Geographical terms surrounding and region in the awareness of pupils and authors of textbooks

Celem artykułu jest przedstawienie, jak wybrane terminy geograficzne (okolica i region) są rozumiane przez uczniów oraz autorów podręczników szkolnych. Uświadomienie przez dorosłych istnienia wyraźnych różnic w postrzeganiu przez uczniów otaczającej rzeczywistości, w tym różnych skal przestrzennych, może ułatwić dostosowanie procesu kształcenia do ich możliwości poznawczych. Dodatkowo odwołanie się do wyobrażeń i doświadczeń uczniów sprawi, że nauczanie geografii i przyrody stanie się bardziej atrakcyjne dla młodzieży oraz przynieść będzie mogło większe efekty.The paper presents the results of a study which aim was to check how selected geographical terms (surrounding and region) are understood by pupils and authors of textbooks to geography and science. The idea of the research refers to the general principle of teaching namely to adjust contents of a subject and teaching methods to the pupils cognitive abilities. The analyzes showed that in many cases pupils' understanding of these terms is different in comparison with the adults. Both terms (surrounding and region) are understood locally and identified with a very small area e.g. home, closest neighbourhood or part of the town. Therefore different groups of pupils (depending on the age and place of living) understood them in an alternative way. Research didn't include all pupils in Poland, but only those from one interesting region (Podlasie), but most of conclusions could be extended. However authors of textbooks to geography and science use both terms in different contexts, presenting alternative subjects which are analyzed in other spatial scales. Because of that both terms my be associated with different areas. Probably authors use them intuitively, in a way how they understand these concepts. Furthermore, they do not explain what the term region and surrounding means, assuming that pupils also intuitively understand them correctly. And what is more these authors do not adjust tasks to different groups of pupils. Therefore, authors should understand these differences in pupils perception of their surrounding in order to adjust teaching process to pupils cognitive abilities. Furthermore taking into account pupils' ideas and experiences will make teaching geography and science subjects more attractive and efficient for young people