共查询到20条相似文献，搜索用时 15 毫秒
1.
《The Journal of geography》2012,111(4):162-163
Abstract This article summarizes methods used in a secondary school geography class to interest students in geography through examples drawn from local geography. Instead of relying on examples taken from exotic places to illustrate geographic concepts, the local landscape is used in the classroom to teach students about geography. The article is arranged according to the six essential elements of the National Geography Standards, but it does not imply that the methods presented should be used to teach the standards. Rather, the examples presented are used throughout a course in the geography of North and South America to develop an interest among students and, with examples from the local landscape, to increase student understanding of geographic concepts related to issues presented in the course. 相似文献
2.
《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
3.
《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
4.
《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
5.
《The Journal of geography》2012,111(3):83-92
Abstract This article examines the use of concept mapping for formative and summative assessment of northeast Florida middle school students’ knowledge of human geography. The students were participants in an afterschool, academic, college reach-out program that provided opportunities to test concept mapping strategies that support spatial thinking and stimulate interest in human geography. The study documents the use of concept mapping for assessment of seventh graders’ achievement of a specific lesson and for students’ human geography achievement across all implementation grades. Concept mapping results provided insight into aspects of the curriculum and instruction where appropriate modifications could better facilitate meaningful learning. 相似文献
6.
《The Journal of geography》2012,111(1):50-51
Abstract Funding for the improvement of geography at the precollegiate level has increased dramatically, both in the amount of money raised and the number of funders making grants. Nevertheless, geography is still not high on the priority list of most funders. Geographic educators must present a stronger case to potential funding agencies. Grant seekers must define geography appropriately, plan for at least the next five years, inventory the resources available to move forward, and be sure to emphasize the present-day relevance of geography' s subject matter. Six essential elements for fund raisers are listed, and a short caution concerning potential conflicts of interest is offered. 相似文献
7.
《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
8.
《The Journal of geography》2012,111(7):44-48
Abstract This is a game involving role-playing designed to promote student understanding of an interest in the African colonial experience. It may be used as part of a high school or college regional geography course on Africa south of the Sahara, or in courses dealing with modern African or European history, or international relations. 相似文献
9.
《The Journal of geography》2012,111(2):109-110
Abstract Political geography has long been a major field of interest for geography teachers and students. One of the most interesting areas of political geography is the study of boundaries and boundary zones. In this context, the demilitarized zone (DMZ) as a political separating agent has been one of the most controversial issues in the twentieth century. The demilitarized zone of Vietnam, Korea, and Israel all constitute major zones of tension and friction. The major reason for the instability attending these frictions is that the DMZ's were created by military armistice agreements rather than more conventional political processes. Thus the DMZ's are the product of an unresolved conflict. This geopolitical analysis of the Israel-Syrian DMZ describes how the zone was created and how it functioned between 1949 and 1967. 相似文献
10.
《The Journal of geography》2012,111(3-4):169-172
Abstract The new Advanced Placement (AP) human geography course is a wonderful opportunity to ensure the availability of high quality geographic education for high school students. As with any course, in addition to the students' interest and ability, their success is also closely linked to the teachers' preparation. In order to be as well prepared as possible, most AP human geography teachers want and need to know several things in addition to the course content. Questions addressed include how to promote the course, who to promote it to, necessary geographic background for both students and teachers, recommended texts and other resources, how to prepare students for the examination, and how to incorporate the course into the school curriculum. 相似文献
11.
《The Journal of geography》2012,111(6):338-342
Abstract Over the past few years, considerable effort has been expended to improve the methods of teaching introductory courses in geography. For example, techniques such as the “open classroom” and simulation models have been introduced and seem to be successful, if for no other reason than their novelty. A new approach generates interest and induces the student to make a more personal commitment to his geography course and thereby provides a stronger motivation to learn. Of course, this is a primary concern even when the instructor employs standard approaches to classroom teaching. 相似文献
12.
《The Journal of geography》2012,111(4-5):186-193
Abstract University instructors are increasingly drawing on active learning exercises to engender critical thinking skills among students. In this article, we introduce the design and implementation of an active learning exercise about mobility and transportation that we assigned in an introductory human geography class at the University of Georgia. The students' responses and the survey instrument we used to assess the effectiveness of the exercise revealed disappointing results and caused us to think carefully about the role of positionality in designing active learning exercises. In this article, we argue that we need to understand privilege—particularly class privilege—in order to design effective assignments. 相似文献
13.
《Norsk geografisk tidsskrift. Norwegian journal of geography》2012,66(3):126-137
An interest in culture developed in human geography from its beginning. It was rooted in a conception of 'geography as a science of places, not of men' (Vidal de la Blache), and focused on the study of man/milieu relationships through the analysis of landscapes or genres de vie , the origin and dispersal of agriculture, and the regional diversity of the earth. A neo-Weberian orientation appeared in the 1960s, but the main shift occurred in the 1970s, with the adoption of phenomenological or critical perspectives. The new cultural approach modernises the traditional orientations in the field, explores the meaning that people give to their spatial experience, and introduces new questions about the epistemological foundations of geography as a scientific discipline. In order to understand how society is produced and reproduced and how significance is given to the world, the new approach stresses the role of communication in cultural processes and spatial organisation. 相似文献
14.
《Norsk geografisk tidsskrift. Norwegian journal of geography》2012,66(1):58-59
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
15.
《The Journal of geography》2012,111(9):38-43
Abstract Although blacks constitute the largest ethnic minority in the United States, historically they have either been largely omitted from geographic literature or else portrayed in less than a humanistic manner. However, beginning about 1965 a change took place in geography regarding its interest and treatment of black Americans. Within the last eight or nine years the geography of black America has blossomed into a full-fledged subfield of geography. In all, over 200 theses, dissertations and published works have been produced by geographers during this period. Moreover, a sharp shift in subject emphasis has occurred. Prior to 1965, what little geographic literature there was dealt mostly with rural or regional studies. Now the emphasis is, at long last, upon urban black American where over eighty percent of blacks reside. 相似文献
16.
《The Journal of geography》2012,111(5):217-218
Abstract Project GeoSim is a multidisciplinary effort by members of Virginia Tech's Departments of Geography and Computer Science, College of Education, and Learning Resources Center to develop computer-aided education (CAE) software for introductory geography and related classes. GeoSim laboratory exercises draw on the five fundamental themes of geography for their subject matter. The programs emphasize interactive learning combining the information capabilities of Geographic Information Systems (GIS) with the techniques of computer simulation. The result is a series of geographic explorations that will make available some of the most exciting aspects of geography to a potential audience of 425,000 introductory geography students per year. 相似文献
17.
《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
18.
《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
19.
ABSTRACTThe article presents the changes in the discipline of geography over 60 years as experienced both in fieldwork and in practice by a Norwegian geographer. Based on diaries and collections of memoirs, the author, Arild Holt-Jensen, presents his life story and how it has been impacted by people, places and special events. His intention is to show how geography and his own work reflect social, political and intellectual changes since the late 1950s. Initially, a regional geography approach was adopted in the fieldwork for his master’s thesis but the approach was challenged by new ideas and methods from both the spatial science school and model thinking. As a young lecturer in 1968, the author was shocked by the positivism debate and critical philosophy, and his spatial science and quantitative approach in his PhD project had to be adapted. His political engagement and interest in planning led him to research social exclusion in European neighbourhoods. His need to trace the identity of geography as a discipline resulted in a textbook that throughout the years has been updated by following up on research trends to the present. Thus, the book and the article show Holt-Jensen’s shifts in disciplinary identity and research practice. 相似文献
20.
《The Journal of geography》2012,111(8):4-12
Abstract The Local Community: A Handbook for Teachers is an effective text and organizational framework for developing a course on the geography of a state which combines elements of introductory geography, regional geography, and geographic methods for a graduate class composed of practicing teachers generally inadequately trained in geography. Through a series of distinct, yet integrated steps teachers are exposed to the conceptual and methodological basics of the field, comprehensive analysis of regional patterns of the state, and specific strategies for teaching the geography of the state and the local community. Teachers leave the course knowing not only what to teach about the geography of a state, but how to teach it. 相似文献