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1.
《The Journal of geography》2012,111(4):471-477
Abstract With the publication of Geography for Life: National Geography Standards 1994 in October 1994, geography has taken a big stride forward in demonstrating to teachers the breadth and significance of its discipline. This talk focuses on three aspects of geographic reality in the lives of teachers and students, under the title of “The Geographic Imperative.” Consideration of the Imperative and three axioms is intended to support the fullness and classroom utility of the Geography Standards. 相似文献
2.
《The Journal of geography》2012,111(4):444-452
3.
《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
4.
《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
5.
《The Journal of geography》2012,111(6):280-285
Abstract Successful curriculum development that will have impact upon individual American classrooms remains the key to maintaining the momentum of Geography for Life: National Geography Standards 1994. Teachers and students must be able to translate the national geography standards from the national stage to the local classroom setting to become geographically informed people. One example of this development for elementary urban geography is the Main Street lesson plan. It encourages observation and analysis required by Standard 4: The geographically informed student knows and understands the physical and human characteristics of places. After testing in a variety of Missouri classrooms, instructors thought that Main Street was a unique way of studying urban places and allowing students to gain a greater understanding of place. 相似文献
6.
Looking Toward the Future: A Concepts,Themes, and Standards Approach to Preservice Teacher Education
《The Journal of geography》2012,111(5):513-518
Abstract Preservice teacher education based on content, skills, and perspectives specified in Geography for Life: National Geography Standards 1994 is essential for dissemination of the Standards to classrooms all across the country. Curricular materials are often structured around the five fundamental themes of geography; however, it is essential that teacher preparation courses integrate the content of the Standards into the themes of location, place, human—environment interaction, and region. One model of this approach to preservice education, as summarized here, provides future teachers with a conceptual basis for learning and teaching geography, enhancing opportunities for disseminating solid geography content to all grade levels nationwide. 相似文献
7.
《The Journal of geography》2012,111(4):211-212
Abstract This article advocates that geography teachers undertake field studies of human systems with their students. A field trip process is described that helps teachers to guide students to explore and analyze a real human system with the expressed goal of building skills that can transfer to and complement a wide range of geographic learning tasks identified in Geography for Life: National Geography Standards 1994. Students are taken to a human system, such as a supermarket or a hotel. In groups, students interview as well as tour with a representative of a key department of the human system. Using teacher-supplied materials, groups create models or visual schematics of the whole human system they studied. The model must show the complex as a collection of interdependent elements with distinct functions. The learning outcomes achieved by students are a collection of geographic skills ideal for transfer to subsequent geographic investigations of urban places and or regions. 相似文献
8.
《The Journal of geography》2012,111(5):524-526
Abstract GEO-Teach is a project funded by the Fund for the Improvement of Preservice Education (FIPSE). The project aims to develop a model preservice curriculum at the secondary level. It incorporates the newly published National Geography Standards and merges content with pedagogy through partnerships with faculty in education and other social and behavioral sciences to deliver the curriculum. School teachers act as mentors to students in the program. 相似文献
9.
《The Journal of geography》2012,111(4):462-465
Abstract Geography for Life identifies what students should know and be able to do in geography at the conclusion of grades 4, 8, and 12, the benchmark years cited in the document. The action statements that are integral to implementing each of the 18 National Geography Standards are driven by a set of verbs used to identify specific intellectual skills. These skills encourage students to think spatially. The purpose of this article is to identify the action verbs used in the activity statements, inventory their frequency and distribution across the benchmark grades, and define in detail the seven that are most commonly employed. These action words are examined within the context of Bloom's cognitive taxonomy (1956) to illustrate how the National Geography Standards are adaptable to one well-established schema for the structure of knowledge and thus applicable to others as well. 相似文献
10.
《The Journal of geography》2012,111(2):388-391
Abstract The Human Geography of Ireland by J. H. Johnson New York: John Wiley & Sons. 1994. Bibliography, index, xi, and 221 pp. S39.95, hard. ISBN 0-47194-832-2. Some Truth with Maps: A Primer on Symbolization & Design by Alan M. MacEachren Washington, DC: Association of American Geographers. 1994. Figures, bibliography. 129 pp. ISBN 0-89291-214-6. Geography of China: Environment, Resources, Population and Development by Songqiao Zhao New York; John Wiley & Sons. 1994. xix and 332 pp. Appendix and index. ISBN 0-471-57758-8. S67.95, cloth. 相似文献
11.
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
12.
13.
《The Journal of geography》2012,111(4):155-160
Abstract Reform in geography education, as reflected in Geography for Life: National Geography Standards (1994) for the U.S.A., favors a constructivist approach to learning. This study examines the acceptance of this approach among students in two upper secondary schools in China. A lesson was developed to illustrate interactive problem solving methods. The students reacted positively to the lesson. The instructional practices stimulating their response and the potential for problem solving geography educational methods in China are discussed. 相似文献
14.
《The Journal of geography》2012,111(3):99-109
15.
《The Journal of geography》2012,111(3-4):173-182
Abstract Guides to Good Teaching, Learning, and Assessment Practices in Geography Phil Gravestock and Mick Healey, editors Cheltenham, UK: Cheltenham and Gloucester College of Higher Education. 1998. ISBN: 1861740239. £54.00 (paper). Teaching and Learning Issues and Managing Educational Change in Geography Vince Gardiner and Vaneeta D'Andrea Cheltenham, UK: Cheltenham and Gloucester College of Higher Education. 1998. ISBN: 1861740247. £3.95 (paper). Assessment in Geography Michael Bradford and Catherine O'Connell Cheltenham, UK: Cheltenham and Gloucester College of Higher Education. 1998. ISBN: 1861740328. £3.95 (paper). Curriculum Design in Geography Alan Jenkins Cheltenham, UK: Cheltenham and Gloucester College of Higher Education. 1998. ISBN: 1861740336. £7.95 (paper). Lecturing in Geography Clive Agnew and Lewis Elton Cheltenham, UK: Cheltenham and Gloucester College of Higher Education. 1998. ISBN: 1861740255. £5.95 (paper). Small-group Teaching in Geography Gordon Clark and Terry Wareham Cheltenham, UK: Cheltenham and Gloucester College of Higher Education. 1998. ISBN: 1861740263. £3.95 (paper). Resource-based Learning in Geography Mick Healey Cheltenham, UK: Cheltenham and Gloucester College of Higher Education. 1998. ISBN: 1861740298. £8.95 (paper). Teaching and Learning Geography with Information and Communication Technologies Ifan Shepherd Cheltenham, UK: Cheltenham and Gloucester College of Higher Education. 1998. ISBN: 1861740301. £8.95 (paper). Practicals and Laboratory Work in Geography Jacky Birnie and Kristine Mason O'Connor Cheltenham, UK: Cheltenham and Gloucester College of Higher Education. 1998. ISBN: 1861740271. £5.95 (paper). Fieldwork and Dissertations in Geography Ian Livingstone, Hugh Matthews, and Andrew Castley Cheltenham, UK: Cheltenham and Gloucester College of Higher Education. 1998. ISBN: 186174028X. £4.95 (paper). Transferable Skills and Work-based Learning in Geography Brian Chalkley and June Harwood Cheltenham, UK: Cheltenham and Gloucester College of Higher Education. 1998. ISBN: 186174031X. £4.95 (paper). 相似文献
16.
《The Journal of geography》2012,111(5):538-542
Abstract The National Geography Standards provide an opportunity to forge close relationships with teacher-preparation programs. This article reports on strategies used by the Virginia Geographic Alliance to produce regional, crossdisciplinary teams of educators informed about the Standards. Each team will include a faculty member from every teacher preparation program in Virginia. 相似文献
17.
Transmogrifying Regions 总被引：1，自引：1，他引：0
《The Journal of geography》2012,111(5):226-227
Abstract Teacher Education Models in Geography: An International Comparison by William Marsden, ed. Kalamazoo, Ml: Commission on Geographical Education, 1984. v and 155 pp., figs., tables, and refs. NP Principles of Thematic Map Design by D.B. Dent Reading, MA: Addison-Wesley, 1984. xv and 398 pp., figs., tables, photos, maps, refs., and index. $29.95 cloth. Health Care in Developing Countries by Wilbert M. Gesler Resource Publication in Geography, edited by C.G. Knight. Washington, DC: Association of American Geographers, 1984.88 pp., figs., graphs, tables, maps, and biblio. $5.00 paper. Cotton Fields No More: Southern Agriculture 1865–1980 by Gilbert C. Fite Lexington: University Press of Kentucky, 1984. xiv and 273 pp., tables, photos, app., refs., and index. $28.00 cloth; $10.00 paper. Population: Patterns, Dynamics, and Prospects by James Newman and Gordon Matzke Englewood Cliffs, NJ: Prentice-Hall, 1984. xi and 306 pp., figs., graphs, tables, maps, biblio., and index. $27.95 cloth. 相似文献
18.
《The Journal of geography》2012,111(1):7-14
Abstract Over the next decade or so, the National Assessment for Educational Progress in Geography and the Geographic Education Standards Project promise to give geography a new definition as a school subject. This will challenge the educational community to re-examine how geography is taught and learned across all the grade levels, K-12. If geography is to be perceived as an essential subject in preparing students for citizenship as adults, not only must its image change, but its content and the pedagogy that delivers it must be modified as well. To achieve those ends, new curricular models grounded in cogent and applicable research must develop through partnerships of teachers, teacher educators, learning theorists, and professional geographers. 相似文献
19.
《The Journal of geography》2012,111(2):39-46
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
20.
《The Journal of geography》2012,111(7):62-63
Abstract Derek Thompson and Joseph W. Wiedel and associates. AN ECONOMIC AND SOCIAL ATLAS OF MARYLAND. University of Maryland, Occasional Papers in Geography, Number 3, Department of Geography, College Park, Maryland, 1974. 126 pages, paper cover. $5.00. Peter Gould and Rodney White. MENTAL MAPS. Penguin Books Ltd., Baltimore, Maryland 1974. 204 pages, paper, $2.95. 相似文献