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1.
《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
2.
《The Journal of geography》2012,111(9):35-43
Abstract Geographers have long been familiar with urban land use maps, and their production has been an important element in school and college fieldwork. Many geography students have worked hard to produce detailed maps. However, interpretation of these maps has generally consisted of subjective generalizations and simple comparisons. Recent developments in geography have made available more refined analytical techniques which can replace this unsatisfactory subjectivity. 相似文献
3.
《The Journal of geography》2012,111(4):214-218
Abstract Beginning students of geography often have difficulty understanding contour and other isoline maps. If the contours can be seen in three dimensions, this concept of surface representation is grasped much more readily. The simplest way for an instructor to demonstrate the isoline concept is to draw stereopair contour images, which, when viewed through a stereoscope, show a three-dimensional surface. Crude, but effective stereocontour maps can be drawn by anyone, regardless of cartographic skill, by using the method outlined in this paper. 相似文献
4.
《The Journal of geography》2012,111(9):570-574
Abstract The activities described in this paper were developed to familiarize junior high school students with the variety of information available on road maps and to provide a means for practice of map skills. At Legg Junior High School in Coldwater, Michigan, students were presented with an introduction to road maps, followed by a series of worksheets to use in conjunction with Michigan and Ontario highway maps. After completing the worksheets, students participated in road rally games which required them to use maps and follow instructions and clues to find a specific location. The activities can be adapted for elementary school classes or for students with different levels of ability. Teachers might also want to increase the number of worksheets or road rallies to give students additional practice in skills in which they particularly need improvement. 相似文献
5.
《The Journal of geography》2012,111(3):164-171
Abstract As computers become commonplace in the nation's schools, interactive maps are finding their way into the geography classroom. Students can use electronic atlases to access information as well as use authoring software to produce their own interactive maps. Does this change in media correspond to better geography education for our children? This article addresses whether using interactive maps for gathering and presenting information can have a positive influence on learning geography content. A two-week experiment was conducted in five 7th grade classrooms. Students in four of the classes researched and produced map products using both traditional and computer-assisted techniques. The fifth class was a control group. A pretest and two post-tests were given to quantitatively assess student learning after each project. Also, students were given a qualitative questionnaire to determine their attitude towards the different techniques. Quantitative results of the study indicate that there was no significant difference in student post-test performance after using each of the techniques, but qualitative results suggest that students prefer using the computer techniques over the traditional methods for gathering and presenting information. 相似文献
6.
《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
7.
《The Journal of geography》2012,111(5):213-217
ABSTRACT Spatial literacy is a new frontier in K–12 education. This article describes a place-based introductory GIS/GPS middle school curriculum unit in which students used measuring tools, GPS units, and My World GIS software to collect physical and spatial data of trees to create a schoolyard tree inventory. Maine students completed “memory maps” of their schoolyards as a pre/post exercise assessment. A statistically significant increase in students’ spatial awareness was documented. A technology-based curriculum can significantly increase students’ spatial awareness especially in a place and context relevant to each student. 相似文献
8.
《The Journal of geography》2012,111(1):18-22
Abstract This research examines the effects of culture on a child's perceptions of his or her neighborhood by comparing the neighborhood sketch maps of a group of Amish and non-Amish children from the same rural Pennsylvania neighborhood. The results of this study lend credence to the belief that early and intensive acculturation helps define our sense of “neighborhood” very early in life. There are possible applications to multicultural education in this study. As we discover what is important to students from other subcultures and backgrounds, we can customize our instruction to make it more meaningful and effective. 相似文献
9.
《The Journal of geography》2012,111(3):109-122
Abstract This research was based on an instructional module developed and used to investigate whether GIS can be used to enhance fourth grade students' geographic knowledge and map skills. Another goal was to identify challenges the teachers and the students face using GIS. Findings from the study suggest that using GIS in the classroom helps students improve their geographic knowledge and maps skills. In addition, this study found that the students' geographic content knowledge tended to improve gradually and the knowledge transferred to the subsequent lessons, while certain map skills tended to develop in a more specific manner. 相似文献
10.
《The Journal of geography》2012,111(3):123-131
Abstract Student drawn maps have been relatively neglected as an evaluation tool, despite their potential utility for assessing geographic knowledge. Comparison of students' sketch maps at the beginning and end of the year can inform the teacher about how students' representations of the world change over the course of instruction. Used as a pretest, they can be used to diagnose areas of strength and weakness within a class; as a posttest they can be used to assess students' achievement and the effectiveness of instruction. In this paper we provide an easy method for sorting and summarizing sketch map data, which is illustrated using maps collected from two sixth grade classes. We also outline a framework to guide teachers in generating questions to ask about their own students' maps. 相似文献
11.
《The Journal of geography》2012,111(5):195-202
Abstract This article addresses the lack of outcome-based research on the integration of technology into pedagogy at the undergraduate college level. It describes a study performed at a Midwestern university, testing the relative effectiveness of paper and electronic topographic maps for teaching map-reading skills, and considers the relationship between learning styles and paper or digital map preference. Results indicate that, although student map skill performance did not differ significantly with the use of paper or electronic maps, students preferred paper maps. Neither their performance nor their preferences were related to learning style. The article discusses the significance of these findings. 相似文献
12.
《Norsk geografisk tidsskrift. Norwegian journal of geography》2012,66(1):41-43
This article discusses perceptions of linkages between population and environment among Norwegian teacher trainee students. It is based on experiences from teaching, the examination of more than 1500 written examination papers, and a questionnaire to students. The conclusion is that students generally hold neo-Malthusian views of environmental crisis as the inevitable consequence of population increase. These perceptions, which we characterise as 'myths', contrast with results of recent research. The article discusses some of the sources of these myths as well as reasons for their apparent robustness. 相似文献
13.
《The Journal of geography》2012,111(3-4):120-131
Abstract The political geography section of the course offers the opportunity to introduce students to one of the most important ways in which humans have divided up the surface of the Earth for purposes of management and control. By challenging students to consider what lies behind the patterns on political maps, this segment of the course can encourage the development of a critical geographical perspective while enhancing student appreciation of the link between geography and current events. 相似文献
14.
《The Journal of geography》2012,111(3):112-116
Abstract This map contest is an exercise in geographic education for fourth grade students. It is sponsored by a grassroots, nonprofit environmental organization to raise the awareness and appreciation of students to the special features of their home region. The maps illustrate some aspect of the living resources or history of the region. As a case study of the map contest, this paper describes its design, publicity, appeal to teachers, judging of entries, and role of volunteers. It considers the research on map skills among young students and ways in which the contest supports geographic education. 相似文献
15.
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
16.
School Students' Understanding of Choropleth Maps: Evidence From Collaborative Mapmaking Using GIS 总被引：1，自引：1，他引：0
《The Journal of geography》2012,111(6):234-242
Abstract Pairs of students from two age groups made choropleth maps using Arc View. Evidence from their discourse is used to assess aspects of their cartographic understanding as well as the nature of their collaboration. Students from both age groups spent a high percentage of their time talking about cartographic strategy and a low percentage of time on technical aspects of GIS functionality. Older students engaged in more reasoning and questioning. Key areas for teacher intervention include promoting better student understanding of what the mapped data mean (including directionality and numerical characteristics) and the most effective strategies for raising the level of students' conceptual exchange during collaborative learning. 相似文献
17.
《The Journal of geography》2012,111(3):41-45
Abstract The appropriateness of color schemes commonly used on maps for middle grade children has been inadequately researched. Most contemporary designs seem based more on adult conventions than on investigations to determine the factors that make maps interesting and readable to children. Based on four specially-prepared maps and 384 interview sessions with subjects enrolled in fourth, fifth, and sixth grades of a public school system, the findings of this study provide some clear implications for those who either design or purchase maps for classroom use. 相似文献
18.
《The Journal of geography》2012,111(2):368-374
Abstract Cartographic research has long suggested that preschool and early elementary children possess advanced mapping behaviors in terms of interpreting, making, and using locational and wayfinding maps. To improve instruction in geographic concepts, it is necessary to see if these advanced mapping behaviors apply to thematic or special purpose maps as well, as an understanding of these types of maps is integral to the five fundamental themes of geography. An experiment was conducted to evaluate the thematic mapping abilities of second-grade students. Students viewed maps at the neighborhood, city, and national scales displaying different types of symbolization and presented in a random order. Results indicated that the map tasks were appropriate for this age level, and a statistical test of reaction times did not identify a best symbol type or scale, as all were appropriate for this age level. Responses to discussion questions indicated the students also have the ability to describe spatial patterns. The interpretation of quantitative information on maps is within the ability level of second grade students, and materials currently used in second grade should be revised to include these maps. 相似文献
19.
《The Journal of geography》2012,111(5):241-245
Abstract Construction of raised-relief maps by students in middle school to high school is a rewarding “hands-on” experience. A major feature of this project is that materials are readily available, inexpensive and manageable by students themselves. Tracing from topographic maps on to inexpensive, easily-carved materials like cardboard or foam-core board involves the student in map interpretation techniques. Concepts such as interpreting elevations from contour lines, recognizing symbolization on a map, seeing raised-relief as representing “the lay of the land,” understanding map scale, and recognition of color in representation of elevations are part of this experience. Carving and construction of the raised-relief map give the student an appreciation of topographic features in 3-D. The finished model can serve as a display and learning tool for the future. 相似文献
20.
《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