation of the concept of “Urbanocene” by geographer Michel Lussault (2013; 2017).
The session invites to reflect on the links between urbanization and Anthropocene, focusing on the need of adopting co-creative methodologies in urban design and planning and on teaching methodologies able to face these complex urban challenges among younger generations. This is the case of Challenge Based Learning (CBL), a teaching methodology focusing on relevant real-life authentic challenges to trigger learning and combining the offer of hard and soft skills, responding to specific needs coming directly from society (Van den Beemt et al., 2022). This is made possible through the adoption of a student-oriented approach within collaborative learning techniques (Barkley et al., 2004) and citizen science (Vohland et al. 2021), where students become the main protagonists of a multi-disciplinary teaching, together with academics and local stakeholders (van Karnenbeeka, Janssen-Jansenb, Peel, 2022).
The session invites scholars, at a doctoral and senior level, to discuss about the importance of multilevel co-creative planning and CBL methods around different topics and scales of application. The session is organized by Federica Burini (University of Bergamo, Italy), together with Marco Picone (University of Palermo, Italy). The organizers would like to invite two key-note speakers who could introduce the session – Michel Lussault (Ecole Urbaine de Lyon) and Christian Schmid (ETH Zurich) – in order to open the session to researchers presenting a variety of approaches in co-creative planning and to analyze different methodologies connected to Challenge Based Learning at different scales for planning sustainable urbanities. After the conference, selected papers will be proposed for a collective publication.

Federica Burini (1); Marco Picone (2)
(1) University of Bergamo, Italy, (2) University of Palermo, Italy

 
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