共查询到20条相似文献，搜索用时 31 毫秒
1.
《The Journal of geography》2012,111(1):23-31
Abstract Atmospheric circulation and resultant surface pressure patterns are important discussion topics in many introductory geography, meteorology, and earth science courses. In the past, summary materials developed to aid in teaching these concepts have used a north-south oriented meridional cross-section of the troposphere (e.g., the three-cell model). We suggest that while the Hadley Cell model works well for the tropics, an alternative depiction incorporating two map views should be used to present a more meaningful view of the mean extratrop-ical circulation. The combination of a tropical cross-section map and an extra-tropical map will assist students in learning about first-order motions associated with the Earth's atmospheric circulation. 相似文献
2.
《The Journal of geography》2012,111(3):146-153
Abstract Using Gardner's Multiple Intelligences framework to teach map symbols to upper elementary school students can effectively communicate essential map content while allowing students to develop in all areas of intelligence. Curricular activities based on the seven intelligences initially identified by Gardner help students not only to recognize and practice their strengths but to stretch beyond their strengths to practice their less-developed intelligences. This article briefly reviews Gardner's Theory of Multiple Intelligences and describes multiple intelligences-inspired tasks for learning fundamental concepts about map symbols. 相似文献
3.
《The Professional geographer》2013,65(3):311-314
The “ecological fallacy’ inherent in two studies of the correlation of cognitive distance with objective distance and travel time is considered. The studies reach opposite conclusions using similar types of data, but both involve different types of aggregation of cognitive-distance judgments. It is shown that, under certain circumstances, correlations based on aggregate data can lead to reverse conclusions to those based on more behaviorally valid disaggregate data. Hence such aggregation is unjustifiable and, as a result, neither study's conclusions can be relied upon. 相似文献
4.
《The Journal of geography》2012,111(9):31-34
Abstract In the last few years a great deal of educational literature has been devoted to the concept of individualized learning in an open classroom, i This approach is based on the premise that students are capable of analytical and creative thought when given the opportunity to work on their own initiative and at their own rates. It is an alternative to the traditional teacher-centered classroom and is justified by the belief that the student learns more effectively when he is interested; that the student develops greater responsibility; that the slower, generally passive student is brought into a position of active participation in the learning process. Little has been written about the applicability of such an approach to the field of geography. Interest in this method prompted the author to experiment with such a program in her own classes during her first year of teaching. This article describes the results of individualized learning in two ninth grade physical geography classes conducted at Western Illinois University's Laboratory School. 相似文献
5.
《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
6.
《The Journal of geography》2012,111(6):578-591
Abstract This paper aims to develop a new pedagogic framework for teaching GIS at the college and university level using Berry's geographic matrix. By synthesizing different schools of thought, this paper argues that GIS education essentially involves two aspects—how to teach about GIS and how to teach with GIS. Berry's geographic matrix can be used to tie these dual aspects of GIS education together neatly. As an abstract representation of geographical phenomena, the geographic matrix embeds all three entities of GIS—location, attribute, time—and thus can help GIS instructors teach about GIS. As a synthesis of geographical approaches, the geographic matrix can assist GIS instructors teach with GIS. This paper demonstrates that GIS is actually an implementation of Berry's geographic matrix. Furthermore, the 10 approaches to geographical analysis, originally proposed by Berry for the geographic matrix, can be executed routinely in a GIS environment. By incorporating Berry's geographic matrix into GIS education, teachers can enable students to surpass technical issues and to appreciate the conceptual and functional linkages between GIS and geography's intellectual core. 相似文献
7.
《The Journal of geography》2012,111(5):231-232
Abstract Effective use of time has become even more critical in today's classrooms. Creating geographically literate students by the year 2000 presents some dilemmas for teachers who are faced with expanding curricula. Developing an efficient, meaningful means of teaching geographical features to help curb geographical illiteracy is a possibility. A group of college instructors and more than 75 preservice elementary teachers experimented with an idea that effectively integrated geography, vocabulary development, writing across the curriculum, and the visual arts. Their successful and time-saving idea can be incorporated into any upper elementary to high school classroom committed to teaching children about geographical features. 相似文献
8.
《The Journal of geography》2012,111(6):243-250
Abstract Teaching students to gain a spatial perspective is one of the most difficult yet important components of geographic education. This paper presents a series of activities designed to develop a more comprehensive understanding of spatial concepts among students in introductory geography courses. The activities and content are most appropriate for high school or university undergraduate students. An evaluation of these activities demonstrates that they enhance the student's spatial perspective and their understanding of the role of spatial concepts in geography. 相似文献
9.
《The Journal of geography》2012,111(3):93-98
Abstract Geographic ethics are profoundly important if students are expected to be stewards of the earth and responsible citizens whose decisions about the environment will affect our planet's future. The proposed framework, founded in geography but applicable to other subject areas, guides students to moral decisions for the well-being of the planet and its people so that geographic skills will be applied for beneficial purposes. It is in the tradition of Kropotkin, Dewey, and Freire and introduces Nel Noddings' concept of caring to geography education. This proposed framework for the elementary and secondary levels is called transformative geography. 相似文献
10.
《The Professional geographer》2013,65(3):452-458
Abstract The Department of Geography at Arizona State University implemented a field exam as part of its PhD program requirements. This field exam requires students to develop an independent field-based research project based on a general question in the student's specialty area. A survey of current and former PhD students and faculty members document how the field exam assists students in developing skills necessary for continuing graduate research and for preparing them for the rigors of academic employment. The outcomes of the exam include both long-term, process-related benefits and more immediate tangible rewards. For some students, the preliminary fieldwork and results redirect student interests and form the basis for their eventual dissertation. The field exam is adaptable to a diversity of geography research methods, subject areas, and graduate degree programs, while remaining grounded in the discipline's vibrant, widely respected fieldwork tradition. 相似文献
11.
《The Journal of geography》2012,111(5):250-256
Abstract In this study, pairs of students in fifth and seventh grade generated and answered questions based on maps. More than 90 percent of the questions they generated made sense with reference to the map on which they were based. Each of these questions was coded in terms of both its informational content (symbols, latitude and longitude, and scale) and the process by which a map user obtains the information from the map (map reading, map interpreting, map inferring). Results indicated that students most often generated three types of questions, which together accounted for more than 80 percent of all the questions: 1) read symbol, 2) infer latitude and longitude, and 3) interpret scale. Qualitatively, the questions were analyzed for what they revealed about student confusion about map content. Problems with all three aspects of map content were common among both fifth- and seventh-grade students. The problem-posing technique proved useful for evaluating student's knowledge. 相似文献
12.
《The Journal of geography》2012,111(6):265-277
Abstract This article addresses the knowledge of geography and geography-related careers of sixth and ninth grade students in six Florida schools. For geography knowledge no sex differences were noted for the total sample, ninth grade African American males outperformed African American females, achievement differed by school, and students knew most about skills and least about physical geography Students' career knowledge increased with grade level; males were more knowledgeable than females; African American females were the least knowledgeable; sex-related differences became more pronounced in ninth grade; and the most frequently cited careers were cartographer, explorer, meteorologist, and news person. 相似文献
13.
《The Journal of geography》2012,111(4-5):142-153
Abstract This article demonstrates geography's role as an integrative discipline and its utility in connecting students to the world around them. A case study links China's demography and its geopolitics to the lives of U.S. students. The relationship of China's population pressures to its resulting economic growth, need for economic resources, and geopolitical efforts are examined using the concepts and holistic capabilities that are the academic strength of geography. 相似文献
14.
《The Professional geographer》2013,65(4):467-469
Single-value indices of population age balance have proved useful. Coulson's index, although an improvement over other measures, is deficient when applied to middle-aged dominant populations and violates normality assumptions required by the technique for deriving the index. An alternative index of age balance was developed to provide more information and flexibility than other measures without losing their primary advantages. 相似文献
15.
《The Journal of geography》2012,111(8):483-486
Abstract Although subsistence agriculture may receive little attention in the classroom, it employs the majority of the world's farmers. One way to emphasize the importance of subsistence agriculture in class is to use a simulation game such as the Subsistence Agriculture Game, which allows students to play the role of actual farmers in Central America. The Game represents a new teaching technique available for use and further investigation by geographers. 相似文献
16.
《The Journal of geography》2012,111(6):264-265
Abstract Concepts related to alternative map projections can be difficult to explain to students given the diversity and complexity of available projections. Students frequently have trouble understanding how distortions caused by the choice of a projection can affect map readability and comprehension. Programs available for personal computers now provide geography and cartography instructors with a method for interactively educating students concerning the distortions associated with alternative map projections. Such software can be incorporated into laboratory assignments in introductory geography courses or in more advanced courses that deal with map design or thematic cartography. 相似文献
17.
《The Journal of geography》2012,111(3):153-163
Abstract In this study, the author examines the use of four protocol lessons designed to aid 7th grade students in developing a clear mental map of the world. Two classes, involving 44 students, participated in the study. One class was taught using the instructional sequence common to the district's 7th grade world geography classes. The second class was instructed using the protocol lessons. A quantitative and qualitative assessment took place. The results indicated that students using the protocol lessons developed more detailed and accurate mental maps of the world than those instructed in the common sequence. The study advocates having students construct and work with maps, rather than simply filling in information on them. 相似文献
18.
《The Journal of geography》2012,111(3):117-120
Abstract The Threatening Rock mass wasting event at Chaco Canyon, New Mexico, in 1941 introduces students to a well-documented geomorphology case study. Based on data from Schumm and Chorley (1964), students examine the event using rock movement measurements and weather data, undertaking the same analysis tasks as the original investigators. Students observe patterns of movement related to precipitation and temperature, and use regression to estimate the time of initial movement. Specific exercise questions guide students to logical conclusions regarding geomorphic processes and environmental influences. The exercise exemplifies geomorphic investigation from both a process and historic perspective. 相似文献
19.
《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
20.
《The Journal of geography》2012,111(4):196-202
Abstract The ultimate goal of all geographic education is to have our students think geographically for life. To this end, the five geographic skills sets allow teachers to use the inquiry approach to more accurately observe whether or not geographic thinking is actually taking place. As essential components of these geographic skills, fieldwork, journaling, and stories based on the field experience have proven to be effective tools of inquiry. This article demonstrates how a journal, kept by the author while on an advanced alliance summer institute to Russia in 1996, was used to write an original short story based on the author's fieldwork there. The author's experiences model the five geographic skills sets in developing lesson plans for the original short story, The Dragon and the Anchor. These activities allow the students to sharpen their geographic skills and develop a sense of place by studying the changes that have occurred in Russia since the fall of communism in 1991. 相似文献