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1.
《The Journal of geography》2012,111(3):125-127
Abstract Instruction at the primary grade level should be designed to give attention to a child's developmental level and to utilize a child's experience. This article describes how the geographic themes of location, movement, and region can be taught in the primary grades. Students move from concrete to semiconcrete to abstract tasks while learning geographical skills incorporated with math, science, reading, and writing. 相似文献
2.
《The Journal of geography》2012,111(1):28-37
Abstract The classic American novel, Herman Melville's Moby-Dick, can be used in geography and English classes at the high school and college levels to explore five themes that have a geographic component or are of interest to geography students: (1) the journey, (2) human/ environment interactions, (3) social relationships in space, (4) acquiring knowledge, and (5) ambiguities and their resolution. Included are detailed discussions of the themes with specific references to critical literature and passages in the novel, suggestions for background reading, and suggestions for classroom discussions and assignments. 相似文献
3.
《The Journal of geography》2012,111(8):483-486
Abstract Although subsistence agriculture may receive little attention in the classroom, it employs the majority of the world's farmers. One way to emphasize the importance of subsistence agriculture in class is to use a simulation game such as the Subsistence Agriculture Game, which allows students to play the role of actual farmers in Central America. The Game represents a new teaching technique available for use and further investigation by geographers. 相似文献
4.
《The Journal of geography》2012,111(1):29-34
Abstract Students' established conclusions about the world can often hinder a teacher's efforts to suggest new ideas and new ways to pursue alternative explanations. Flexible thinking helps students practice the value that one's present conclusions should remain tentative and subject to re-evaluation. Meinig's ten alternative perspectives for seeing a landscape were used successfully as a pedagogical rubric to teach students experientially how to observe more attentively and think more flexibly about place. 相似文献
5.
《The Journal of geography》2012,111(3):146-153
Abstract Using Gardner's Multiple Intelligences framework to teach map symbols to upper elementary school students can effectively communicate essential map content while allowing students to develop in all areas of intelligence. Curricular activities based on the seven intelligences initially identified by Gardner help students not only to recognize and practice their strengths but to stretch beyond their strengths to practice their less-developed intelligences. This article briefly reviews Gardner's Theory of Multiple Intelligences and describes multiple intelligences-inspired tasks for learning fundamental concepts about map symbols. 相似文献
6.
《The Journal of geography》2012,111(4):172-173
Abstract Travelers' diaries are just one example of how primary documents can be used to experience geography in the classroom. Involving students in people's lives is an effective way to interest students in geography. Students will discover how these travelers migrated across the Missouri landscape, what modes of transportation they utilized, and the places they encountered along the way. This lesson focuses on people who traveled through Missouri in the mid-1800s. State historical societies and local archives are excellent sources of travel diaries and journals that can help your students experience geography and learn something about their own state in the process. 相似文献
7.
《The Journal of geography》2012,111(2):53-58
Abstract Geography learning places a high demand on children's vocabulary development because they know so few words useful for analyzing geographic phenomena and processes. Research shows that multiple experiences with new words are needed if children are to use them fluently in conversation, reading, and writing. This paper describes a variety of contexts that can provide children with the experiences needed to construct the meanings of new words. These include explorations and guided experiments during science instruction and additional discussion, reading, and writing activities during literacy instruction. 相似文献
8.
《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
9.
《Norsk geografisk tidsskrift. Norwegian journal of geography》2012,66(1):31-39
The purpose of Martin Heidegger's Being and Time ( BT ) is to recover the experience of Being that lies concealed behind the dominant modes of Western thought. BT represents a well-founded phenomenological attempt to interpret the everyday understanding of Being that Dasein always already has. Much of the contemporary discourse in human and social geography, such as on class, race and gender, centres on issues that can generally be described as grounded within a socio-political context. However, while recognising their value, these approaches are often unsatisfactory in that they fail to consider Dasein's Being-in-the-World as a unique and peculiar phenomenological problem. Dasein's spatiality is used expressly to establish that Dasein is spatial and Dasein can be spatial only as care. Dasein's spatiality, or place, expresses the bounded and lived spatiality that characterizes Being-in-the-World. Heidegger's body of philosophy should be of great interest to geographers in their attempts to understand themselves as part of the studies of the interaction between man and world. This is what hermeneutic phenomenology is all about, and is what geographers such as Edward Relph, Yi-Fu Tuan and John Pickles try to tell us in their many works on humanism, phenomenology and geography. 相似文献
10.
《The Journal of geography》2012,111(5):250-256
Abstract In this study, pairs of students in fifth and seventh grade generated and answered questions based on maps. More than 90 percent of the questions they generated made sense with reference to the map on which they were based. Each of these questions was coded in terms of both its informational content (symbols, latitude and longitude, and scale) and the process by which a map user obtains the information from the map (map reading, map interpreting, map inferring). Results indicated that students most often generated three types of questions, which together accounted for more than 80 percent of all the questions: 1) read symbol, 2) infer latitude and longitude, and 3) interpret scale. Qualitatively, the questions were analyzed for what they revealed about student confusion about map content. Problems with all three aspects of map content were common among both fifth- and seventh-grade students. The problem-posing technique proved useful for evaluating student's knowledge. 相似文献
11.
Melina Ey Jai Allison Susan Caves Eliza Crosbie Ainsley Hughes 《The Australian geographer》2020,51(3):283-305
ABSTRACT In neoliberalising universities, collegial and collective practices such as reading groups are often positioned by students, staff and managers as less important than meeting individual KPIs (such as producing research publications, seeking research grants, or meeting the increasing demands of producing quality teaching outcomes.) However, reading groups can be vital for cultivating caring collectives and spaces of collegiality. In this paper we use assemblage thinking to explore 25 years of a Geography reading group at the University of Newcastle. The paper addresses two questions: what does reading together do and make possible; and how might we think about the labours of reading together as a way of building caring collectives. The paper draws on reflections from 24 past and present members of reading group to explore how these kinds of academic practices nourish our working lives. 相似文献
12.
《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
13.
《The Journal of geography》2012,111(4-5):142-153
Abstract This article demonstrates geography's role as an integrative discipline and its utility in connecting students to the world around them. A case study links China's demography and its geopolitics to the lives of U.S. students. The relationship of China's population pressures to its resulting economic growth, need for economic resources, and geopolitical efforts are examined using the concepts and holistic capabilities that are the academic strength of geography. 相似文献
14.
《The Professional geographer》2013,65(5):10-12
Thr following article, prepared in December of 1939, was sent to the editors by Richard Hartshorne and is printed verbatim, except for minor editorial style changes, with the permission of the author. Hartshornc's covering letter reads in part as follows: “In view of thc statistical studies of American gwgraphers in your current [May, 1961] number, you may be interestcd in a similar [unpublished] paper written twenty years earlier … [which] was seen only by a few privileged individuals. This ‘classic in statisticospoofery’, as John K. Wright says in a recent letter, ‘is on a par with Parkinson's Law’ Publication now in The Professional Geographer would indicate to your readers what attention to pay to the pieces in the current number.” 相似文献
15.
16.
《The Journal of geography》2012,111(1):18-22
Abstract This research examines the effects of culture on a child's perceptions of his or her neighborhood by comparing the neighborhood sketch maps of a group of Amish and non-Amish children from the same rural Pennsylvania neighborhood. The results of this study lend credence to the belief that early and intensive acculturation helps define our sense of “neighborhood” very early in life. There are possible applications to multicultural education in this study. As we discover what is important to students from other subcultures and backgrounds, we can customize our instruction to make it more meaningful and effective. 相似文献
17.
《The Journal of geography》2012,111(6):578-591
Abstract This paper aims to develop a new pedagogic framework for teaching GIS at the college and university level using Berry's geographic matrix. By synthesizing different schools of thought, this paper argues that GIS education essentially involves two aspects—how to teach about GIS and how to teach with GIS. Berry's geographic matrix can be used to tie these dual aspects of GIS education together neatly. As an abstract representation of geographical phenomena, the geographic matrix embeds all three entities of GIS—location, attribute, time—and thus can help GIS instructors teach about GIS. As a synthesis of geographical approaches, the geographic matrix can assist GIS instructors teach with GIS. This paper demonstrates that GIS is actually an implementation of Berry's geographic matrix. Furthermore, the 10 approaches to geographical analysis, originally proposed by Berry for the geographic matrix, can be executed routinely in a GIS environment. By incorporating Berry's geographic matrix into GIS education, teachers can enable students to surpass technical issues and to appreciate the conceptual and functional linkages between GIS and geography's intellectual core. 相似文献
18.
《The Professional geographer》2013,65(3):452-458
Abstract The Department of Geography at Arizona State University implemented a field exam as part of its PhD program requirements. This field exam requires students to develop an independent field-based research project based on a general question in the student's specialty area. A survey of current and former PhD students and faculty members document how the field exam assists students in developing skills necessary for continuing graduate research and for preparing them for the rigors of academic employment. The outcomes of the exam include both long-term, process-related benefits and more immediate tangible rewards. For some students, the preliminary fieldwork and results redirect student interests and form the basis for their eventual dissertation. The field exam is adaptable to a diversity of geography research methods, subject areas, and graduate degree programs, while remaining grounded in the discipline's vibrant, widely respected fieldwork tradition. 相似文献
19.
《The Journal of geography》2012,111(4):196-202
Abstract The ultimate goal of all geographic education is to have our students think geographically for life. To this end, the five geographic skills sets allow teachers to use the inquiry approach to more accurately observe whether or not geographic thinking is actually taking place. As essential components of these geographic skills, fieldwork, journaling, and stories based on the field experience have proven to be effective tools of inquiry. This article demonstrates how a journal, kept by the author while on an advanced alliance summer institute to Russia in 1996, was used to write an original short story based on the author's fieldwork there. The author's experiences model the five geographic skills sets in developing lesson plans for the original short story, The Dragon and the Anchor. These activities allow the students to sharpen their geographic skills and develop a sense of place by studying the changes that have occurred in Russia since the fall of communism in 1991. 相似文献
20.
《The Professional geographer》2013,65(4):406-412
Conventional practices in positioning maps within books and journals and in referencing illustrations from the text tend to discourage the reader's careful examination of supporting graphics. By actively pursuing a close coordination of maps and text, both author and editor can improve the communication of geographic facts and ideas. Future developments in computer-assisted cartography will aslo promote this coordination. The professional press should reconsider dysfunctional stylistic guidelines that might inhibit authors from more completely directing the attention of their readers. 相似文献