共查询到20条相似文献，搜索用时 15 毫秒
1.
Daniel R. Block Euan Hague Winifred Curran Howard Rosing 《The Professional geographer》2018,70(2):284-290
Geographers have increasingly adopted community-based learning and research into their teaching and scholarly activities since Bunge and Harvey called for an applied public geography that is both useful and challenges societal inequalities. With few exceptions, however, there has been little discussion of methods for measuring this work. Many published assessments focus on the impacts of projects on students but overlook the impacts on community partners. Impacts on faculty and the larger university community are also often ignored. This article discusses literature on the evaluation of community–university research and service learning from a critical perspective. A discussion of service learning and community-based research (CBR) projects at two Chicago universities, DePaul and Chicago State, is presented. In both cases challenges were encountered to achieve full evaluation of projects, yet both included an evaluation of university and community partners that allowed for assessment of the projects’ value to all partners. 相似文献
2.
《The Journal of geography》2012,111(5):209-215
Abstract This paper describes collaborative student research on waste management that first compiled home interviews with women professors in Oxford, Ohio, USA, and Beijing, China, on household reuse for a graduate thesis and then communicated the findings in a handbook for undergraduate students. The women participants described diverse household reuse activities and important differences in how items enter and leave their homes. Reuse behaviors were derived intuitively from local contexts but could also be learned through cross-cultural education. These projects show positive links between feminist research and pedagogy in geography that encourage shared learning and promote women's contributions to environmental conservation. 相似文献
3.
《The Journal of geography》2012,111(4):150-162
Abstract This article presents research on evaluating problem-based learning using GIS technology in a Singapore secondary school. A quasi-experimental research design was carried to test the PBL pedagogy (PBL-GIS) with an experimental group of students and compare their learning outcomes with a control group who were exposed to PBL but not GIS. The results show significant differences in the learning outcomes between the two groups. Specifically, students in the control group show more memorization skill while students in the experimental group demonstrate more analytical and evaluation skills. The conclusion is that learning with PBL-GIS pedagogy can result in higher-order learning outcomes. 相似文献
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5.
Assessing participatory GIS for community-based natural resource management: claiming community forests in Cameroon 总被引：6，自引：1，他引：6
This paper critically reviews and analyses participatory GIS (PGIS) and participatory mapping applications within participatory spatial planning for community-based natural resource management in developing countries. There is an often implicit assumption that PGIS use is effective, in that it meets content needs, satisfies underlying local stakeholder interests and therefore is a tool for better governance. The analytical framework looks at participatory spatial planning performance with respect to key dimensions of governance, especially the intensity of community participation and empowerment, equity within communities and between 'governed' and 'governing', respect for indigenous knowledge, rights, ownership, legitimacy, and effectiveness. Specific development focus is given by a case study using participatory mapping and PGIS in community forest legitimization, planning and management in Tinto, Cameroon. 'Good governance' criteria are applied ex-post to the implementation procedures, the geo-information outputs, and the longer-term outcomes of the PGIS processes. Impacts of incorporating PGIS were examined in terms of the types and degrees of participation in the process; access to, and the uses made of, the geographic information; whether the information outputs met stakeholders' requirements; and the overall changes in equity and empowerment in the community. It was found that PGIS/participatory mapping processes contributed – positively, though not comprehensively – to good governance, by improving dialogue, redistributing resource access and control rights – though not always equitably – legitimizing and using local knowledge, exposing local stakeholders to geospatial analysis, and creating some actor empowerment through training. PGIS promoted empowerment by supporting community members' participation in decision-making and actions, and by enabling land use planning decisions beyond community forestry itself. 相似文献
6.
Ineffective public participation in land-use planning contributes to the lack of communication and understanding between the public and experts, acting as a barrier to successful planning outcomes. In this study, we assess whether Participatory GIS (PGIS) is a suitable method to bridge the communication gap between the public and expert knowledge for planning in the developing country context of Malaysia. Through a mixed methods approach, we investigate whether expert knowledge converges or diverges with the public's perceived knowledge obtained through a PGIS process and assess the potential benefits of PGIS from public and expert planning perspectives. The results indicate more convergence than divergence in knowledge and perspective, indicating that a PGIS process can communicate local knowledge to planning authorities to inform land use and development planning in Malaysia. Both the public and planning experts recognize the potential benefits of PGIS, but successful implementation will require major changes in traditional Malaysian public participation processes. 相似文献
7.
Sociospatial information is critical to marine and coastal ecosystem management. The Hawaii Coastal Uses Mapping Project used a participatory geographic information systems (PGIS) methodology to gather local knowledge regarding the location and intensity of coastal human activities in Hawaii's priority sites for coral reef management. PGIS provided an efficient and effective means of obtaining information in a data-poor context, particularly at a scale and location where considerable local knowledge is held by community members and resource users. We detail the PGIS methods developed to collect sociospatial data on human uses in the project regions and discuss important considerations regarding the practice of PGIS that emerged from the mapping process, as well as implications for the production and documentation of spatial knowledge. Key themes include: issues of scale and appropriateness in using PGIS as a method for mapping human coastal and marine activities; data validity, authority, and the nature of local knowledge; community trust, engagement, and collaboration; and utility for coral reef management. While several factors limit local agencies' ability to use this spatial information to date, natural resource managers found the participatory mapping process to be highly valuable for stakeholder identification and engagement, and the maps provide a resource to state and federal managers to better understand the human implications of future management scenarios. 相似文献
8.
过程地理信息系统框架基础与原型构建 总被引：13，自引：3，他引：10
GIS的发展正在从基于空间状态的“静态”基础走向基于时空过程的”动态”基础。作者提出了过程地理信息系统(PGIS)的概念及其理论框架体系。本文剖析了PGIS中过程所在的时空范畴,阐述了过程在PGIS中的含义及其结构,并探讨了PGIS基本空间框架、体系结构和过程仓库的理论基础。在此基础上,定义了PGIS的基本时空处理分析功能范畴,从过程的时空特性出发,结合所研发的海洋地理信息系统平台MaXplorer,阐述了PGIS不同于传统GIS的相关功能,即过程管理、可视化、特征化、对象化、逻辑运算和符号化等。 相似文献
9.
《The Journal of geography》2012,111(3):91-102
Abstract This paper reports on the design and implementation of a project-based course—World Water Problems—that was introduced within the framework of introductory undergraduate geography education. The aims of the course were twofold: (1) to cultivate in students a world geographic perspective on water problems; and (2) to conduct an original research project on the search for detailed appraisals, or ex-post evaluations, of completed water projects and programs. The project involved problem-based inquiry and learning through several interrelated tasks including: hypothesis testing, systematic electronic library and database searching, corresponding with water resources experts; and synthesizing of results. Evaluation of the project, and the course more generally, was achieved through a questionnaire administered to the students and a focused in-class discussion. Overall, the students' comments about the course project demonstrate learning in the form of greater knowledge of world geographic regions and water sectors as well as enhancement of database search skills and critical thinking. 相似文献
10.
《The Journal of geography》2012,111(5):183-184
Abstract Interim semester field trips provide a unique opportunity for undergraduate students to collect field data in support of their capstone research experience. We encourage students to participate in collaborative research projects prior to the semester for which they enroll in the capstone course. Students select a research project based on a field trip itinerary, submit a research proposal to faculty, conduct preliminary research prior to departure and collect data in the field during a January “Winterim” course. During the spring semester, students continue laboratory research, incorporating data collected in the field to complete their research project and prepare scientific presentations. Field trips provide an inherent mentoring system whereby faculty interact with students, and underclass students collaborate on capstone research projects. This approach facilitates learning by emphasizing preparation and planning, collaborative learning and integration of classroom knowledge into field research. 相似文献
11.
Alexander Cullen 《The Australian geographer》2015,46(4):473-490
This article explores land-tenure issues faced by Timor-Leste, specifically with reference to customary land, and the significance of mapping in resolving those difficulties. A critical review is undertaken of the pitfalls of Indigenous mapping and applications of Participatory Geographic Information Systems (PGIS) to achieve sensitive and empowering outcomes for customary groups seeking land claims. A methodology for mapping customary land in Timor-Leste is described and an analysis of the author's on-the-ground research is presented. Although the importance of customary institutions for rural land management across Timor-Leste is ascertained, this article does not advance a definitive land rights framework for the country or prescribe national mapping of customary areas. Instead, it argues for a mapping methodology to support land-use decision-making that can make sense of Indigenous knowledge and appropriate cultural practices in rural land-use claims. Identified as crucial in the process is the equal value attributed to evidence presented in myriad forms that may act as key information bridges across epistemological divides and knowledges. PGIS is a potentially important tool for resolving land-use conflicts in rural Timor-Leste when resolution occurs within a formalised institutional framework. 相似文献
12.
Globalization would appear to be a subject that easily could be addressed in geography classrooms, yet this is not always the case. In terms of pedagogy, many geographers are concerned whether the field has been adequately engaging various components of this topic (e.g., connectivity, core-periphery), especially in terms of making the subject matter relevant to students. This article presents the results of a recent course project situated at the intersection of city-level resilience to hazards and connectivity with the global economy, utilizing SWOT analysis. The student projects demonstrated that this comparatively simple analytical tool was a useful means for exploring and integrating key topics in globalization and urban-economic geography, while also facilitating a problem-based learning environment. 相似文献
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中国地理学发展若干值得思考的问题 总被引：45，自引：6，他引：39
近年来,中国地理学在应用方向的发展及人才培养等方面取得明显成就的同时,综合方向削弱,地理教育和研究机构易名混乱,国家重大问题的研究未受到广泛重视。根据中国地理学目前存在的问题,阐述了地理学在新世纪的发展方向和加强理论与综合研究的建议。 相似文献
14.
《The Journal of geography》2012,111(6):254-260
Abstract The rise of service-learning in higher education has been critiqued as little more than community service that encourages students to “do good,” but fails to generate original scholarship or social change. In this article, we argue that service-learning gives geographers the opportunity to challenge these critiques, by demonstrating the practical and political implications of collaborative research methodologies, while conveying powerful conceptual understandings of inequality. We begin by interrogating the philosophical overlap between experiential and service-based learning in the educational philosophy of John Dewey. Using this foundational approach, several theoretical and methodological debates in geography are examined, celebrating and drawing lessons from classic and current service-learning programs. We conclude with a discussion and reflection on experiences with implementing similar pedagogical projects. 相似文献
15.
《The Journal of geography》2012,111(6):285-295
Abstract The purpose of this article is to describe a capstone course in undergraduate student geographical research in which GIS and other geospatial tools were used to teach undergraduate students basic geographical principles. The course uses the “cooperative learning” pedagogical approach to address one of a number of client-supplied research projects, chosen on the basis of logistical difficulty, time, student ability, and project importance. In the connection of primary data with existing data, students confronted a number of important research issues such as mapping ethics, database design and management, time management, group dynamics, and research limitations. 相似文献
16.
Tamar Mayer 《The Professional geographer》1989,41(4):397-409
Neither the accomplishments of feminist scholarship, nor recent geographic research on women, seems to have had much effect on the representation of women in human geography textbooks. Relying on a set of traditional models, these texts reproduce the gender blind fictions of consensus, neutrality, and objectivity that the models and the textbooks themselves construct. Because the texts that initiate students into the discipline lag so seriously behind current consciousness and scholarship, women's invisibility not only continues in the human geography curriculum and classroom but is actually intensified by our own pedagogy. 相似文献
17.
《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
18.
《The Journal of geography》2012,111(5):195-202
Abstract This article addresses the lack of outcome-based research on the integration of technology into pedagogy at the undergraduate college level. It describes a study performed at a Midwestern university, testing the relative effectiveness of paper and electronic topographic maps for teaching map-reading skills, and considers the relationship between learning styles and paper or digital map preference. Results indicate that, although student map skill performance did not differ significantly with the use of paper or electronic maps, students preferred paper maps. Neither their performance nor their preferences were related to learning style. The article discusses the significance of these findings. 相似文献
19.
《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
20.
Anne Godlewska 《The Professional geographer》2013,65(3):384-389
This article describes an experiment in learning with a course on “research and philosophies of place and space” in which students were repeatedly dislocated from an environment familiar to them and replaced in key locations about the city with local place experts as their guide. The article begins with a review of the meaning of place and the opportunities offered by the City of Kingston for reflective engagement. It briefly hints at some of the social trends devaluing place learning and the consequently political nature of this pedagogy. Finally, it summarizes the lessons learned in five of the ten classes. 相似文献