共查询到20条相似文献，搜索用时 31 毫秒
1.
《The Journal of geography》2012,111(5):534-537
Abstract Geography For Life: National Geography Standards 1994 offers university geographers opportunities in the areas of program assessment and development. This article describes an assessment process that is applicable to both individual courses and geography programs. The process can strengthen programs by making them more consistent. As a result, geography may have a more powerful presence in teacher certification programs. Additional techniques for enhancing geography's role in preservice education curricula are also outlined. Finally, the article expresses concern that geographers at the university level will not take the recently published National Geography Standards seriously, thinking they apply only to K-12 education. They are challenged to extend the Standards' scope and content to the baccalaureate degree. 相似文献
2.
《The Journal of geography》2012,111(3):105-112
Abstract Geography teacher preparation is an ongoing problem for the discipline. Changes in certification requirements and federal and state educational policies have diminished the role of colleges and universities in educating teachers. At the same time, geography education reform efforts have resulted in higher standards and an increased quantity of geography in the curriculum, pre-service programs have failed to produce an adequate supply of highly qualified geography teachers. This paper suggests that geographers implement geography mentoring programs to improve the quality of geography instruction in early-career teachers. A model developed for the National Geographic Society is described. The model uses Teacher Consultants as mentors to assist novice teachers at the stage in their development when they are most ready to improve practice: between years two and five of their career. 相似文献
3.
《Norsk geografisk tidsskrift. Norwegian journal of geography》2012,66(1-2):45-46
What is political geography? Friedrich Ratzel is usually acknowledged as the father of political geography. His Politische Geographie was published in 1897. Reflections on the influence of geography on political events were, of course, made long before Ratzel's time. Herodot tells how the Persians wanted Cyrus to take them to a more fertile land, suitable for a Herrenvolk. The king declined, arguing that such a step might change them into a weak and decadent people. Similar ideas have often been expressed and are not unknown in our own time. Herodot tells how the Persians wanted Cyrus to take them to a more fertile land, suitable for a Herrenvolk. The king declined, arguing that such a step might change them into a weak and decadent people. Similar ideas have often been expressed and are not unknown in our own time. Ratzel's definition of political geography was: Political geography studies and teaches the connection between spatial facts and political conditions, events and developments. 相似文献
4.
《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
5.
《The Journal of geography》2012,111(3):404-411
Abstract This article defines geography as a holistic science that seeks to explain variations in the human-environment relationship over the earth's surface. By critically evaluating the ontological, epistemological, and methodological commitments of geography, an attempt is made to bridge the gap between the specialized, professional discussion of geography and practical pedagogical needs. The central argument is threefold. First, by combining natural and social science, the geographical perspective is crucial as a means to explain, and to help solve, real world problems. Second, such a multidimensional science demands a holistic approach. Finally, if this message is to be heard, geographers will need to put more effort into translating their professional discourse into that of nongeographers. The key is to change the prevailing “folk model” of geography held by nongeographers as a means to render the geographic project more intellectually coherent and institutionally legitimate. 相似文献
6.
《The Journal of geography》2012,111(2):358-367
Abstract To meet national geography standards, instructional materials using issues-based inquiry are needed. This paper reports on national classroom trials of drafts of Geographic Inquiry into Global Issues (GIGI), a set of inquiry modules for secondary geography. The analysis focuses on three modules about environmental issues, tried by 480 students in 18 schools. Students made significant gains in learning the modules' cognitive and skills objectives, but they showed no change in interest toward studying geography or these environmental issues. Student comments about the modules underscored the necessity of connecting classroom materials about global issues more closely to local experiences. These findings support current models in environmental education. Reflecting this analysis, the published modules now include activities emphasizing inquiry into local issues, to complement the study of global environmental problems. The improved GIGI materials can better meet the goals of both geography and environmental education. 相似文献
7.
《The Journal of geography》2012,111(9):35-43
Abstract Geographers have long been familiar with urban land use maps, and their production has been an important element in school and college fieldwork. Many geography students have worked hard to produce detailed maps. However, interpretation of these maps has generally consisted of subjective generalizations and simple comparisons. Recent developments in geography have made available more refined analytical techniques which can replace this unsatisfactory subjectivity. 相似文献
8.
《The Journal of geography》2012,111(3):93-98
Abstract Geographic ethics are profoundly important if students are expected to be stewards of the earth and responsible citizens whose decisions about the environment will affect our planet's future. The proposed framework, founded in geography but applicable to other subject areas, guides students to moral decisions for the well-being of the planet and its people so that geographic skills will be applied for beneficial purposes. It is in the tradition of Kropotkin, Dewey, and Freire and introduces Nel Noddings' concept of caring to geography education. This proposed framework for the elementary and secondary levels is called transformative geography. 相似文献
9.
《Norsk geografisk tidsskrift. Norwegian journal of geography》2012,66(1):34-37
South African geography, like other subjects, has to undergo the arduous process of curriculum change in order to meet the demands of the new education system and to contribute to a broader agenda of national reconstruction. Changes within geography can shed light on the impact and implications of the new national curriculum on teaching subjects. The paper suggests that the introduction of environmental education into Curriculum 2005 offers geography educators the opportunity and the challenge to advance geographic knowledge. 相似文献
10.
《The Journal of geography》2012,111(1):339-340
Abstract On both sides of the Atlantic, there is serious concern that children do not know where places are. Many surveys show the extent of this ignorance. The media blame the teachers. Sometimes the cause of this ignorance is alleged to be the lack of geography coursework. Sometimes, more ominously, geography teachers themselves are blamed. Sometimes it is the “wrong sort of geography” that is blamed; it is claimed that pupils learn about shops and houses and do not learn about the world. 相似文献
11.
《The Professional geographer》2013,65(3):263-264
Promotion of nonacademic geography is a logical response to curtailment of opportunity for new teaching careers. Yet this necessary redirection of effort must be accompanied by renewed dedication to education and especially to nonprofessional undergraduate education. The case for geography in the liberal arts curriculum may well be a strong one, but questions about what we can offer need to be raised more frequently among ourselves if we are to respond effectively when such questions are asked by outsiders. 相似文献
12.
Making the Connections: Infusing the National Geography Standards into the Classroom 总被引：1，自引：1，他引：0
《The Journal of geography》2012,111(4):459-461
Abstract How will the National Geography Standards change the way teachers teach? The Standards will provide teachers with a geographic perspective that will enable them to teach improved geography content while building geographic skills and knowledge that will benefit their students for the rest of their lives. By taking a fresh look at the content in the curriculum from a geographic perspective, teachers can make connections between the Geography Standards and our own classrooms. The Standards provide information and strategies for teaching geography. They can be used to create lessons which offer opportunities for students to “do” geography and apply the skills they are learning. 相似文献
13.
《The Journal of geography》2012,111(3):100-103
Abstract Computer technology has a rich history in geography education. The Internet represents the latest in technological advancements that continue to have important effects on geography curriculum and instruction. Many geographers are involved with Internet-based instruction, which some educators believe has potential to facilitate changes in how we teach and even what we teach. This article describes how the Internet is being used by some geographers for instructional purposes and discusses opportunities for improving teaching and learning with the Internet. 相似文献
14.
《The Professional geographer》2013,65(3):233-236
The application of geographic concepts and techniques to solving human problems is gaining new strength as a dimension of American geography. The nature of this trend is being shaped by a concern for relevance and educational change. Adoption of this approach has many implications for the individual geographer, as well as for the discipline. Some possible negative and positive aspects of the trend are suggested. 相似文献
15.
《The Journal of geography》2012,111(2):66-73
Abstract An increased use of artistic literature as a resource in both teaching and research is evident in geography. With the growing interest of some scholars in the behavioral aspects of geography, traditional resources are being supplemented with more humanistic, subjective information sources. In historical geography, for example, literature is a particularly suitable resource for studies of man's role in past geographies and of human perception of past environments.1 Specialists in regional geography and area studies also have shown a growing appreciation of such sources.2 A parallel and related development has occurred in geographic education. In many different courses, but particularly in those dealing with regions, literature has become a recommended resource. The purposes of this paper are (1) to review the relevance of the novel as a resource for geographers and (2) to suggest that a current novel, Centennial, by James A. Michener,3 particularly warrants consideration for use in courses on the historical geography of the United States. 相似文献
16.
《The Journal of geography》2012,111(6):259-268
Abstract Environmental agencies in most states have an environmental education Web page that can point geography teachers to a variety of opportunities and resources to enhance their teaching. Most states provide linkages to local and national programs such as Project WET and Project WILD, and access to lesson plans and other teaching materials. A number of state agencies have environmental resource centers, teacher workshops, and grant programs for field trips and class projects. A few states have workshops that provide graduate academic credit and special certification. Much of the content of these programs contributes to fundamental geographic education themes as specified in the 1983 Guidelines in Geographic Education K–12 and Geography for Life: National Geography Standards 1994. 相似文献
17.
《The Journal of geography》2012,111(1):330-338
Abstract Learning place geography, the location of cities, nations, regions, major physical features, etc., is an important part of school geography. This investigation builds on research findings from educational psychology to address questions about effective ways to teach place geography. The study assesses the pedagogical effectiveness of several instructional strategies featuring keyword mnemonics and the attention-enhancing devices of repeated test-like practice and cooperative learning. The results of the research show a significant difference in place geography learning between mnemonic and non-mnemonic treatment groups. Geographic educators should continue to research cognitive strategies to determine their effect in learning place geography, particularly in the long-term effects of using keyword mnemonics alone and keyword mnemonics in combination with repeated test-like practice. 相似文献
18.
《The Journal of geography》2012,111(6):219-226
Abstract This article characterizes and measures errors in the 2010 National Research Council (NRC) assessment of research-doctorate programs in geography. This article provides a conceptual model for data-based sources of uncertainty and reports on a quantitative assessment of NRC research data uncertainty for a particular geography doctoral program. Findings indicate that important variables, including faculty totals and allocations and publication counts, are substantially undercounted, with important and negative impacts on program research activity measures. Further, these research measures are highly sensitive to small changes in counts and are particularly problematic for interdisciplinary fields such as geography. We caution against using the 2010 NRC data or metrics for any assessment-oriented study of research productivity. 相似文献
19.
Regions and western europe 总被引：1，自引：1，他引：0
《The Journal of geography》2012,111(1):306-316
Abstract Regional geography is undergoing important changes in its method of study in order to achieve a greater degree of relevancy in the context of a dynamic global system. Effective knowledge of regional identities can no longer be confined to facts that establish patterns, it also demands a critical appreciation of processes and spatial interrelationships. Western Europe is taken as a case study to reflect this new approach to regional geography, Despite the complexity of this major world region, two basic models are proposed as a basis on which to develop detailed study. Essential patterns of Western Europe are established through six generalizations: location; quality of the environment; industrialization; urban development and trade; population and culture; and the European Community/European Union. Processes and interrelations are reviewed through a core-periphery model. Changing regional patterns are highlighted which suggest a movement away from a national focus for regional study to one which is more international. 相似文献
20.
《The Journal of geography》2012,111(5):482-486
Abstract Improving preservice education, especially geography preservice education, is difficult because few geography faculty understand the teacher education process, many education professors who prepare geography teachers are not geographically well-educated, education and geography faculties do not communicate effectively, and efforts by alliances and other organizations have focused on inservice teachers, for the most part. Recommendations to improve preservice education in geography are offered. The authors argue that none of these recommendations should be implemented without considering its relationship with all of the components of the geography education system. 相似文献