共查询到20条相似文献，搜索用时 31 毫秒
1.
William Wyckoff 《The Professional geographer》2013,65(1):122-124
Loblolly pines in Texas and Louisiana exhibit different reactions to moisture extremes, as indicated by the susceptibility of weakened individuals to attack by southern pine beetles. In Texas, intense insect outbreaks among pines occur during periods of extreme moisture surplus, whereas extreme moisture deficits render the Louisiana pines susceptible to attack. Intraspecies tree reponse to moisture extremes therefore appears to be spatially variable and partially dependent upon the frequency occurrence of severe climatic conditions. 相似文献
2.
《The Journal of geography》2012,111(4):155-160
Abstract Reform in geography education, as reflected in Geography for Life: National Geography Standards (1994) for the U.S.A., favors a constructivist approach to learning. This study examines the acceptance of this approach among students in two upper secondary schools in China. A lesson was developed to illustrate interactive problem solving methods. The students reacted positively to the lesson. The instructional practices stimulating their response and the potential for problem solving geography educational methods in China are discussed. 相似文献
3.
《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
4.
《The Journal of geography》2012,111(3):113-118
Abstract Mental image and place-preference maps of college students in Florida were created through a two-part lesson. The patterns revealed by these maps were linked to students' life experiences, census data on migration and income, and similar studies conducted in other states. Students prefer states with established migration links to Florida and better income/job opportunities. Because the maps could not be created without their input, students were wholly engaged in a lesson that uses concepts in population geography and cartography to fulfill several national geography standards. 相似文献
5.
《The Journal of geography》2012,111(4-5):213-227
Abstract This article suggests how teachers can approach the Internet conceptually and use it practically as they teach about the American South. Because of its information, communication, and cultural dimensions, the Internet represents a “place” where students and teachers can appraise the South from multiple, alternative perspectives. The article offers lesson strategies and resources for both on-computer and off-computer classroom settings. By finding the southern part of cyberspace, the authors illustrate that regions can and do have a place in a medium often represented as spaceless and devoid of geographic boundaries. 相似文献
6.
《The Journal of geography》2012,111(1):32-35
Abstract The lesson involves having students find the location of 38 Center-villes that are located throughout the United States. 相似文献
7.
《The Journal of geography》2012,111(2):73-80
Abstract This paper proposes different strategies for teaching social studies in an integrated manner using Main Street as a laboratory. The paper consists of two parts. Part one is devoted to a discussion of the empirical study; the second part focuses on strategies for integrating Main Street into the K through 12 setting. Although data are presented from fifteen smalltown parish Main Streets, Abbeville and Columbia are discussed in detail around Francaviglia's time, space, and image elements. The suggested strategies for integrating Main Street into the curriculum are rooted in K through 12 teacher experiences from three Louisiana Geography Education Alliance (LaGEA) Summer Institutes held in 2001, 2002, and 2003. 相似文献
8.
《The Journal of geography》2012,111(1)
Abstract Fieldwork in the Geography Curriculum: Filling the Rhetoric-Reality Gap, Gwenda A. Rice and Teresa L. Bulman Indiana, Pennsylvania: National Council for Geographic Education. 2001. 92 pp. bibliography and lesson plans. ISBN: 1884136184. $14.95 (paper) 相似文献
9.
《The Journal of geography》2012,111(1):21-28
Abstract This study was conducted to assess interactive multimedia for aiding students with dyslexia to learn geography. Guided by the National Geography Standards, four sections of a lesson were created in two formats: traditional text and interactive multimedia. Forty-six eighth grade students (dyslexic and non-dyslexic) participated. They took a pretest and then proceeded with the lesson, alternating each section with each format and answering multiple choice content questions after each section. The results indicate that multimedia helped both groups of students in terms of accuracy, response times, and enthusiasm, with a slight decrease in the performance gap between the two groups. 相似文献
10.
《The Journal of geography》2012,111(6):239-247
Abstract Students analyze a contemporary geopolitical event from a comprehensive geographic perspective using role play simulation, discussion, and decision-making. The three-day activity provides teachers with a realistic, ready-made classroom lesson that combines powerful conceptual learning with drama and surprise. The task of the teacher is to transform the map into a transparency and review the teacher background and student background information sections. During the capstone socratic seminar, students generate their own geographic concepts and principles inductively. 相似文献
11.
《The Journal of geography》2012,111(7):272-274
Abstract Dates are a product of Hot Desert Climates, whose characteristic features are little or no rain and very high temperatures during the day time. The chief exporting countries are Algeria, Tunis, Morocco, Egypt, and Iraq, particularly Iraq, which produces 80 per cent of the world's commercial supply of dates, only one-third of the crop being consumed locally. The special region is in the Shat-el-Arab, the delta of the combined rivers Tigris and Euphrates, and it is with this region that this lesson deals. 相似文献
12.
《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
13.
《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
14.
《The Journal of geography》2012,111(8):385-390
Abstract An intensive and comprehensively planned program of mineral exploration and discovery is the most important single factor in maintaining an adequate supply of available minerals. This program requires the services of a large staff of geologists and geophysicists adequately equipped with the essential instruments of exploration. Exploration, even tho it results in substantial discoveries, will not be adequate without the aid of the miners, metallurgists, engineers, architects, and contributions from deposits in foreign countries. Developments in mining—such as diamond drilling, block caving, and removal of overburden—have contributed toward making ore deposits of low grade economically exploitable, thereby increasing the supply of metal that can be made available. 相似文献
15.
《The Journal of geography》2012,111(6):280-285
Abstract Successful curriculum development that will have impact upon individual American classrooms remains the key to maintaining the momentum of Geography for Life: National Geography Standards 1994. Teachers and students must be able to translate the national geography standards from the national stage to the local classroom setting to become geographically informed people. One example of this development for elementary urban geography is the Main Street lesson plan. It encourages observation and analysis required by Standard 4: The geographically informed student knows and understands the physical and human characteristics of places. After testing in a variety of Missouri classrooms, instructors thought that Main Street was a unique way of studying urban places and allowing students to gain a greater understanding of place. 相似文献
16.
《The Journal of geography》2012,111(2):58-65
Abstract The Sanders housing lawsuit in Pennsylvania provides a case study of how to incorporate current events into the teaching of cartography or population geography at the high school or college level. Settlement of the Sanders case resulted in the release of information about the segregation of public housing by race in the Pittsburgh area. The issues in the Sanders case were mapped using publicly-accessible data, illustrating how an authentic lesson can be created with a minimum of resources. 相似文献
17.
《The Journal of geography》2012,111(6):263-270
Abstract People have been leaving rural environments and moving into urban environments. By 2007, the most people in the world will live in cities (United Nations 2002). Mexico illustrates this world trend closely. Mexico now publishes data on the Internet that can be used to study the movement of people within the country. A lesson is presented with selected new data connecting regional migration and job opportunities. Students create choropleth maps, analyze patterns, and make generalizations about patterns and processes. 相似文献
18.
《The Journal of geography》2012,111(6):259-268
Abstract Environmental agencies in most states have an environmental education Web page that can point geography teachers to a variety of opportunities and resources to enhance their teaching. Most states provide linkages to local and national programs such as Project WET and Project WILD, and access to lesson plans and other teaching materials. A number of state agencies have environmental resource centers, teacher workshops, and grant programs for field trips and class projects. A few states have workshops that provide graduate academic credit and special certification. Much of the content of these programs contributes to fundamental geographic education themes as specified in the 1983 Guidelines in Geographic Education K–12 and Geography for Life: National Geography Standards 1994. 相似文献
19.
Abstract Since the period of bank deregulation in the 1980s, deferred deposit loan operations, better known as payday lenders, have become commonplace in the landscapes of many American cities. At the same time, traditional banking facilities have become less common, especially in the inner city. Growing disparities in the type of and accessibility to credit in the inner city has generated calls for greater regulation to curb practices by payday lenders that critics claim disproportionately affect poor and minority consumers. Payday lenders argue that they serve communities neglected by traditional banks. This article analyzes the site-location strategies of banks and payday lenders in metropolitan Louisiana, and in Cook County, Illinois, and finds that disenfranchised neighborhoods are simultaneously targeted by payday lenders and neglected by traditional banks. The implications these findings have for public policy and for ongoing discourses on the urban condition, race, and class are briefly discussed. 相似文献
20.
《The Journal of geography》2012,111(4):216-217
Abstract This article presents a family program that extends the materials and meeting times of the Michigan Model Family Geography Challenge, including suggestions on creating a successful family night program. The article focuses on developing positive school-community relationships by inviting local community members to participate in fun academic lessons. In addition to watching the news together nightly, families meet four times during an eight-week period to engage in hands-on geography related activities. One lesson is introduced during each session and families work together to complete assigned tasks. Following the activity, families join together to eat and socialize. The program enhances geographic knowledge (including current events), positive family interactions, and school outreach. 相似文献