共查询到20条相似文献，搜索用时 546 毫秒
1.
《The Journal of geography》2012,111(2):56-57
Abstract This study provides empirical information about the extent of geography instruction present in history classrooms. Techniques of protocol analysis were applied to oral references to geography made by teachers and students in 44 U. S. and European history lessons in several grades. The references were coded according to GENIP' s five themes plus a sixth coding category for explicit references to maps. Two types of references were found: passing references, which merely mentioned a geographic issue or feature, and substantive references, in which geography was taught or played a substantial role. That 550 geographic references occur in these lessons may explain why so many history teachers believe that they are adequately integrating geography and history. However, 75 percent of all the references were passing and not substantive. We conclude that the core epistemological events for learning and reasoning in, about, and with geography are not being taught adequately in history lessons. 相似文献
2.
Making the Connections: Infusing the National Geography Standards into the Classroom 总被引：1，自引：1，他引：0
《The Journal of geography》2012,111(4):459-461
Abstract How will the National Geography Standards change the way teachers teach? The Standards will provide teachers with a geographic perspective that will enable them to teach improved geography content while building geographic skills and knowledge that will benefit their students for the rest of their lives. By taking a fresh look at the content in the curriculum from a geographic perspective, teachers can make connections between the Geography Standards and our own classrooms. The Standards provide information and strategies for teaching geography. They can be used to create lessons which offer opportunities for students to “do” geography and apply the skills they are learning. 相似文献
3.
《The Journal of geography》2012,111(4-5):163-173
Abstract The use of content-based language instruction (CBI) offers an innovative and effective method for teaching core geographic concepts and skills while students study a second language. This article focuses on a collaborative initiative developed and tested by university and high school level geography and second-language educators. The goal of the MOSAIC project is to develop and disseminate rigorous instructional modules using CBI to reach students in language classrooms who may or may not ever enroll in a stand-alone geography course. 相似文献
4.
《The Journal of geography》2012,111(5):187-193
Abstract A three-year institute called “The Lodge Pole River Project” was designed to change educator perceptions of American Indian historical geography and encourage the creation of balanced and culturally sensitive American Indian K-12 curriculum. This project offered unique opportunities to assess a geography institute's impact upon teacher knowledge and perceptions towards Native people and pedagogical approaches to teaching about American Indians and their landscapes. The assessment suggests that three weeks of field work, archival research, and curriculum writing increased participant knowledge of American Indian history and culture, solidified sympathetic perceptions and attitudes towards Native people, and strengthened the ability of educators to offer different interpretations of American Indian geography and history to their students. 相似文献
5.
《The Journal of geography》2012,111(5):519-523
Abstract This paper discusses a model program for preparing secondary geography teachers in the Department of Geography at the University of Northern Colorado. The key feature of the program is the presence of an outstanding secondary teacher in residence throughout the year who team-teaches the Teaching Methods in Geography and World Geography courses with geography faculty, modeling effective ways of teaching the subject. Students are paired with Colorado Geographic Alliance teacher-consultants in summer institutes and for student teaching. Analysis of formative evaluation data collected through the third year provides some measure of the program's success. Students have responded favorably to the use of a variety of teaching strategies, the opportunity to discuss with faculty why certain strategies are utilized, and how their own constructed lessons have worked in their student teaching. They have also reported that their understanding of geography has improved from taking the team-taught courses. 相似文献
6.
《The Journal of geography》2012,111(2):39-46
Abstract Consistent with developments in American education pedagogy, geography educators have made great strides exploring a wide range of high- and low-tech methods for teaching and learning geographic concepts. This article draws on a qualitative analysis of essays in which college students discuss tenets of the National Geography Standards in the context of Jules Verne's Around the World in Eighty Days. Most of the students in this study reported that not only did their knowledge of the world increase after completing the course assignment but that their interest in the discipline increased as well. 相似文献
7.
《The Journal of geography》2012,111(4):163-178
Abstract During academic year 1999–2000, the Geography Department at Michigan State University (MSU) launched a program of online geography courses. Since then, four undergraduate online geography courses have been collectively developed and delivered to over 4,500 domestic and international students in association with MSU's Virtual University Design and Technology (vuDAT). The creation of each virtual course has taught valuable lessons concerning course development and administration; interactions with students have shed insight on course structure, content, and instruction. This article addresses development, management, and pedagogic concerns pertinent to the operation of online geography courses and offers suggestions to others who wish to develop online courses. Preliminary evidence on the effectiveness of these courses is also presented. 相似文献
8.
《The Journal of geography》2012,111(2):35-42
Abstract Swiss-born Arnold Henri Guyot (1807–1884) was the first professionally trained geographer to hold an academic position in the United States. After his migration to this country in 1848 he lived for several years in Massachusetts. During this period he introduced contemporary German-Swiss ideas of geography to key opinion leaders in an important series of lectures (published as Earth and Man), established a system of weather stations, and lectured on methods of teaching geography in Massachusetts teachers' institutes and normal schools. This article discusses Guyot's work in the reform of school geography in Massachusetts as the seedbed for his later, better-known work as the author of innovative textbooks and other teaching aids. 相似文献
9.
《The Journal of geography》2012,111(4-5):226-232
Abstract The geographic skills, as outlined in Geography for Life, provide an avenue for assessing students' work in geography. If used across the scope and sequence of the curriculum, a common scoring guide based on these skills offers opportunities for students to demonstrate their ability to use inquiry approaches to study geography and to improve those abilities over time and over different geographic questions. If used consistently, a geographic skills scoring guide can also help to communicate to a broader audience of parents, administration, and the public as to what the discipline of geography encompasses. 相似文献
10.
《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
11.
Peter Anthamatten Lara M. P. Bryant Beverly J. Ferrucci Steve Jennings Rebecca Theobald 《The Journal of geography》2018,117(5):183-192
Giant maps offer a potentially useful pedagogical tool for teaching mathematics and map skills. In this pilot study, giant maps were distributed to elementary schools in Colorado and New Hampshire and teachers were provided with guided activities designed to integrate mathematics and geography skills. In an assessment of student skills, it was found that there were improvements in map-use skills and that students improved in some skills more than others. Additionally, there were differences in gender; girls improved more in their scores for some skills and less than boys in others. The teaching benefits of giant maps merit additional investigation. 相似文献
12.
《The Journal of geography》2012,111(4):462-465
Abstract Geography for Life identifies what students should know and be able to do in geography at the conclusion of grades 4, 8, and 12, the benchmark years cited in the document. The action statements that are integral to implementing each of the 18 National Geography Standards are driven by a set of verbs used to identify specific intellectual skills. These skills encourage students to think spatially. The purpose of this article is to identify the action verbs used in the activity statements, inventory their frequency and distribution across the benchmark grades, and define in detail the seven that are most commonly employed. These action words are examined within the context of Bloom's cognitive taxonomy (1956) to illustrate how the National Geography Standards are adaptable to one well-established schema for the structure of knowledge and thus applicable to others as well. 相似文献
13.
《The Journal of geography》2012,111(6):27-35
Abstract Research in education, psychology, and geography is utilized to relate the child's pattern of gradually developing cognitive abilities to his increasing ability to master skills. Although the child's symbolization abilities develop quite early, his ability to orient himself spatially and to use the important concepts of scale and an external frame of reference develop more gradually, as does his manipulative ability to make accurate, detailed maps. Based on this research, a hierarchical sequence for map skills instruction is proposed and related to existing map skills programs. This sequential structure differs from most existing materials in its emphasis on the very gradual development of the ability to use grid reference systems and orient himself satisfactorily on maps, as well as the gradual acquisition of certain measurement abilities. 相似文献
14.
《The Journal of geography》2012,111(5):534-537
Abstract Geography For Life: National Geography Standards 1994 offers university geographers opportunities in the areas of program assessment and development. This article describes an assessment process that is applicable to both individual courses and geography programs. The process can strengthen programs by making them more consistent. As a result, geography may have a more powerful presence in teacher certification programs. Additional techniques for enhancing geography's role in preservice education curricula are also outlined. Finally, the article expresses concern that geographers at the university level will not take the recently published National Geography Standards seriously, thinking they apply only to K-12 education. They are challenged to extend the Standards' scope and content to the baccalaureate degree. 相似文献
15.
《The Journal of geography》2012,111(1):57-58
Abstract The field of geography education is sadly lacking in empirical data that might inform and underpin decisions about standard setting, curriculum design, materials development, teaching strategies, and assessment procedures. Large quantities of high-quality data are necessary if geography is to be successfully implemented in the American education system. This article advances four needs that, if met, would generate the data necessary to make the case for geography in America's schools. We need a new attitude towards research, a series of baseline studies, a research agenda, and a research clearinghouse if we are to make a convincing case for geography in America's schools. 相似文献
16.
《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
17.
《The Journal of geography》2012,111(5):216-219
Abstract The Geographical Association (GA) is an international association of over 10,000 geography educators headquartered in Sheffield, England. The National Council for Geographic Education (NCGE) and the GA have similar goals. The GA's annual conferences provide an excellent opportunity to begin geography education partnerships between the NCGE and the GA. Operating exhibits and teaching workshops on geographic information systems at the last three Geographical Association conferences at universities in England afforded the opportunity to network with teachers and pave the way for future collaboration. 相似文献
18.
《The Journal of geography》2012,111(2):61-68
Abstract How beginning teachers organize themselves to teach new or unfamiliar topics is an important issue for research. This paper discusses information about rivers in pre-service teachers' lessons taught to fourth grade students. Lessons were videotaped and transcribed for analysis. The data consisted of all information about rivers found in the lessons. Lesson content was analyzed for accuracy, coherence, centrality, over-simplification, and undue emphasis. Seven kinds of problems with lesson content occurred because the beginning teachers lacked sufficient knowledge about rivers. Inaccurate information was either presented or allowed to stand unchallenged in the lessons. The lessons lacked coherence, because the beginning teachers tended to make passing references to concepts. About twice as many of the lesson concepts were peripheral to the study of rivers, the problem of centrality. The relationships between some river-related ideas were misunderstood or ignored. Both physical and human geography concepts were consistently over-simplified. The recreational use of rivers was consistently over-emphasized. 相似文献
19.
《The Journal of geography》2012,111(5):487-494
Abstract Although geography is being revived in the K-12 curriculum, preservice teachers—candidates for the teaching profession—now in our universities are not universally reaping the benefits of cooperative efforts of geography and college of education faculty. Reform is appropriate in both camps. Colleges of education, influenced by many agents, including Certificate/licensing regulations, accrediting agencies, professional organizations, and a stream of reform movements, are bringing education to the level of a true profession. The dimensions of the reform underway and several key players offer great opportunities for geography education and for improving the general climate for teaching excellence in institutions of higher learning. Candidates for the new teaching profession and their education faculty are teaching and learning collaboratively, and conducting research in diverse school districts. Geographers have new reasons and new opportunities to participate in the education of the geography teachers of tomorrow. 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