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1.
《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
2.
《The Journal of geography》2012,111(4):168-173
AbstractThis article presents a case study that highlights the benefits and limitations of Web-based video in lab sections of The Geographer’s Craft, an upper-level undergraduate course in which students apply digital geographic methods. Over three years (2010–2013), the authors experimented with different teaching strategies utilizing Web-based video for lab lectures and software demonstrations. This article presents three different approaches for its application, from inside and outside the classroom, to a ”flipped classroom” setting. The authors argue that Web-based video is a valuable tool for teaching digital geographic research methods and techniques while allowing for greater focus on theory and application. 相似文献
3.
《The Journal of geography》2012,111(6):236-244
Abstract Field trips have been acknowledged as valuable learning experiences in geography. This article uses Kolb’s (1984) experiential learning model to discuss how students learn and how field trips can help enhance learning. Using Kolb’s experiential learning theory as a guide in the design of field trips helps ensure that field trips contribute to internalizing relevant geographical theory and concepts. Three types of field trips are presented: an informal survey of a neighborhood, a more formal scavenger hunt, and a virtual field trip using Google Earth.
Learning is the process whereby knowledge is created through the transformation of experience. —Kolb (1984) 相似文献
4.
《The Journal of geography》2012,111(3):134-135
Abstract Bibliographic instruction is aneglected component of undergraduate education in many geography curricula. Significant research problems are difficult to formulate and self-education cannot be achieved without the ability to use reference materials effectively. The research methods course is a logical vehicle for providing bibliographic instruction at the undergraduate level. Library training can be incorporated in this course through a series of instructional modules that requires students to work with a wide variety of bibliographic materials. Students should be allowed to focus on publications pertaining to topics of individual interest in all phases of their work. This paper outlines a methods course that emphasizes bibliographic instruction and gives suggestions for incorporating selected developmental materials. 相似文献
5.
《The Journal of geography》2012,111(2):64-75
Abstract Most preservice teachers complete their social science course requirements in isolation from their social studies methods course. This paper reports the unique co-mingling of one interdisciplinary social science course (emphasizing geographic and environmental education) with the social studies methods for a cohort of undergraduate preservice teachers. Integrating parts of their curricula, instruction, assignments, and assessments through a co-mentoring process and action research project connected professors and preservice teachers with children and their environments. A review of the professors' process accompanied by a summary of preservice teachers' projects and reactions describes the classroom experiences and pedagogical outcomes experienced by each group. 相似文献
6.
《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
7.
《The Journal of geography》2012,111(4-5):210-218
Abstract This article presents a field technique that exposes students to the indirect effects of habitat fragmentation on plant distributions through studying edge effects. This assignment, suited for students in an introductory biogeography or resource geography class, increases students' knowledge of basic biogeographic concepts such as environmental gradients and disturbance in addition to formulating research questions and design. In this exercise, fieldwork can be implemented with simple tools that are easily obtainable and found in most physical geography labs. In this example, student response to the exercise was positive; they indicated that the exercise was a fun and interactive way to learn fundamental biogeographic concepts. 相似文献
8.
《The Professional geographer》2013,65(1):60-67
A mixed method approach was adopted to study the experiences of lonefathers, using a classic triangulation approach of interview and questionnaire data. This study utilised an empirical realist framework of scientific enquiry, with the ‘soft’ individual interview data seen as an adjunct to the ‘hard’ aggregate quantitative methods. A review of this study found that the interviews worked well as a pilot study in a classic mixed methods framework. The questionnaires provided a range of information about thecharacteristics of this group of lone fathers, but it was the interviews which provided astonishing depth on the causes of marital breakdown and post-marital conflict, and on the discourses and other structures which sustain social processes. In this study, the interview techniques could have been used differently, in a different framework of analysis (that of critical rather than empirical realism) without the support of other mixed methods. 相似文献
9.
In this introduction to the Special Issue ‘Practising a New Regional Geography in Northland’, we call for a new regional geography. We use the experience of a field course to reflect upon the opportunities and challenges associated with doing ‘regional geography’ in the regions, a subdiscipline that has in recent decades been pushed into the backwaters of the discipline. We reinterpret the maxim ‘geography is what geographers do’ in a new way that emphasises pedagogy and research practice. The case of Northland and helping our students to learn experientially about community and environment under the rubric of sustainability allows us to argue the case for a reinterpretation of regional geography in these terms. We position the contributions in this Special Issue in terms of our call. 相似文献
10.
ABSTRACTThe purpose of the article is to explore the role of participation in organized leisure activities in young teenagers’ emotional place relations. Data from a survey of students in lower secondary schools were analysed using multivariate linear regression models to address the research questions concerning whether participation in organized leisure activities was associated with more positive community assessments in youths in line with early Nordic welfare theory and the role played by socio-economic hardships and gender in the association. The results showed that for boys there were no indications of a general positive association between participation in organized leisure activities and community assessments, while for girls the association was modest. Students who experienced socio-economic hardships had more negative assessments of community compared with well-off students, even when they participated in organized leisure activities. The author discusses the results according to a welfare theory approach to emotional place relations, supplemented by other theoretical perspectives. From a theoretical perspective, the findings point to social exclusion and inclusion dynamics instead of early Nordic welfare theory approaches to leisure participation. The author concludes that gender, class and school relations are strongly associated with young teenagers’ emotional place relations. 相似文献
11.
Tolu Muliaina 《The Australian geographer》2018,49(4):517-535
ABSTRACTThe poor performance of Pacific students at university is a concern for every level of society. Conventional models of teaching, learning and assessment have overlooked the cultural background of students, yet the effects of this oversight have been disastrous, alienating and disempowering. Studies of and developments in education in the Pacific and elsewhere offer opportunities to rethink the methods of teaching, learning and assessment of Pacific students in ways that are congruent with their home culture. Informed by the principle of so’a lau pule (the Samoan concept of consensus through consultation and conversation) and ethnographic research methods, this study describes an attempt to rethink ways of teaching, learning and assessing student performance in a third-year course on Resource Conservation and Management in the School of Geography, Earth Science and Environment at the University of the South Pacific. Introduced in 2007, the Student Innovative Contribution to Knowledge (SICK) allows students to participate in key decisions concerning teaching, learning and assessment. SICK is grounded in the principles of inclusiveness and participation. It takes account of the skills and abilities of Pacific students and is aligned with the philosophical basis of Pacific cultures. One hundred and fifty-eight students took part in this study over a 5-year period. Analysis was based on students’ written reviews of the semester’s work, in-depth conversation with individual students and the end-of-the-course evaluation. The findings show that, while students embrace the need for non-conventional forms of teaching, learning and assessment, the most frequently cited responses for non-participation are poor time management and varying perceptions of what is considered an innovative assessment. This study shows that understanding the cultural background of students is critical to creating culturally inclusive learning environments. 相似文献
12.
《The Professional geographer》2013,65(1):76-89
Research traditions exert a powerful influence over the thinking of academic researchers. In population geography an entrenched empiricism and a reluctance to engage in wider debates on theory and method within human geography have resulted in a degree of separate development. Such methodological complacency has, until recently, threatened to undermine population geography's role within the discipline as a whole. Thus the discussion of multi-method research designs is of particular significance because it offers population geographers an opportunity to break out from the confines of a dominant research tradition and participate with other human geographers in an important methodological debate. This paper seeks not only to provide a critical overview of the current debate within population geography (as represented in the preceding papers in this Focus section) but also to extend that debate by raising issues of much more general concern. I argue that there are dangers in drawing the terms of the debate too narrowly. If we are to understand the nature and potential of multi-method research, we must first pose fundamental questions about the interrelationships among methods, data, and research problems. Pragmatic views on the choice of research method are inadequate because they fail to recognise the theory-driven nature of research. Only once we have achieved a better understanding of the philosophical grounding of research strategies will the opportunities afforded by multi-method research be fully realised. 相似文献
13.
《The Professional geographer》2013,65(1):50-59
Population geographers should consider a mixed methods approach to thestudy of migration. This methodological position arises in response to the challenges of contemporary social theory. It is argued that application of structuration theory favours use of a diversity of methods to investigate the recursive relationship between agency and structure. Similarly a realist stance, as advocated by Sayer (1992), leads to a mixing of methods in order to carry out the synthesising tasks expected of geographers. Postmodernism, when interpreted as method, also points the researcher to consider adopting flexible research practices in order to capture the multiplicities of meaning associated with migration and place. These points are illustrated by a case study of migration to and from Hong Kong. 相似文献
14.
《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
15.
《The Journal of geography》2012,111(6):279-288
Abstract The concept of correlation is becoming increasingly important to students of all ages as the use of electronic data base technology becomes more common. Data maps offer a significant and new format for secondary students to use along with tables of values and scatter plots as they learn and apply the correlation concept. Data maps are particularly effective in promoting the interdisciplinary treatment of important content by allowing students to interpret social or physical relationships within the geographic context in which they arise. 相似文献
16.
《The Journal of geography》2012,111(2):76-78
Abstract As a result of advances in GIS, students from a range of disciplines (epidemiology, public health, medical sociology, and anthropology) are seeking to learn how to apply a mapped, spatial perspective to issues of disease and health. This paper describes a pilot program whose intent has been to develop an interdisciplinary, skills-based course in medical mapping using a case-based approach. The focus of its first module is the famous nineteenth-century case of a cholera epidemic in Soho, London. Here, however, that case–critical to a range of disciplines—is an opportunity to introduce modern GIS tools and their applicability to the issues surrounding the mapping of diseases in general. 相似文献
17.
《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
18.
《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
19.
《The Journal of geography》2012,111(4-5):219-225
Abstract This article presents a lesson plan used to teach about African urbanization using Kenyan novels. Specifically, three urban novels written by Meja Mwangi are used. Based on a qualitative survey of student preference and learning, this lesson plan uses these novels alongside more traditional academic texts to achieve effective student learning. Understanding that students prefer to read novels but learn best from textbooks, this mixture of texts generates emotional discussions that are substantiated with factual research. 相似文献
20.
《The Journal of geography》2012,111(9):556-569
Abstract Properly selected literary works can spark student interest in regional geography. Since evidence is mounting that reading levels of students are continuously declining, special attention may be needed to draw students to books. Whereas a textbook, even a well-written one, may fail to hold a student's attention or stimulate him to attempt further reading, an exciting and informative novel may produce the desired response. Students can learn to appreciate the practical application of traditional geographic writing and instruction through the instructor's careful integration of course themes with the pseudo-real-life plots of fiction or the true-life situations recounted in biographical works or travel accounts. 相似文献