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1.
《The Journal of geography》2012,111(6):571-577
Abstract This article describes a pilot project initiated in the fall term of 1993 that implemented and tested an interactive system of multimedia computer learning modules for an introductory human geography course. Modules actively involved students in learning and collaborative writing about topics illustrative of the breadth of contemporary human geography. Evaluation was achieved by means of analysis of student essays, electronic logs of student time spent in various portions of the system, and a comprehensive survey administered to students at the end of the term. This information suggests that the use of interactive multimedia lab modules can greatly enrich the learning environment for a wide range of students taking introductory human geography courses, though careful attention must be paid to ensure ease of use. The modules are now being refined based on these results; our hope is to make them available to other geography departments in the near future. 相似文献
2.
《The Journal of geography》2012,111(5):217-218
Abstract Project GeoSim is a multidisciplinary effort by members of Virginia Tech's Departments of Geography and Computer Science, College of Education, and Learning Resources Center to develop computer-aided education (CAE) software for introductory geography and related classes. GeoSim laboratory exercises draw on the five fundamental themes of geography for their subject matter. The programs emphasize interactive learning combining the information capabilities of Geographic Information Systems (GIS) with the techniques of computer simulation. The result is a series of geographic explorations that will make available some of the most exciting aspects of geography to a potential audience of 425,000 introductory geography students per year. 相似文献
3.
《The Journal of geography》2012,111(6):264-265
Abstract Concepts related to alternative map projections can be difficult to explain to students given the diversity and complexity of available projections. Students frequently have trouble understanding how distortions caused by the choice of a projection can affect map readability and comprehension. Programs available for personal computers now provide geography and cartography instructors with a method for interactively educating students concerning the distortions associated with alternative map projections. Such software can be incorporated into laboratory assignments in introductory geography courses or in more advanced courses that deal with map design or thematic cartography. 相似文献
4.
《The Journal of geography》2012,111(6):260-261
Abstract A baseline geography test was administered to over 3,000 Indiana college students enrolled in introductory geography courses. The National Council for Geographic Education Competency-Based Geography Test, Secondary Level, Form II, was used to measure the 1987 level of geographic ability in the areas of map skills, place-name location, physical geography, and human geography. Personal information gathered from each respondent included age, sex, travel experience, and level of geographic education. Older students scored better while geographically immobile groups scored lower. A strong correlation was found between travel and geographic knowledge. Findings show low overall geographic ability and that factors of age, travel experience and gender are correlated with certain aspects of geographic knowledge and skills. 相似文献
5.
《The Journal of geography》2012,111(6):243-250
Abstract Teaching students to gain a spatial perspective is one of the most difficult yet important components of geographic education. This paper presents a series of activities designed to develop a more comprehensive understanding of spatial concepts among students in introductory geography courses. The activities and content are most appropriate for high school or university undergraduate students. An evaluation of these activities demonstrates that they enhance the student's spatial perspective and their understanding of the role of spatial concepts in geography. 相似文献
6.
《The Journal of geography》2012,111(4-5):210-218
Abstract This article presents a field technique that exposes students to the indirect effects of habitat fragmentation on plant distributions through studying edge effects. This assignment, suited for students in an introductory biogeography or resource geography class, increases students' knowledge of basic biogeographic concepts such as environmental gradients and disturbance in addition to formulating research questions and design. In this exercise, fieldwork can be implemented with simple tools that are easily obtainable and found in most physical geography labs. In this example, student response to the exercise was positive; they indicated that the exercise was a fun and interactive way to learn fundamental biogeographic concepts. 相似文献
7.
《The Journal of geography》2012,111(3-4):99-110
Abstract The Advanced Placement human geography course affords high school students the opportunity to experience an introductory college-level course in geography. Population is one of six major themes in the course. The course outline identifies four key areas of study in the population unit: geographical analysis of population, population distribution and composition, population growth and decline over time and space, and population movement. This article addresses each of these areas of study and identifies examples of concepts, topics, and types of data that could form the basis for instructional activities. A resource list is provided for additional reading. 相似文献
8.
《The Journal of geography》2012,111(3):127-140
Abstract Broadening the intercultural awareness and international outlook of undergraduate students is best achieved through active rather than passive learning. The international student interview provides an excellent strategy for such active learning in introductory human geography classes. It allows American-born students to enter into a dialogue with students from other countries and learn about their cultures while simultaneously reexamining their own society and cultural frames of reference. The exercise also provides instructors with an opportunity to discuss the ethics and social practices associated with interviewing. Feedback from University of Georgia students completing this assignment underscored these benefits and provided suggestions for refinement of the exercise. 相似文献
9.
《The Journal of geography》2012,111(7):12-25
Abstract This paper presents an exercise developed for use in introductory physical geography. The exercise is divided into three parts, each having specific objectives and methods for attaining these objectives. I. The nature of the flood hazard. Flooding is discussed as a natural process. A flood hydrograph is used to illustrate the natural and man-made factors which influence the nature and timing of the flood event. II. The extent of the flood hazard. Flood probabilities, return intervals, stage-susceptible areas are determined by the students enabling them to make quantitative assessments of the extent of the flood hazard. III. Formulating public policy: a simulation game. Roles representing various segments and interest groups of the community are given to groups of students. The groups then present hazard adjustment recommendations based on the nature and extent of the hazard and their role to a simulated public meeting. The various recommendations are discussed within established rules of order to reach agreement on public policy. 相似文献
10.
《The Journal of geography》2012,111(2):40-45
Abstract As college curricular requirements have been liberalized since the mid-Sixties, and departments have competed for student enrollments, geography has been quite successful in attracting students to introductory courses. Upper level courses have also grown, but more slowly. The innovative energies directed toward high school and freshman college geography in recent years could now be turned to upper division curricula with advantage. 相似文献
11.
《The Journal of geography》2012,111(8):4-12
Abstract The Local Community: A Handbook for Teachers is an effective text and organizational framework for developing a course on the geography of a state which combines elements of introductory geography, regional geography, and geographic methods for a graduate class composed of practicing teachers generally inadequately trained in geography. Through a series of distinct, yet integrated steps teachers are exposed to the conceptual and methodological basics of the field, comprehensive analysis of regional patterns of the state, and specific strategies for teaching the geography of the state and the local community. Teachers leave the course knowing not only what to teach about the geography of a state, but how to teach it. 相似文献
12.
Andrew Sluyter Andrew D. Augustine Michael C. Bitton Thomas J. Sullivan Fei Wang 《Geographical review》2006,96(4):594-608
ABSTRACT. An active learning project in an introductory graduate course used multidimensional scaling of the name index in Geography in America at the Dawn of the 21st Century, by Gary Gaile and Cort Willmott, to reveal some features of the discipline's recent intellectual structure relevant to the relationship between human and physical geography. Previous analyses, dating to the 1980s, used citation indices or Association of American Geographers specialty‐group rosters to conclude that either the regional or the methods and environmental subdisciplines bridge human and physical geography. The name index has advantages over those databases, and its analysis reveals that the minimal connectivity that occurs between human and physical geography has recently operated more through environmental than through either methods or regional subdisciplines. 相似文献
13.
《The Journal of geography》2012,111(1):23-31
Abstract Atmospheric circulation and resultant surface pressure patterns are important discussion topics in many introductory geography, meteorology, and earth science courses. In the past, summary materials developed to aid in teaching these concepts have used a north-south oriented meridional cross-section of the troposphere (e.g., the three-cell model). We suggest that while the Hadley Cell model works well for the tropics, an alternative depiction incorporating two map views should be used to present a more meaningful view of the mean extratrop-ical circulation. The combination of a tropical cross-section map and an extra-tropical map will assist students in learning about first-order motions associated with the Earth's atmospheric circulation. 相似文献
14.
Keith C. Clarke 《The Professional geographer》2013,65(3):320-324
Understanding the Changing Planet lacks the spark of wonder and synthesis that initially attracted me into geography. Its structure around compelling questions reflects disciplinary fragmentation and the model of interdisciplinary science favored in the late twentieth century. It is suggested that geography can move beyond the “big tent with three poles” approach, to a twenty-first-century hyperdisciplinary model where content, science, analysis, and synthesis blur and a new bottom-up science can emerge. In this science, new theory and even grand unified theory might be possible. As discussed in Understanding the Changing Planet, the Web and the emergence of volunteered geographic information are examples. This would make study of the whole earth and its systems “a respectable object for scholarly efforts.” 相似文献
15.
《The Professional geographer》2012,64(1):96-108
Manuel Castells seminal work The Rise of the Network Society (RNS) is one of the top ten most frequently cited publications in human geography. RNS comprehensively investigates the theory of network society, which is of great significance to human geography. Citation count, however, cannot reflect the specific contribution of RNS to human geography. By jointly using citation content and context analysis on 898 journal articles on human geography, this study examines the citations of RNS to clarify the contribution. Results show that (1) “space of flows” is most frequently cited and (2) citations of RNS serve nine citation functions in human geography studies. Eight of them reveal three types of knowledge development contribution, namely, knowledge dissemination, knowledge inheritance, and knowledge innovation. Among the nine citation functions, the critique function is most thought-provoking, revealing the deficiencies of RNS: (1) spatial dualism is abstract and impersonal, (2) “space of places” is as important as “space of flows” in the network society, and (3) the lack of abundant data limits the development of empirical research on the space of flows and network of city. These critical citations provide implications for the development of network society theory in human geography. Key Words: bibliometric analysis, citation context analysis, content analysis, knowledge development, network society. 相似文献
16.
Postcolonialising Geography: Tactics and Pitfalls 总被引：4，自引：3，他引：4
Jenny Robinson 《Singapore journal of tropical geography》2003,24(3):273-289
The moves within postcolonial theory to "provincialise Europe" encourage an acknowledgement of the parochial nature of much of what still passes for universal theory in the western academy. Within geography, postcolonialism has generated a strong interest in colonial histories and contemporary postcolonial politics, but this has not displaced the dominant parochial forms of theorising in the discipline. The paper argues for a more cosmopolitan theoretical project within geography, one whose routes through a range of intellectual traditions and contexts might encourage a broader scope to conversations about space and nature, and produce more lively and creative insights into some of the urgent political issues facing the world today. A geography whose intellectual vision is limited to the concerns and perspectives of the richest countries in the world has little hope of effectively participating in the debates that will matter in the twenty-first century. Within the frame of this long-term intellectual project, this paper will suggest some initial practical steps which researchers, writers, teachers and students in geography might take to start to decentre the predominant Euro-Americanism of the discipline. The specific sources of inspiration for this argument are drawn from comparative urbanism and Southern African geography. 相似文献
17.
This article investigated the pedagogical potential of the SimCity simulation game in an urban geography course. University students used SimCity to build their own cities and applied a wide range of theories to support their urban structures. Moreover, the students critically evaluated the logic and functioning of the SimCity simulation compared to real-world contexts and urban geography principles. The students believed the SimCity activity provided them with opportunities to promote their geographic creativity, resulting in diverse, unique, and interesting cities. The findings demonstrate that the use of SimCity can be an effective tool for geography education. 相似文献
18.
《The Journal of geography》2012,111(1):30-36
Abstract After fifteen years of geographic education efforts, a baseline geography skills test was repeated in Indiana. In 2002, 2,278 students in college freshman geography courses were tested with a revision of the National Council for Geographic Education Competency-Based Geography Test, Secondary Level Form II. The test measured geographic ability in map skills, place name location, physical geography, and human geography. As in 1987, the 2002 test gathered personal information from each student on age, gender, travel experience, and prior geographic education. Test scores were lower by two percent in 2002. Travel and lifetime experience are again the best teachers of geography as opposed to high school geography course work. Significant performance differences persist between gender and ethnic groups. Arts and science students perform significantly higher than students from education, business, and other schools. Test results underscore the need to emphasize more intentional classroom focus on state standards and preparation of classroom teachers. 相似文献
19.
《The Journal of geography》2012,111(4-5):186-193
Abstract University instructors are increasingly drawing on active learning exercises to engender critical thinking skills among students. In this article, we introduce the design and implementation of an active learning exercise about mobility and transportation that we assigned in an introductory human geography class at the University of Georgia. The students' responses and the survey instrument we used to assess the effectiveness of the exercise revealed disappointing results and caused us to think carefully about the role of positionality in designing active learning exercises. In this article, we argue that we need to understand privilege—particularly class privilege—in order to design effective assignments. 相似文献
20.
《The Journal of geography》2012,111(2):56-57
Abstract This study provides empirical information about the extent of geography instruction present in history classrooms. Techniques of protocol analysis were applied to oral references to geography made by teachers and students in 44 U. S. and European history lessons in several grades. The references were coded according to GENIP' s five themes plus a sixth coding category for explicit references to maps. Two types of references were found: passing references, which merely mentioned a geographic issue or feature, and substantive references, in which geography was taught or played a substantial role. That 550 geographic references occur in these lessons may explain why so many history teachers believe that they are adequately integrating geography and history. However, 75 percent of all the references were passing and not substantive. We conclude that the core epistemological events for learning and reasoning in, about, and with geography are not being taught adequately in history lessons. 相似文献