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1.
Abstract

Sixty third grade students were placed in three groups two of which were given instruction in an experimental geography unit. The third group served as a control. Although the content, concepts, and skills were identical for each experimental group, one group received instruction in a teaching progression which went from concrete to abstract experiences while the other experimental group received instruction in an abstract to concrete progression. Both experimental groups achieved significantly higher scores on a post-test of concept and skill attainment than did the control group. However, neither experimental group achieved a significantly higher score than the other. Evidence emerged that learners with a low self-power concept achieved better scores when they were placed in the concrete to abstract sequence.  相似文献   

2.
《The Journal of geography》2012,111(9):520-525
Abstract

In our teaching of Geography we have implied concepts, leaving the student to structure them for himself. The article focuses upon an experiment in a class designed specifically to teach geographic concepts. Attention is placed on the degree certain concepts can be learned and some factors which affect the degree of learning.  相似文献   

3.
Maps and Spaces     

Two quite different concepts of space are important in geography and environmental psychology. One is the concept of macro-environment, of space as geographical scale. The other is the concept of form-at-a-timeless-instant: of naive geometry. Confusing these two concepts leads to serious errors. This paper examines some methodological and philosophical sources of this confusion, and points to a number of research problems in geography and psychology that can benefit from an untangling of the two concepts of space. One such problem is the need to understand the development of mapping abilities in very young children. Another is the larger question of building a body of theory to explain the development of macro-environmental cognition and behavior.  相似文献   

4.
《The Journal of geography》2012,111(3):169-174
Abstract

Commonplace items such as fruit (orange), gelatin, golf balls, sugar cubes, tennis balls, and aquaria can be used to demonstrate a number of salient geographic concepts. Examples relating to earth-sun relations, a locative grid, the physical structure of the earth, glaciation, and frontal activity are set forth herein. The essential point is that providing tactile and visual demonstrations in which the students can participate drives home certain points more effectively than is possible by other means. Similarly, experiments of the sort described are useful for teaching geographic concepts to students who are quite young as well as those who are considerably older.  相似文献   

5.
Abstract

Mapping variable stream buffers in a vector environment in which buffer width values are delineated often yields inaccurate results. Possible vector solutions are either ineffective or inefficient, An alternate raster approach is presented here in which a buffer effectiveness-achievement function (b-function) is introduced to map desirable buffer zones at an individual cell level based upon areal differentiations in physical and ecological conditions. The implementation of b-function is made feasible by a GIS procedure devised in this article. This tested method can be extended to a variety of variable buffer studies, such as visual buffers, noise buffers, greenways, and urban natural buffers.

‘A robe can never be made of the fur from one fox's axillae’ (A Chinese idiom).  相似文献   

6.
《The Journal of geography》2012,111(5):196-206
Abstract

To effectively use journals and other writing for learning tasks as critical thinking and learning tools, geographic educators need to draw from the education literature on concept learning. Using the literature on concept learning and critical thinking, geographic educators can construct different kinds of journal assignments that give students opportunities to personalize and understand concepts. I demonstrate that students, regardless of their sex, level of education, or previous coursework in geography, found journal assignments helpful in understanding human geographic concepts.  相似文献   

7.

During the last few years storyline as a teaching method has created considerable interest in many Norwegian primary schools. In storyline the teacher supplies some key concepts and the framework, and the pupils make the storyline. In this article I use a passage from Alexander Kielland's novel Gift to show how storyline can be a useful approach in geography teaching.  相似文献   

8.
《The Journal of geography》2012,111(6):245-252
Abstract

Geographic information systems (GIS) is a fairly new and evolving curriculum area within geography and other disciplines at colleges and universities in the United States. The challenge of teaching underlying concepts of GIS functionality, the details of computer operation and software interfaces, as well as the contexts of various applications can be a difficult one. At Indiana University of Pennsylvania, a teaching strategy—Client-Life Cycle GIS Project Learning—has been introduced in which students in an upper level GIS course work with local organizations, faculty from other university departments, and governmental entities. This allows students with some GIS background to work with real clients; utilize and operationalize the concepts of the GIS Project Life Cycle; make the connection between data development, analysis, and applications development; provide expertise and needed data to local organizations; and see the utility and impact of their work. A group pilot project from the spring semester of 1998 is discussed to illustrate how students responded to this method of teaching GIS.  相似文献   

9.
《The Journal of geography》2012,111(4-5):229-240
Abstract

This article examines various strategies for teaching controversial topics. As a case study, I present examples from my experience teaching about the cultural/political geographic concept of iconography in southern classrooms using as an example recent debates over whether governments in the region should sanction the flying of the Confederate battle flag. First, I discuss the recent literature on the teaching of controversial issues. Second, I examine the concept of iconography and the debates over flying the flag. Third, I present different strategies that can be used to approach this controversial icon in a classroom setting. I conclude by arguing that there is no perfect solution to the teaching of controversial topics that will succeed for every topic, irrespective of time and place.  相似文献   

10.
《The Journal of geography》2012,111(4-5):163-173
Abstract

The use of content-based language instruction (CBI) offers an innovative and effective method for teaching core geographic concepts and skills while students study a second language. This article focuses on a collaborative initiative developed and tested by university and high school level geography and second-language educators. The goal of the MOSAIC project is to develop and disseminate rigorous instructional modules using CBI to reach students in language classrooms who may or may not ever enroll in a stand-alone geography course.  相似文献   

11.
Abstract

Abstract. The growing interest in teaching about geographic information systems (GIS) raises a number of issues concerning the effectiveness of conventional instructional methods. To convey basic GIS concepts and applications better requires much more emphasis upon visual media. One such medium is that of VHS (or Beta) videotapes. Six currently-available GIS-oriented videotapes are reviewed for this purpose. Their contents are summarized and an evaluation is made of the usefulness of each in classroom-based GIS instruction.  相似文献   

12.
《The Journal of geography》2012,111(4-5):154-160
Abstract

Learning enhanced by visual examples and remotely sensed imagery is a valuable classroom resource for teaching students geographic concepts in a meaningful context. Barriers to the use of imagery include difficulty finding appropriate imagery and the cost of moderate resolution satellite imagery. A program in Wyoming called WyomingView and analogous programs in other states are providing no-cost, preprocessed satellite imagery delivered over the Internet that can help teachers better communicate geospatial knowledge to their students.  相似文献   

13.
Abstract

Field work in geography often involves an exercise in which the student is required to make some type of map. Although most areas of the United States are well mapped, seldom are extremely large-scale (larger than 1:24,000) relief maps available. A method of contour-line mapping using small contour intervals and a large scale is appropriate in teaching several mapping principles and requires only a few simple tools and the use of elementary mathematics. Percent slope is established at uniform intervals along closely spaced traverses of the area to be mapped. Spot elevations are thus established from which contour lines can be determined. Accuracy in field-data collection and care in cartography will yield a very satisfactory map of terrain characteristics of small areas. Several concepts of maps and mapping are taught through direct student involvement.  相似文献   

14.
《The Journal of geography》2012,111(5):177-187
Abstract

The use of SWOT analysis is a means through which geography students can investigate key concepts in economic geography and essential topics in regional economic development. This article discusses the results of a course project where economic geography students employed SWOT analysis to explore medium-sized metropolitan areas across the southern United States and their suitability for export-led development. The results suggest that students were able to critically evaluate these urban regions and their potential for integration into the global economy. This case also intimates that the SWOT concept could be applied to other situations and regions in geography coursework.  相似文献   

15.
《The Journal of geography》2012,111(6):349-353
Abstract

The geographer can perform two functions in the classroom. First, he can use his skills as a geographer to structure the class. Second, he can use his subject matter expertise to act as a resource person (teacher) within the class. A structure for a class using the inquiry or problem-solving method of teaching is presented to maximize interaction between the members of the class. This structure involves geographic concepts of orientation, distance, shape, and size of group. Also considered is the position of the teacher in that structure as it affects the exchange and flow of ideas. The geographer can also use his methodology to test and analyze the communication within his class.  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.
Abstract

Consistent with developments in American education pedagogy, geography educators have made great strides exploring a wide range of high- and low-tech methods for teaching and learning geographic concepts. This article draws on a qualitative analysis of essays in which college students discuss tenets of the National Geography Standards in the context of Jules Verne's Around the World in Eighty Days. Most of the students in this study reported that not only did their knowledge of the world increase after completing the course assignment but that their interest in the discipline increased as well.  相似文献   

18.
Abstract

This paper offers a teaching strategy for incorporating TIGER/Line files into introductory GIS courses where IDRISI and OSUMAP are the primary software packages. TIGER/Line files present a valuable database for teaching GIS. The TIGER data structure aids in teaching concepts related to topological data structures, geocoding and address matching, and the files themselves provide an excellent database for laboratory exercises that incorporate census information along with environmental and natural resource data. Lack of support by commonly-used educational software packages to import TIGER/Line files directly has been a serious impediment in an instructional context. This paper presents software developed to convert TIGER/Line files into simple polygon vector files acceptable by IDRISI and OSUMAP for three alternative census geographic units (tracts, block groups and blocks). The resulting vector files are plotted for visual examination and graphical output. The vector files generated can also be imported into other GIS or computer mapping software packages.  相似文献   

19.
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20.
Active Learning Strategies and Assessment in World Geography Classes   总被引：3，自引：3，他引：0  
《The Journal of geography》2012,111(4):146-157
Abstract

Active learning strategies include a variety of methods, such as inquiry and discovery, in which students are actively engaged in the learning process. This article describes several strategies that can be used in secondary-or college-level world geography courses. The goal of these activities is to foster development of a spatial perspective in students through frequent analysis and interpretation of spatial data. Detailed examples of one particular technique, the “atlas warmup”, are included. Active approaches supplement expository teaching of standards-based geography concepts and current geographic issues. Assessment of the impact of these methods reveals the need for ongoing guided practice in the use of these skills.  相似文献   

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