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1.
《The Journal of geography》2012,111(5):185-195
Abstract

Kolb's experiential learning theory is one of the best known educational theories in higher education. The theory presents a way of structuring a session or a whole course using a learning cycle. The different stages of the cycle are associated with distinct learning styles. Individuals differ in their preferred learning styles, and recognizing this is the first stage in raising students' awareness of the alternative approaches possible. This article presents some case studies of ways in which the theory can be applied in university geography.  相似文献   

2.
《The Journal of geography》2012,111(3):97-102
Abstract

Coyote teaching emphasizes learning community, long term mentoring, a need for learning, ownership of learning, heightened sensory awareness, storytelling, purposefully designed tricks, and the Socratic method to promote lifelong learning and a new generation of coyote teachers. Many of these methods are found in other educational philosophies but seem to be fully integrated in the coyote teaching method. Because geography is integrative, it seems a logical discipline in which to apply this method. Each of the characteristics of coyote teaching has its unique place in geography education. This article demonstrates how each of these components of coyote teaching can be readily employed, enhanced, and, more importantly, integrated into geographic education and inculcated into multiple generations of geography educators.  相似文献   

3.
This article considers the concept and significance of transformative research in the context of geography education. It provides an overview of how the capacity-building activities and management operations of a research coordination network (RCN) are designed to support broad-scale advances in geography education theory, methods, and practice. Vignettes of RCN activities are presented as examples of pathways toward transformative research in the areas of geography learning progressions, assessments of spatial thinking, and geospatially enabled project-based learning. Beyond the prospect of introducing new paradigms of learning and using research findings to inform and systematically change approaches to teacher education and curriculum development, an RCN offers an opportunity to plan broad-based strategy and develop leadership needed to address many long-standing challenges that have undermined the quality and quantity of geography education research. These challenges include the low visibility of geography education research relative to other geographic subdomains, the difficulty of carrying out interdisciplinary and international research collaborations, low rates of transfer and uptake of research findings in practitioner communities and in policymaking, and the erosion of graduate-level programs that prepare students to plan and design conceptually rigorous educational research in geography.  相似文献   

4.
《The Journal of geography》2012,111(5):184-193
Abstract

Numerous studies have shown both anecdotal and formal evidence of the benefits students obtain from doing writing activities in classes. Little formal discussion exists about how student writing in geography classes professionally affects faculty. In this article, focus shifts from student-derived benefits of writing in classes to faculty challenges and rewards for implementing writing in their classes. Based on the experience of participating in a Writing Across the Curriculum (WAC) Fellows program, the authors discuss how faculty overcame challenges and reaped the benefits of student writing in their teaching and scholarly pursuits.  相似文献   

5.
《The Journal of geography》2012,111(5):487-494
Abstract

Although geography is being revived in the K-12 curriculum, preservice teachers—candidates for the teaching profession—now in our universities are not universally reaping the benefits of cooperative efforts of geography and college of education faculty. Reform is appropriate in both camps. Colleges of education, influenced by many agents, including Certificate/licensing regulations, accrediting agencies, professional organizations, and a stream of reform movements, are bringing education to the level of a true profession. The dimensions of the reform underway and several key players offer great opportunities for geography education and for improving the general climate for teaching excellence in institutions of higher learning. Candidates for the new teaching profession and their education faculty are teaching and learning collaboratively, and conducting research in diverse school districts. Geographers have new reasons and new opportunities to participate in the education of the geography teachers of tomorrow.  相似文献   

6.
Guided by the assumption that geography teaching is connected to nationalism and civic education, this study focused on the manifestation of different citizenship conceptions in the teaching of the land of Israel as implemented in the Israeli educational system. This historical content analysis of Israeli curricula resulted in a division into three periods. Whereas the first two periods reflected specific citizenship conceptions—nationalistic in the former and individualistic in the latter, the third period is characterized by an amalgamation of contradictory conceptions. These findings point to the potential and challenges facing geography education in creating a truly democratic space.  相似文献   

7.
This article examines the operational geography of Great Britain in terms of six components: domestic context; student quality, preparation, and training; professional work environment; publications and productivity; conveniences and facilities; and employment. The goal of operational geography is to provide the basis for blending the strengths of different systems of geography which have much to offer one another. This article uses personal experiences and survey data to examine the strengths and weaknesses in Britain as compared to the United States. It finds that Britain has strong national support, a greater emphasis on geographic education, high-quality but narrowly trained undergraduates, and a productive academic faculty. The United States enjoys a more effective graduate curriculum, better funding, and more opportunity for personal advancement.  相似文献   

8.
Professional geographers are paying increasing attention to the development of a research agenda concerning geographic education. In doing so, it is essential that geographers pay close attention to fundamental changes in the structure of education itself. Traditional educational methods and procedures associated with industrial society are being replaced by new and innovative modes of education that are linked to post-industrial social organization. This article explores the implications of these changes for understanding the teaching and learning of geography in the future.  相似文献   

9.
《The Journal of geography》2012,111(3):103-111
Abstract

Action research is defined as systematic classroom-based inquiry to solve teacher-perceived problems. It has been a component of education, particularly professional staff development, for the past century under several names although geography educators in the United States have rarely used it for this, or any other, purpose. This paper reviews the literature on action research in order to argue for its use in geography education. A preliminary exploration of action research-based professional staff development is described. The results of the project indicate that action research is potentially useful as a way to guide teachers to reflect on their practice. It is argued that geography educators should include it in their repertoire of reform techniques.  相似文献   

10.
实施课程思政是实现立德树人根本任务的重要途径。随着课程思政改革的深入推进,传统的教学模式在部分教学环节出现了“失效”的现象,亟需一套新的教学模式以适应课程思政改革的要求。世界地理是地理学专业的核心课程,全球百年变局、“一带一路”倡议、课程思政改革等多重背景为世界地理教学提供了新的契机,同时也赋予了新的使命。为此,融合多种国内外先进教学模式,构建了服务“一带一路”的世界地理课程思政“金字塔”教学新模式。提出以服务“一带一路”建设为教学宗旨;奉行教学与科研融合,理论与实践并重的教学理念;以知识、能力和思政的综合达成为教学目标;着力实施理论课程群体化、教学资源多样化、教学内容时代化和教学手段多元化四大建设举措。以期更好地培养具有“世界眼光、家国情怀、专业素养”的卓越拔尖人才,为服务“一带一路”倡议建设提供人才智力保障。  相似文献   

11.

Professional geographers are paying increasing attention to the development of a research agenda concerning geographic education. In doing so, it is essential that geographers pay close attention to fundamental changes in the structure of education itself. Traditional educational methods and procedures associated with industrial society are being replaced by new and innovative modes of education that are linked to post-industrial social organization. This article explores the implications of these changes for understanding the teaching and learning of geography in the future.  相似文献   

12.
Abstract

The World Wide Web is being increasingly utilized in geographic education. Conceptualizations of how the Web should be used in education tend to vary, reflecting a number of different goals. This article discusses the benefits of incorporating the Web into undergraduate geography courses and benefits it may confer on higher education. It highlights potential uses of the Web and discusses claims that Web-based education may lead to a paradigm shift in higher education. A number of questions about the efficacy of Web-based teaching, the desirability of an educational paradigm shift, its cost-effectiveness, and the role of corporations in sponsoring Web-based education are considered. Future prospects for Web-based geographic education are discussed.  相似文献   

13.
Early career geography faculty in colleges and universities in the United States are positioned at the leading edge of a challenging period of change in higher education. Demands brought on by new technologies, new administrative and research pressures, and an increasingly competitive campus climate, may make it difficult to balance teaching, research, and service while also trying to maintain a personal life. This article argues that many geographers could benefit from the support of mentoring. Using ideas generated by participants in the Association of American Geographers' recent project, the Geography Faculty Development Alliance, I provide both pragmatic and personal suggestions for establishing these all‐important mentoring relationships to help cope with the pressures facing early career faculty.  相似文献   

14.
ABSTRACT. In 1973 Wilbur Zelinsky lamented and documented the low representation of women in American academic geography. His attention reflected the climate of the times—the challenges of the women's movement, affirmative action, and feminist activism in the professions. Drawing on archives and personal narratives, this article addresses the paradoxes and politics of women's place in American academic geography in the 1970s. As increasing numbers developed new aspirations for graduate education and professional work, stereotyping, discrimination, the lack of mentoring, and the challenges of a job market whose peak had passed presented difficulties. Yet persistence, resistance, and feminist political activism worked to advance women's professional standing and visibility, especially at the national level within the Association of American Geographers and in the development of new research and teaching on the geography of women.  相似文献   

15.
Australian higher education has experienced substantial change since the early 1980s, with a transition to mass higher education, closer alignment to national political objectives, increasing Federal Government control, a growing emphasis on ‘quality’ and ‘value for money’, and organisational restructuring with manifestations ranging from the creation of the Unified National System to the merger or closure of individual departments. At the same time, evolving conceptions of learning and new patterns of demand, with growing emphasis on lifelong learning and flexible access to education, pose new challenges for educators. Now, the policies of the new Federal Coalition Government are likely to engender further change, with growing differentiation of universities a probable outcome. Information technology has so far played a relatively peripheral role in teaching and learning in higher education, but important changes there, including rapid shifts in the relationship between cost and computing power, and the explosive emergence of the World Wide Web, are now providing the basis on which information technology can become increasingly central to teaching and learning. Higher education is close to the limits of incremental adjustment to pressures for change and it seems likely that it will experience major restructuring, with its eventual reconstruction around the capabilities of information technology. Geography has already been much affected by restructuring pressures, including above‐average growth in teaching loads and threats to its disciplinary identity because of internal reorganisation of many universities. Despite a tradition of innovative, high‐quality teaching, geography has not generally been a leader in the development and application of information technology. Nevertheless, a case study of an experimental use of the World Wide Web provides an example of directions that teaching and learning in the discipline might take.  相似文献   

16.
《The Journal of geography》2012,111(4):148-157
Abstract

Geographical information systems (GIS) were phased into the geography curriculum of South African schools from 2006–2008 as part of the National Curriculum Statement (NCS) for grades 10–12. Since its introduction, GIS education in schools across the country has been met with a number of challenges including the cost of purchasing the hardware and software required to elucidate the basic concepts of GIS to learners. This article examines the introduction of GIS education in schools in South Africa. The development and distribution of a paper-based GIS educational package for resource-poor schools in the country is also highlighted. Preliminary educator and learner evaluations of the paper-based GIS package are discussed and the broader learning opportunities and benefits associated with flexible teaching mechanisms are examined.  相似文献   

17.
《The Journal of geography》2012,111(5):519-523
Abstract

This paper discusses a model program for preparing secondary geography teachers in the Department of Geography at the University of Northern Colorado. The key feature of the program is the presence of an outstanding secondary teacher in residence throughout the year who team-teaches the Teaching Methods in Geography and World Geography courses with geography faculty, modeling effective ways of teaching the subject. Students are paired with Colorado Geographic Alliance teacher-consultants in summer institutes and for student teaching. Analysis of formative evaluation data collected through the third year provides some measure of the program's success. Students have responded favorably to the use of a variety of teaching strategies, the opportunity to discuss with faculty why certain strategies are utilized, and how their own constructed lessons have worked in their student teaching. They have also reported that their understanding of geography has improved from taking the team-taught courses.  相似文献   

18.
To celebrate the 50th anniversary of the Singapore Journal of Tropical Geography and the 75th anniversary of the teaching of geography in the Department of Geography, National University of Singapore, the home of the Journal, this article, based on personal reflections and "objective" academic materials, provides an overview of developments in geography in the Department and Journal. The paper argues that the department's and Journal's"identities", since the post-World War II period, have been shaped by Singapore's changing domestic politics, the changing university academic environment, the personalities and academic interests of heads of the department and the Journa's editors, the state of the changing regional and global political economic environment, and the individual research interests of faculty in the department, and reflects a complex mix of colonial/post-colonial, modern/post-modern, North-South and East-West discourses. While a defined Singapore school of geography has yet to emerge, the article shows that both the department and the Journal have made major strides in meeting the challenges of globalisation and, in the process, have gained international visibility and academic legitimacy. In particular, the Journal has consolidated its position as a major voice for academics in lesser developed countries, its platform for "tropical world" discourse and maintaining its edge in the colonial/post-colonial and modern/post-modern discourses of states within the tropics.  相似文献   

19.
Abstract:  In teaching and learning geography and global education in Australia, understanding a range of perspectives is important because content and practice are inextricably linked. Currently both geography and global education promote a 'perspectives' curricula approach requiring effective implementation of a range of perspectives theories such as positivism, multiculturalism, deep environmentalism, feminism and globalism. This paper outlines the philosophical basis of perspectivism, discusses some of the major perspectives theories and their backgrounds, and describes how they are applied in teaching geography and global education with particular reference to the Australian (principally New South Wales) and New Zealand curricula. It concludes with some comments on the current classroom reality of the 'perspectives' curricula approach.  相似文献   

20.
It is necessary for undergraduates majoring in geography to learn the history of geographic thought. Although there are different cultural and educational backgrounds between China and the West, teaching methods such as text teaching, students’ presentations and group learning are suitable for most of teachers and students even from different countries and regions. The blended method is helpful to popularize history of geographic thought and improve the level of teaching and learning. Owing to lack of the class on the history of geographic thought in countries like China, the authors try to explore a blended method for the first-year geography undergraduates and to assess the effects of this teaching based on some questionnaires. The students have different benefits and responses to this class. A special group consisting of one teacher and several undergraduates does the research and coauthors the paper through making questionnaire, interviewing and analyzing materials from 67 freshmen majoring in human geography and geography science (teacher-training) in China. For the undergraduates especially from the countries like China, it is well worth making the history of geographic thought become a necessary and interesting class.  相似文献   

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