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1.
《The Journal of geography》2012,111(3):83-92
Abstract This article examines the use of concept mapping for formative and summative assessment of northeast Florida middle school students’ knowledge of human geography. The students were participants in an afterschool, academic, college reach-out program that provided opportunities to test concept mapping strategies that support spatial thinking and stimulate interest in human geography. The study documents the use of concept mapping for assessment of seventh graders’ achievement of a specific lesson and for students’ human geography achievement across all implementation grades. Concept mapping results provided insight into aspects of the curriculum and instruction where appropriate modifications could better facilitate meaningful learning. 相似文献
2.
《The Journal of geography》2012,111(5):289-294
Abstract Field work is an important but often neglected facet of a sound undergraduate geography training program. Literature, both geographic and nongeographic, offers very few practical suggestions or realistic approaches that can be utilized in some way by geography departments organizing undergraduate field programs. This article eliminates a hiatus in the literature for it analyzes field work, explores proven methods of undergraduate field training, and describes the importance of the selection of a study area and field camp site. It stresses the value of careful organization, and problems of topic selection and field data generation, and provides a detailed model, a proven schedule, concomitantly with a sound approach to field work. The two-week field course with deferred papers is an immediate, realistic, and inexpensive solution to the problem of undergraduate field work. 相似文献
3.
《The Journal of geography》2012,111(3):100-103
Abstract Computer technology has a rich history in geography education. The Internet represents the latest in technological advancements that continue to have important effects on geography curriculum and instruction. Many geographers are involved with Internet-based instruction, which some educators believe has potential to facilitate changes in how we teach and even what we teach. This article describes how the Internet is being used by some geographers for instructional purposes and discusses opportunities for improving teaching and learning with the Internet. 相似文献
4.
《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
5.
Assessment as a Diagnostic Tool 总被引：1，自引：1，他引：0
《The Journal of geography》2012,111(4):175-178
Abstract This paper introduces the development and validation of the Test of Geography-Related Attitudes (ToGRA). The ToGRA measures student attitude on four discrete scales: 1) leisure interest in geography; 2) enjoyment of geographic education; 3) career interest in geography; and 4) interest in place. The ToGRA was validated from a field test sample of 388 ninth-grade World Geography students who responded to the Web-based instrument. Statistical analyses were performed on these data in order to enhance the overall scale characteristics and to determine construct validity. The resultant survey is the first validated affective-trait measurement instrument available to secondary-level researchers and practitioners. 相似文献
6.
《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
7.
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
8.
《The Professional geographer》2013,65(2):133-138
Literature on the theoretical foundations of urban affairs emphasizes that the field is interdisciplinary in nature. The urban perspectives of the traditional social sciences, which include geography, should each constitute a significant component within an urban affairs program. However, the results of a recent survey indicate that geography is not represented in graduate urban affairs programs nearly to the extent of the other social sciences. The discrepancies between the interdisciplinary claims of the theoretical literature and the survey results are demonstrated in this article, followed by several hypotheses regarding possible causes of this situation. 相似文献
9.
《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
10.
《The Journal of geography》2012,111(9):31-34
Abstract In the last few years a great deal of educational literature has been devoted to the concept of individualized learning in an open classroom, i This approach is based on the premise that students are capable of analytical and creative thought when given the opportunity to work on their own initiative and at their own rates. It is an alternative to the traditional teacher-centered classroom and is justified by the belief that the student learns more effectively when he is interested; that the student develops greater responsibility; that the slower, generally passive student is brought into a position of active participation in the learning process. Little has been written about the applicability of such an approach to the field of geography. Interest in this method prompted the author to experiment with such a program in her own classes during her first year of teaching. This article describes the results of individualized learning in two ninth grade physical geography classes conducted at Western Illinois University's Laboratory School. 相似文献
11.
《The Journal of geography》2012,111(7):26-34
Abstract This paper describes the various procedures followed in validating some research tools to be used to investigate pupils' attitudes toward and achievements in geography taught by programmed instruction. The research tools consist of learning materials and measuring instruments. The learning materials include five geography programmed texts, five conventional texts in geography, and a familiarization program in civics. The measuring instruments also include a geography achievement test, and two attitude questionnaires designed to measure attitudes toward geography and programmed instruction. The paper highlights the roles of formative evaluation in preparing curriculum materials in geography. 相似文献
12.
《The Journal of geography》2012,111(3):105-112
Abstract Geography teacher preparation is an ongoing problem for the discipline. Changes in certification requirements and federal and state educational policies have diminished the role of colleges and universities in educating teachers. At the same time, geography education reform efforts have resulted in higher standards and an increased quantity of geography in the curriculum, pre-service programs have failed to produce an adequate supply of highly qualified geography teachers. This paper suggests that geographers implement geography mentoring programs to improve the quality of geography instruction in early-career teachers. A model developed for the National Geographic Society is described. The model uses Teacher Consultants as mentors to assist novice teachers at the stage in their development when they are most ready to improve practice: between years two and five of their career. 相似文献
13.
《The Professional geographer》2013,65(4):381-382
Formal program evaluation is one of the most widely used tools for program termination decisions in universities. By understanding and anticipating program evaluation, a farsighted geography department can convert it from a threat into a strategy for survival in the 1980s. In the process, many departments will be renewed and improved. 相似文献
14.
《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
15.
《The Journal of geography》2012,111(8):458-463
Abstract The Geography Department at California State University, San Diego, has initiated a formal internship program for both advanced undergraduate and graduate geography majors. This article presents informational background material on the organization and operation of the program. During the first year of operation, students have interned at various locations, including town, city, and regional planning departments, and state and county environmental and transportation agencies. The program has been an unqualified success with enrollment expanding. Students find that the work/learn experience has a far greater impact than many an hour of professional lecturing. 相似文献
16.
《The Journal of geography》2012,111(4):151-155
Abstract The No Child Left Behind (NCLB) legislation has resulted in declining classroom time dedicated to geography instruction, especially in grades K-8. To combat this problem, a National Geographic Society Grosvenor grant provided resources allowing 28 teacher-authors to generate a package of more than 80 lessons that combine the teaching of geography and mathematics skills tested on Arizona's state mandated testing. When taught in 113 piloting classrooms that mirror Arizona's student demographics, GeoMath lessons generated statistically significant increases in performance in math skills and improved understanding of geography standards. In addition, a fourth of the K-8 piloting teachers surveyed felt that teaching GeoMath lessons increased in their level of comfort in teaching mathematics. Given the success of this GeoMath strategy, and a prior GeoLiteracy program, we advocate here a national agenda of articulating geography curriculum to high-stakes tested subjects of reading and math. 相似文献
17.
《The Journal of geography》2012,111(6):302-314
Abstract This article is a study of early women geography educators between the years 1783 and 1932. Many women were working in the field at that time, but with varying degrees of activity. Twenty-six were especially active in geography contributing significantly to the growth of geography in universities, colleges, and public schools. Some of the women wrote geography textbooks in the pre-professional geography period before 1875. As such, they would be considered geographers, but it was not until the 1890s that women became involved in professional geography. The professional activities of seven women are highlighted as representative of women who were especially active in the discipline. 相似文献
18.
《The Journal of geography》2012,111(6):265-277
Abstract This article addresses the knowledge of geography and geography-related careers of sixth and ninth grade students in six Florida schools. For geography knowledge no sex differences were noted for the total sample, ninth grade African American males outperformed African American females, achievement differed by school, and students knew most about skills and least about physical geography Students' career knowledge increased with grade level; males were more knowledgeable than females; African American females were the least knowledgeable; sex-related differences became more pronounced in ninth grade; and the most frequently cited careers were cartographer, explorer, meteorologist, and news person. 相似文献
19.
《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
20.
Looking Toward the Future: A Concepts,Themes, and Standards Approach to Preservice Teacher Education
《The Journal of geography》2012,111(5):513-518
Abstract Preservice teacher education based on content, skills, and perspectives specified in Geography for Life: National Geography Standards 1994 is essential for dissemination of the Standards to classrooms all across the country. Curricular materials are often structured around the five fundamental themes of geography; however, it is essential that teacher preparation courses integrate the content of the Standards into the themes of location, place, human—environment interaction, and region. One model of this approach to preservice education, as summarized here, provides future teachers with a conceptual basis for learning and teaching geography, enhancing opportunities for disseminating solid geography content to all grade levels nationwide. 相似文献