The purpose of this article is to clarify characteristics and issues of geography education in the third cycle of basic education in Portugal, which is equivalent to Japanese junior high school. More specifically, this article is aimed to elucidate the outline of Portugal's public education system, the positioning of geography education in it, the transformation of geography education within education reform starting from the late 1980s, and characteristics of geography education in the third cycle. The Portuguese government has vigorously promoted educational reform since 1986, the year Portugal joined in the EC (current EU). The educational reform gave priority to flexible management of the curriculum and expected that teachers would take into consideration distinct conditions in each school and region and draw up an autonomous curriculum. For this purpose the Ministry of Education worked out the National Curriculum for Basic Education, clarifying a type of necessary competency which must be developed through basic education. This educational reform brought about the enormous change of geography education. Geographic competency that students must develop was shown in the National Curriculum for Basic Education. It also clarified how geography education should contribute to the nurturing of general competency through basic education, stipulating the role geography education must play and its significance in a general framework of basic education. It is featured that geographical competency that students must acquire in the first, second, and third cycles of basic education was organized, showing specific geographic competency in each stage of development systematically. On the other hand, course hours in geography were reduced due to the start of non-subject areas while its learning content changed its focus from topographical learning in each country to themed learning arranged by subjects systematically, changing the learning content of geography education drastically. Geography teachers were deeply frustrated by the reduction of course hours in geography, however. Their understanding of the National Curriculum for Basic Education was insufficient because educational reform was strongly initiated by the Ministry of Education from the top down and it failed to show adequately concrete methods to utilize new curriculum for actual classwork, making it difficult to say that the goal of educational reform was achieved fully. It is asked to provide more proper measures, such as showing practical examples of geography class using the content of the National Curriculum for Basic Education by holding a training session or workshop for geography teachers.

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Research purpose on this paper is that, in natural disasters learning of high school to clarify the use of GIS to understand in connection with regional features and changes. Collecting geographic information, organize, although a series of operations of the analysis called GIS, in this class, and using the GIS with the following scene. First, collecting information by using the internet on timing, location, size, frequency, causes, damage, effects of recent various disasters, and organize and analysis were carried out by students manually. Second, on the basis of the information, students showed the location，the scale and the range of the disaster on the map. Third, social factors were added, and select several elements related to the cause of natural disasters from the bring together information, while associated with the map. Fourth, on the basis of the hazard map of the familiar region, students have shown in the map by extracting relevant to disaster and disaster prevention elements, summarizes the relationship. The resulting point in this study can be organized into the following three points. First, students understood to connect with terrain, transportation network, housing, land use learning natural disaster affecting the region using GIS. Second, in consideration of the time scale in the learning of geography, through the history of natural disasters and disaster prevention and mitigation, and was able to understand the changes in the region. Regional feature is not static, and will change with time course. Using the new and old topographic and land classification maps, etc., by using the GIS, by following the time course, it was able to grasp the characteristics of the region. Third, in hazard map of the internet, it is possible to change the spatial scale, to be able to follow the layer distribution of the elements associated with natural disaster by aging, can also be added the time scale, while associating the both scales, regional the changes features can be visualized. Challenge as include the following two points. First, for carrying out the teaching in the classroom that cannot connect to the internet, the associated information or keep printed in advance, it is necessary to keep processing takes in information to my computer. and there are also there is no hazard map and past map that we want to use in local government. Infrastructure development is required. Second to achieve results on natural disasters using variable spatiotemporal scale, support is required by the visualization and literature and administrative materials, GIS software running on our computer. Structured learning is required. Perform discussion of micro scale from macro perspective, learning that combines a spatiotemporal scale, can develop into learning that leads to disaster prevention and disaster mitigation and town planning.

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The syndrome approach developed in Germany is a new learning method introduced in geography education through the national project for promoting the diffusion of Education for Sustainable Development (ESD). This article is aimed to clarify the process in which the syndrome approach was accepted in geography education and the significance of the syndrome approach for geography education through the examination of discussions about the syndrome approach in Germany in detail. The syndrome approach is a research method developed by German Advisory Council on Global Change (WBGU), an independent, scientific advisory body of the German government. It was adopted as an implementing method of a transdisciplinary learning in ESD. The syndrome approach had been initially little known among geography teachers. A pioneer geography curriculum that adopted it was introduced for the first time in Berlin in 2006. This curriculum was evaluated highly in the context of ESD, resulting in the promotion of geography education research and the development of learning materials in school geography. The analysis of geography textbook adopted in Berlin revealed following characteristics: 1) it associates various factors within a global challenge as networking by drawing a relational structure map for organizing the holistic picture of it and thereby promote System learning, a current main task of German geography education; 2) It recognizes global challenges in a framework of the natural sphere (natural factors) and the anthroposphere (human factors), therefore, it has high affinity for regional geography learning that aims for the integration of physical geography and human geography. It is considered that its high affinity for system learning and regional geography learning is a key factor in which geography teachers have accepted the syndrome approach with little trouble. It is expected that the syndrome approach would become a tool which can overcome remaining issue of regional geography learning because it is highly compatible with dynamic and problem-oriented regional geography learning.

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