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1.
《The Journal of geography》2012,111(5):223-224
Abstract This contribution to the “Comments” section first introduces a metric designed to estimate the amount of attention given to different countries of the world in academia using Internet “term paper mills”. This metric is used to introduce a call for the incorporation of more geographic education regarding peripheral areas of the world into the broader college curriculum. Even as geography courses struggle to incorporate knowledge of many peripheral parts of the world, the rest of the university experience is continuing to reflect perceived “national interests.” 相似文献
2.
《The Journal of geography》2012,111(2):55-63
Abstract Experiential learning pedagogies are being adopted across undergraduate education and touted as an effective strategy for enhancing student learning. This paper develops an explanation for how and why such pedagogies can foster students' critical thinking and learning. Drawing on data collected from first-year students in “field based” urban geography courses at an urban university, I show how students' existing knowledge of urban spaces and specific parts of the city is constructed from a variety of sources and experiences, and can be incorporated in experiential learning activities in ways that foster critical learning. Such an approach is crucial to creating learning environments in higher education that include a greater diversity of student identities and life experiences. 相似文献
3.
《The Journal of geography》2012,111(1):3-9
Abstract G. Stanley Hall (1844-1924), founding president of Clark University, was a leader in the child study movement and a significant figure in psychology and education in the late nineteenth and early twentieth centuries. Hall had pronounced opinions on many educational subjects, including the teaching of geography. His criticisms and program for the reform of school geography were based on a mix of European ideas of heimatkunde or “home geography,” developmental or “genetic” psychology, and his work in the child study and nature study movements. This article traces Hall's involvement with geographic pedagogy from the 1880s through World War I, including his sponsorship of the first American Ph.D. dissertation in the teaching of geography, completed at Clark in 1906. 相似文献
4.
国外教育地理研究回顾与借鉴 总被引：2，自引：0，他引：2
教育地理研究作为地理学和教育学的交叉研究出现于20世纪中叶,早期教育地理研究主要是借助地理学的视角和工具解决教育的空间问题,包括教育规划、教育土地利用、学校选择以及与居住地相关的教育机会和结果差异等;1990年代以来的教育地理研究注重从社会空间的角度来解析教育,关注教育与社会、经济、政治和文化等的内在联系,并建立起了以尺度为框架的研究体系。在最初的研究中,教育空间被当作既定的客观空间;1990年代以来,受社会科学空间转向的影响,教育空间被看成是与经济、社会、文化、政治等相互塑造的空间。当前,教育地理研究已经建立起了知识体系和研究框架,研究尺度包括微观(学习者、学习空间、学校与社区等)、中观(区域、国家等)和宏观(国际)的空间尺度研究,教育地理的研究范围得到扩展。国内教育地理研究可以从不同尺度上加强空间的研究以及空间之间的联系讨论,扩展非正式教育这一广阔的领域,加强教育公平的社会空间解释。 相似文献
5.
《The Journal of geography》2012,111(5):196-206
Abstract To effectively use journals and other writing for learning tasks as critical thinking and learning tools, geographic educators need to draw from the education literature on concept learning. Using the literature on concept learning and critical thinking, geographic educators can construct different kinds of journal assignments that give students opportunities to personalize and understand concepts. I demonstrate that students, regardless of their sex, level of education, or previous coursework in geography, found journal assignments helpful in understanding human geographic concepts. 相似文献
6.
《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
7.
ABSTRACTThe 21st century has been called the “century of the city” and compounded concerns that current development pathways were not sustainable. Calls for scholarship on urban sustainability among geographers cites strengths in the human-environment and urban subfields that positioned the discipline to make unique contributions to critical research needs. This special issue reflects on the contributions that geographers have made to urban sustainability scholarship. We observe that that integration across human-environment and urban subfields reflects broader bifurcations between social theory and spatial science traditions in geography. Piggy-backing on the rise of sustainability science, the emergence of urbanization science compels geographers to reflect upon the ways in which we are positioned to make unique contributions to those fields. We argue that those contributions should embrace systems thinking, empirically connect social constructs to biophysical patterns and processes, and use the city as a laboratory to generate new theories. 相似文献
8.
《The Professional geographer》2012,64(1):96-108
Manuel Castells seminal work The Rise of the Network Society (RNS) is one of the top ten most frequently cited publications in human geography. RNS comprehensively investigates the theory of network society, which is of great significance to human geography. Citation count, however, cannot reflect the specific contribution of RNS to human geography. By jointly using citation content and context analysis on 898 journal articles on human geography, this study examines the citations of RNS to clarify the contribution. Results show that (1) “space of flows” is most frequently cited and (2) citations of RNS serve nine citation functions in human geography studies. Eight of them reveal three types of knowledge development contribution, namely, knowledge dissemination, knowledge inheritance, and knowledge innovation. Among the nine citation functions, the critique function is most thought-provoking, revealing the deficiencies of RNS: (1) spatial dualism is abstract and impersonal, (2) “space of places” is as important as “space of flows” in the network society, and (3) the lack of abundant data limits the development of empirical research on the space of flows and network of city. These critical citations provide implications for the development of network society theory in human geography. Key Words: bibliometric analysis, citation context analysis, content analysis, knowledge development, network society. 相似文献
9.
《The Journal of geography》2012,111(6):269-270
Abstract The units of the Kelvin temperature scale (with an upper case K for the proper noun “Kelvin”) are incorrectly introduced in most undergraduate introductory physical geography textbooks. The internationally recognized unit of the Kelvin temperature scale is the kelvin (lower case k), abbreviated to K (upper case). However, many introductory physical geography textbooks incorrectly use units of “Kelvin,” “degrees Kelvin,” or “oK.” The errors detract from the prestige of physical geography as a natural science discipline. 相似文献
10.
Jean-Pierre Raison 《Singapore journal of tropical geography》2005,26(3):323-338
In important respects, the disciplinary field of “tropical geography” is a uniquely French field of study, and Pierre Gourou is conventionally seen as its founder and doyen. Yet Gourou did not see himself as the creator of a new paradigm or research school, and geographers were generally more influenced by his writings than by his teaching or any personal connection. With particular reference to French geographical research in and on tropical Africa during the second half of the twentieth century, it is suggested that the development of tropical geography as a subfield ‐ and tropicalism as a research orientation ‐ can be put down to a variety of factors and circumstances. Geographical research on Africa was pivotal, as was the rise to prominence in French research institutes of some of Gourou's disciples. But African academics also played a part, as did criticism of tropical geography for its marginalisation of issues of development and geopolitics. The paper examines this postwar intellectual history and attempts to draw from it a positive and forward looking legacy ‐ a reinvigorated and interdisciplinary “tropicalism”, the main axis of which would be the analysis of the specific characteristics of tropical ecology, and its use and transformation by the societies that live from it. Such a project may help us to confront the contemporary world ecological crisis, and forge critical research projects on globalisation (altermondialisme) that can discern and deal with the complex local‐global, and rural‐urban, articulations of this phenomenon. 相似文献
11.
Internet-Based GIS in an Inductive Learning Environment: A Case Study of Ninth-Grade Geography Students 总被引：2，自引：2，他引：0
《The Journal of geography》2012,111(6):227-237
Abstract This article reports the results of a qualitative case study that explored the use of Internet-based geographic information systems (IGIS) with ninth-grade geography students. The students worked in teams to examine the geography of Africa using IGIS resources with the instructional goal of developing a presentation on a significant issue facing one region or country. The purpose of this study was to explore the use of IGIS as a tool for integrating geospatial technologies into ninth-grade geography curriculum and instruction within an inductive learning environment. The findings for this study indicate that IGIS can be a successful tool for geography education in an inductive learning environment. Based on qualitative data collected through classroom observations, focus group interviews with students, student work samples, and a teacher journal, two assertions are offered: students perceived expanded freedom as a positive aspect of this IGIS project and IGIS projects such as this can lead to gains in students' cultural awareness and empathy for distant others. 相似文献
12.
《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
13.
《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
14.
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
15.
《The Journal of geography》2012,111(1):31-33
Abstract Models can greatly assist the student to understand important aspects of a complex reality. A simple model, based on empirical data about farm size in Tokugawa, Japan, is here introduced and applied to China. The model makes explicit one of the major lessons East Asian civilization has for regions of the world more recently integrated into “civilization”; that is, that the productive capacity of land, and thus its ability to support people, is finite. The model also provides a useful integrative framework for introduction to the physical aspects of the geography of East Asia. 相似文献
16.
《The Professional geographer》2013,65(4):415-421
Abstract I argue that scientific disciplines are esteemed, supported, and patronized largely to the degree to which they are perceived as providing a “return” on invested societal resources. This “return” takes the form of scholarly products that help answer deep human questions or otherwise materially benefit members of the society whose resources they are. Such a view implies that disciplines exist in a “market” in which members compete for these limited resources by delivering products seen as valuable. In such a market, disciplinary relevance and survival are ultimately tied to decisions individual scholars practicing within the disciplines make about which research they pursue, the greater the perceived “return” the better for the long-term health of the discipline. 相似文献
17.
《The Journal of geography》2012,111(2):113-114
Abstract A new political geography has emerged that stresses the political conflict behind the production of space. This orientation in the subdiscipline constitutes a turn away from traditional political geography, where the emphasis had previously been on the spatial distribution of political phenomena. The “new” political geographic theory has been applied to the study of environmental issues, turning the attention of scholars to the political struggle behind the construction of nature as well as space. This article reviews how the new political geography of the environment (NPGE) perspective has impacted the study of such environmental phenomena as hazards, siting issues, human-land relationships, resources, development, and international environmental governance. It concludes by suggesting how the NPGE perspective can inform pedagogy in environmental education. 相似文献
18.
《The Journal of geography》2012,111(5):207-218
Abstract American students are encouraged to become globally competitive. I argue that in a world plagued by social inequality and environmental mismanagement, students should become globally cooperative. But this position is not new. Nineteenth century geographers such as Peter Kropotkin argued that geographic education should promote cooperation and tolerance of others. This article explores why geographers cast aside this progressive vision for geographic education. It hypothesizes that geography's pursuit of academic and scientific legitimacy prompted it to spurn “value-laden” methods. The article concludes by suggesting that geographers return to their social justice roots by adopting constructivist pedagogical methods of Paulo Freire. 相似文献
19.
《The Journal of geography》2012,111(4):177-178
Abstract The “Harvest of Hope” was an interdisciplinary science/geography project that provided students from two different schools and very diverse backgrounds the opportunity to work in a cooperative community service effort. With teacher coordination from both districts involved in the project, students from an inner-city school and a suburban school planted, tended, and harvested crops on unused school property and donated the food to organizations providing resources to the needy. “Harvest of Hope” was designed to aid the needy of Denver and teach high school students about real-world geography issues. Students also gained knowledge of issues inherent in world agriculture and the group problem-solving process. From a social perspective, inner-city students and suburban students had the opportunity to interact and gain an appreciation for cultural diversity. Most importantly, students learned through this project to think globally, but act on a local level. 相似文献
20.
《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