共查询到20条相似文献，搜索用时 15 毫秒
1.
《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
2.
《The Journal of geography》2012,111(5):527-529
Abstract This article deals with the issue of providing geographic training to prospective teachers from the perspective of a secondary school teacher who also teaches a social studies methods course. Research in educational journals provided a background for describing the lack of geographic training among social studies teachers. While the National Geographic Society's alliance network is addressing this issue among practicing teachers, there is still a need to include some geography training for preservice teachers. Suggestions are offered for including geography within the context of the social studies methods course. A plea is also made for geography professors to include the new National Geography Standards in their courses, especially in introductory courses. 相似文献
3.
《The Journal of geography》2012,111(6):217-225
Abstract This article situates geospatial technologies as a constructivist tool in the K-12 classroom and examines student experiences with real-time authentic geospatial data provided through a hybrid adventure learning environment. Qualitative data from seven student focus groups demonstrate the effectiveness of using real-time authentic data, peer collaboration, and geospatial technologies in learning geography. We conclude with recommendations about geospatial technology curricula, geospatial lesson design, providing preservice teachers with geographic technological pedagogical content knowledge, and encouraging further research to investigate the impact, affordances, and pedagogical implications of geospatial technologies and data in the K–12 classroom. 相似文献
4.
《The Journal of geography》2012,111(2):79-87
Abstract This article explains a professional development experience of fifth to twelfth grade teachers in using geographic information systems (GIS) and global positioning systems (GPS) technologies to enhance classroom teaching and learning environments. A key challenge faced by the developers was whether teachers would value the technology tools enough to warrant the time necessary to develop the skills for productive use of the technology. Based on five years' experience, researchers identified seven key components and elaborated on them with examples and related processes. 相似文献
5.
《The Journal of geography》2012,111(4-5):174-185
ABSTRACT This article examines the results of an online national survey of K–12 educators who attended a series of GIS training workshops conducted by the authors between 1998 and 2004. Data from the self-report survey (N = 186) suggest new information about potential changes in instruction and assessment patterns following GIS training. The survey provides insight for those designing GIS-based professional development, while simultaneously describing relatively little change in instructional methodology. The survey confirms some classroom implementation constraints from an earlier national implementation survey, identifying a lack of time for teachers, variable skill levels among students, and software complexity. 相似文献
6.
《The Journal of geography》2012,111(2):52-60
Abstract In 1998, geographical information systems (GIS) were introduced to secondary schools in Singapore as a tool for teaching geography at the secondary and junior college levels. However, general observations and feedback from school teachers suggested that only a small number of secondary schools and junior colleges in Singapore were actually using GIS to support the teaching and learning of geography. The present research study was designed to establish the level of GIS usage and to investigate the reasons for the slow integration of GIS in the Singapore secondary schools. This article presents the findings of this research and provides some insight into the use of GIS in Singapore secondary schools. 相似文献
7.
《The Journal of geography》2012,111(4):139-152
Abstract A critical geographic pedagogy of writing can help students participate in public life by gaining access to the means of knowledge production. Drawing on pedagogical and composition theory, this article analyzes student papers from an introductory-level geography course to show how geography teachers can create assignments that broaden the scope of student agency and expand access to power. This is one way to promote social justice in the classroom because it fosters habits and skills of critical citizenship and participatory democracy instead of passive, consumption-oriented attitudes. Students are better able to position themselves as active members of a community and as agents in the process of critically reshaping knowledge about the world. 相似文献
8.
《The Professional geographer》2013,65(3):329-342
Abstract This article discusses the use of geographic information technologies to assist researchers in the exploration of historical databases. The case study is a pilot project in which we used geographic information systems (GIS) and global positioning systems (GPS) to study the history of the Public Waterfront Act (the “Chapter 91” program), a policy designed to balance private property rights, public interest, and environmental protection in the Massachusetts tidelands. The issues discussed range from the role of GIS in society and its limitations as a representational tool to the ability of current GIS to deal with historical data and to manage temporal attributes. 相似文献
9.
J. C. Hinton 《International journal of geographical information science》2013,27(7):877-890
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
10.
John Kinniburgh 《New Zealand geographer》2010,66(1):74-84
The development of the revised New Zealand Curriculum provides an excellent opportunity to investigate GIS-based learning pedagogies within the social sciences classroom. The new curriculum privileges inquiry-based activities with a more participatory approach to learning, providing students with greater autonomy in their studies. This paper emphasises the value of GIS technology for extending student learning when situated within a problem-based learning (PBL) framework. Using GIS, students undertake geographic inquiry through meaningful learning grounded in constructivist learning theory. PBL is well suited as an instructional strategy for integrating GIS as students actively learn when presented with authentic, real-world problems. 相似文献
11.
《The Journal of geography》2012,111(5):163-172
Abstract One of the primary missions of our university is to train future primary and secondary teachers. Geospatial sciences, including GIS, have long been excluded from teacher education curriculum. This article explains the curriculum revisions undertaken to increase the geospatial technology education of future teachers. A general education class introducing geospatial technology to the general student body has been developed, a cartography class has been modified to provide applied geospatial experience explicitly for future teachers, and a service learning partnership with local K–12 schools has been established where students are working with teachers to integrate geospatial sciences in their academic programs. 相似文献
12.
《The Journal of geography》2012,111(1):12-17
Abstract Geographic information systems (GIS) are computer-based tools for geographic data analysis and spatial visualization. They have become one of the information and communications technologies for education at all levels. This article reviews the current status of GIS in schools, analyzes the requirements of a GIS-based learning environment from constructivist perspectives, and discusses the major issues in the design of a constructivist GIS-based learning environment based on experience from the development of World Explorer, a GIS-based learning environment that provides a theme-oriented data and information base, supports multiple representations and multiple linkages of information, and facilitates interactive learning and knowledge construction. 相似文献
13.
《The Journal of geography》2012,111(4):137-143
Abstract In environmental science education, learners are exposed to earth phenomena that occur across a wide range of spatial and temporal scales. However, it is challenging for learners to grasp the significance of spatial and temporal change because they have limited perspectives of the Earth. Within the scientific community, remotely sensed imagery is used for observing the Earth as a system. These same tools can be applied at all levels in environmental science education to help learners understand and visualize earth change. In this article, the experiences of teachers as learners are described as they conducted a temporal analysis of a local wetland using aerial photography in an inquiry-based activity. 相似文献
14.
Brooks Green 《The Professional geographer》2013,65(4):571-573
Two qualitative case studies, one focusing on K-12 teachers and the other on middle school students, explore key factors associated with using Geographic Information Systems in the classroom. In both studies, access to appropriate hardware is a critical barrier. Time is another critical barrier—time to learn the GIS software and time in the curriculum to incorporate GIS as a learning experience. In both case studies, learning the technology at the expense of learning spatial analysis was a danger, suggesting the need for conscious focus on the goal of using GIS to learn how to “do geography.” 相似文献
15.
《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
16.
《The Journal of geography》2012,111(6):307-308
Abstract This article describes various materials on the World Wide Web that can be effectively utilized in courses on natural hazards and physical geography. Specific Internet addresses are provided for teachers who wish to access various hazard warnings, satellite images, hazard vulnerability maps, reports, and other data concerning geophysical, hydrologic, and meteorological hazards. Suggested strategies for classroom use of this information are also provided. References are made to previous articles in the Journal of Geography that can provide guidance for teachers using the abundant hazards data accessible via the Internet. 相似文献
17.
《The Professional geographer》2013,65(4):506-515
Abstract Mobile, location-aware computing technology is widely available. In this article we sketch out a manifesto on mobile computing in geographic education (MoGeo) for consideration and debate within the geographic community. At the core of our argument is the idea that emerging mobile computing technologies will allow teachers to bring the classroom and pedagogic materials into the field, and that the resulting in situ educational experience will enhance learning by contextualizing the complex and abstract concepts that we teach. We provide a set of key principles that can guide the development of field experiences for students using these new technologies. 相似文献
18.
《The Journal of geography》2012,111(6):285-295
Abstract The purpose of this article is to describe a capstone course in undergraduate student geographical research in which GIS and other geospatial tools were used to teach undergraduate students basic geographical principles. The course uses the “cooperative learning” pedagogical approach to address one of a number of client-supplied research projects, chosen on the basis of logistical difficulty, time, student ability, and project importance. In the connection of primary data with existing data, students confronted a number of important research issues such as mapping ethics, database design and management, time management, group dynamics, and research limitations. 相似文献
19.
NIGEL J. BROWN DAVID A. NORRIS 《International journal of geographical information science》2013,27(2):153-160
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
20.
DAVID RHIND 《International journal of geographical information science》2013,27(3):229-241
Abstract This paper summarizes the numerous developments in geographical information systems (GIS) in the United Kingdom over the past few years, covering the development of systems, the creation of data bases, the elucidation of user needs, the education and training of staff and the role adopted by government. The review is organized by the different sectors now actively involved in GIS. 相似文献