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1.
《The Journal of geography》2012,111(3):108-119
Abstract

This article introduces the geographic information systems (GIS) in-service teacher training, focusing on the intersection of technological, pedagogical, and content knowledge (TPACK) for successful implementation of GIS in the classroom. Eleven social studies teachers in Georgia learned GIS technologies, inquiry-based learning, and social studies so that they could create technology-enhanced and inquiry-based lessons using GIS technologies. This article reports participating teachers’ opinions and attitudes of the TPACK-based GIS training. It also reports useful pedagogical methods of introducing GIS technologies to students and additional support for teachers to help them use GIS in their classrooms more often.  相似文献   

2.
《The Journal of geography》2012,111(6):268-269
Abstract

College enrollment and Association of American Geographers membership data reveal a significant deficit in minority participation in geography and environmental science. The author asserts that this dearth may have its origin at the K-12 level, where science subjects are presented in a manner that alienates socioeconomically disadvantaged pupils. With recent research indicating that low-income and nonwhite communities are disproportionately affected by environmental degradation, it is pertinent that methods be developed to increase the number of minority students choosing to pursue environmental careers. Involving students directly in projects investigating the pollution in their communities aids in enhancing student interest. By participating in a lead (Pb) contamination study, students are introduced to several geographic subdisciplines including cartography, demography, and environmental geography. Students also acquire skills in spatial analysis, map interpretation, and graphic design. Complementing basic lead-soil field investigations with geographic information systems, spreadsheet, and/or computer mapping software, offers students a valuable high-tech learning experience.  相似文献   

3.
《The Journal of geography》2012,111(6):249-262
Abstract

University students participated in a research project on communities and conservation on Mount Kilimanjaro in Tanzania. Students contributed by gathering data with various methods that will be compiled in a GIS. Living in three villages at different elevations on the mountain, students facilitated GPS mapping, a random survey of over 90 households, and recording of observations and interviews with the people of these villages. While the inclusion of students in the research project brought greater logistical demands, their participation allowed quick collection of data on a broad scale, more intimate knowledge of the three villages and the communities in them, and provided a valuable learning experience for the students with opportunities to develop and carry-out a research project in an international setting.  相似文献   

4.
《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   

5.
《The Journal of geography》2012,111(5):213-217
ABSTRACT

Spatial literacy is a new frontier in K–12 education. This article describes a place-based introductory GIS/GPS middle school curriculum unit in which students used measuring tools, GPS units, and My World GIS software to collect physical and spatial data of trees to create a schoolyard tree inventory. Maine students completed “memory maps” of their schoolyards as a pre/post exercise assessment. A statistically significant increase in students’ spatial awareness was documented. A technology-based curriculum can significantly increase students’ spatial awareness especially in a place and context relevant to each student.  相似文献   

6.
《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   

7.
GIS支持下基于支持向量机的滑坡危险性评价   总被引：1，自引：0，他引：1  
傅文杰 《地理科学》2008,28(6):838-841
以仙游县为例,探讨了将地理信息系统技术(GIS)和支持向量机(SVM)算法应用于滑坡灾害危险性评价的基本思路和技术路线。主要内容包括SVM的基本原理和方法、滑坡灾害危险性评价指标的选取和量化、SVM模型的建立以及具体的实现过程。实践证明该方法是一种较好的滑坡灾害危险性评价方法。  相似文献   

8.
Abstract

This research examines the effectiveness of problem-based learning (PBL) in an online geographic information systems (GIS) course for adult learners. Adults expect to take greater control of their learning and tend to be self-directed. Students are encouraged to take an active role as problem-solvers in PBL courses. The effectiveness of PBL in face-to-face courses has been shown. Effectiveness in online courses is demonstrated in this study. The performance and experiences of students and instructor in two online courses are compared. The results show that PBL can be more engaging than traditional methods, making PBL-GIS a good choice for an online adult audience.  相似文献   

9.
《The Journal of geography》2012,111(5):220-225
Abstract

Field trips are essential for learning geoscience, but can be logistically challenging for introductory-level courses with large enrollments. Transporting large numbers of undergraduate students to roadway or stream bank exposures can be time consuming, expensive, and unsafe. To address this problem, the author designed three campus-based field exercises for an introductory geoscience course. Students collected and analyzed data from campus features to learn about rock weathering, retaining wall stability, and stream flow. They preferred outdoor campus exercises over indoor exercises, because they were more realistic, interesting, and interactive. The outdoor exercises utilized features common to many college campuses and thus could easily be implemented elsewhere. While the campus exercises do not replace a need for conventional road trips in upper-level courses, they are an effective way to introduce fieldwork in large introductory-level courses.  相似文献   

10.
《The Journal of geography》2012,111(3):119-126
Abstract

Maps are fundamental in geographic explanation and education, but as map-making becomes firmly entrenched in the GIS lab, it becomes harder for students to imagine how they can make maps for their papers. Students need to illustrate papers with maps: among other things, maps provide clarity, links to real places, and insights into patterns and context of phenomena discussed in student papers. A simple, quick, and aesthetically satisfying method for students to make their own maps is presented. This map making method can help students can think more creatively and geographically about their topics.  相似文献   

11.
GIS在南极的应用包括空间数据采集和管理、测绘和制图、科学研究、环境保护、后勤管理和决策等各个方面。 SCAR的大地测量和地理信息工作组 (WG- GGI)每两年推出一批 GIS方面的国际合作项目 ,其中南极数字数据库 (ADD)、南极地理数据集成 (AGDI)、乔治王岛 GIS(KGIS)、空间数据标准等 GIS项目已取得显著成果 ,在南极研究领域产生了广泛的影响。本文介绍了国际上在南极开展的大量 GIS应用研究 ,为我国今后在该领域开展工作提供了参考与借鉴  相似文献   

12.
《The Journal of geography》2012,111(6):301-303
Abstract

Teaching geography within a field-based, environmental-problem-solving framework integrates geographic knowledge and practice and introduces high school students to skills required to undertake geographic research. A five-day field investigation on coastal geography was designed for juniors at a science high school in New Jersey. The goal of the field investigation was to allow students to engage in problem-solving, gather field data, apply geographic concepts and tools, and foster the ability to think critically. The purpose of the investigation was to identify the spatial distribution of litter on a beach and interpret the distribution based on physical and human processes. The field site is a 400-m-long shoreline reach in Raritan Bay, New Jersey. Students defined the term “litter” for purposes of the investigation, developed a classification system, and mapped the location and type of litter on the beach. Three sampling grids were established across the beach from the dune crest to the waterline. Students conducted topographic surveys of the sampling grids, collected litter in each grid cell, and counted, classified, and weighed the litter. Data gathered were reduced, analyzed, and interpreted based on the published literature. Findings were presented at a formal presentation on the last day of the investigation. Students submitted a written report and presented the results of the investigation at a student conference two months later. Field investigations can expose students to different methods of data sampling and measurement. Collaboration between secondary schools and universities can result in successful learning initiatives that allow students the opportunity to experience the role of a practicing professional.  相似文献   

13.
《The Journal of geography》2012,111(6):234-242
Abstract

Pairs of students from two age groups made choropleth maps using Arc View. Evidence from their discourse is used to assess aspects of their cartographic understanding as well as the nature of their collaboration. Students from both age groups spent a high percentage of their time talking about cartographic strategy and a low percentage of time on technical aspects of GIS functionality. Older students engaged in more reasoning and questioning. Key areas for teacher intervention include promoting better student understanding of what the mapped data mean (including directionality and numerical characteristics) and the most effective strategies for raising the level of students' conceptual exchange during collaborative learning.  相似文献   

14.
Abstract

The concept of GRASS (Geographic Resources Analysis Support System) as an open system has created a favourable environment for integration of process based modelling and GIS. To support this integration a new generation of tools is being developed in the following areas: (a) interpolation from multidimensional scattered point data, (b) analysis of surfaces and hypersurfaces, (c) modelling of spatial processes and, (d) 3D dynamic visualization. Examples of two applications are given-spatial and temporal modelling of erosion and deposition, and multivariate interpolation and visualization of nitrogen concentrations in the Chesapeake Bay.  相似文献   

15.
ABSTRACT

The establishment of the National Key Centre for Social Applications of Geographical Information Systems (GIS) in 1995, under the directorship of Professor Graeme Hugo, was a turning point in the use of GIS in Australia. The field of GIS, previously dominated by environmental applications, now broadened its focus to include populations, services and the interactions between people and the environment. Social applications of GIS offered a unique opportunity to make service planning, reporting, funding allocations and research both smarter and fairer. Geography and geographic relationships as implemented in GIS became the integrating platform for social spatial information, invigorating social research, planning and policy. A key strength of this approach, recognised by Professor Hugo, was the ability to ‘put people back into the planning process’. Further to being an integrating platform, GIS also offered the ability to generate new information and knowledge, which could facilitate evidence-based decision making. This paper focuses in particular on providing a written record of the development of the Accessibility/Remoteness Index of Australia (ARIA) suite of spatial accessibility indices. The lasting legacy and continued relevance of this work in social applications of GIS is also reviewed in this paper, with reference to key examples of how social research and planning in Australia have been made both smarter and fairer through the contributions of Professor Hugo and his team.  相似文献   

16.
Abstract

The Institute of Terrestrial Ecology (ITE) Digital Cartographic Service provides a range of services to the scientists of ITE (and others) including various techniques within the field of geographical information systems (GIS). This paper discusses work of this type as it is applied to specific ITE projects. The emphasis is very much on GIS applications to ‘real ecological science’ such as the ‘acid water’ problem and the change of forest areas into heathland. Some comments are made on fundamental GIS techniques, their use and limitations. At ITE, GIS applications are growing out of an existing use of digital mapping and remote sensing technologies; they have not purchased a GIS system ‘off the shelf.’  相似文献   

17.
Editorial     
《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   

18.
ABSTRACT

This paper examines the potential of using GIS (Geographical Information Systems) in the field for environmental characterization, modelling and decision support particularly in isolated areas where data collection is difficult. Observations are based on experiences gained during two Anglo-Russian expeditions to the Altai Mountains of south central Siberia aimed at evaluating proposals for a new national park in the Katunsky Ridge area of the Belukha Massif. The use of GIS together with GPS (Global Positioning Systems) for primary data collection and verification/update of existing data is described and the use of field-based systems for on-the-spot environmental modelling and decision support is evaluated.  相似文献   

19.
Abstract

The combined use of remotely-sensed images and vector GIS data has received considerable interest in recent years. This review article discusses the historical move towards closer integration of remote sensing and GIS technologies and the requirements of integrated software systems to enable remotely-sensed data to be combined with vector datasets for maximum effect. The benefits of integration to users of both GIS and remote sensing for environmental applications are reviewed and some thoughts are given on terminology and future directions in this field.  相似文献   

20.
《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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