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1.
Ståle Angen Rye 《Norsk geografisk tidsskrift. Norwegian journal of geography》2013,67(3):148-156
The article explores how the use of the Internet in school settings influences the way young people develop as citizens in an interconnected world and the possible implications for teaching geography subject at school. First, this topic is approached theoretically through a discussion of new forms of citizenship. The issue is investigated by using interview data and observations on the use of the Internet by upper secondary school students in Norway when searching for information about distant places. During the interviews, knowledge about tropical rainforests was used as a practical example. The main finding is that although the students could access information about a large part of the world from their laptop, a distance remained between the students and the rainforests and those who live in them. The article also reveals that, although it is often argued that the national context is weakened as a frame for civic engagement, the students referred to it as a basic frame when engaging with what is distant. Thus, it may be questioned how the use of the Internet in schools contributes to the development of students as global citizens. 相似文献
2.
《The Journal of geography》2012,111(1):7-14
Abstract Over the next decade or so, the National Assessment for Educational Progress in Geography and the Geographic Education Standards Project promise to give geography a new definition as a school subject. This will challenge the educational community to re-examine how geography is taught and learned across all the grade levels, K-12. If geography is to be perceived as an essential subject in preparing students for citizenship as adults, not only must its image change, but its content and the pedagogy that delivers it must be modified as well. To achieve those ends, new curricular models grounded in cogent and applicable research must develop through partnerships of teachers, teacher educators, learning theorists, and professional geographers. 相似文献
3.
The opportunity to engage university students in authentic, open humanitarian mapping raises important questions about how to guide the quality and productivity of volunteer spatial contributions while providing a valuable learning experience. It presents the unique chance to pique new mappers’ interest, satisfaction, and confidence in spatial technologies in particular, and technology in general, as well as pique their interest in the people and places that are served by the humanitarian mapping projects. This article shares the findings of a study that explores the importance of sharing authentic contextual information about the purpose of the humanitarian mapping task. Two groups of beginner mappers were given mapping tasks, with only one group being provided details on the purpose. Comparisons were made on their respective performance and changes in affective response to a series of questions about technology, education, good citizenship, and empathy. Measures of the quantity and quality of spatial data produced; their respective levels of interest, satisfaction, and confidence in technology; and affective responses before and after mapping show the relative effects of contextual information. Results provide insights about the potential effectiveness of authentic instruction on the performance of mapping as well as the potential effect on mappers themselves. Key Words: citizenship, data quality, empathy, humanitarian mapping, volunteered geographic information. 相似文献
4.
《The Journal of geography》2012,111(5):196-206
Abstract To effectively use journals and other writing for learning tasks as critical thinking and learning tools, geographic educators need to draw from the education literature on concept learning. Using the literature on concept learning and critical thinking, geographic educators can construct different kinds of journal assignments that give students opportunities to personalize and understand concepts. I demonstrate that students, regardless of their sex, level of education, or previous coursework in geography, found journal assignments helpful in understanding human geographic concepts. 相似文献
5.
《The Journal of geography》2012,111(5):543-548
Abstract Gail Ludwig and I met in late August 1994 to outline this special issue of the Journal. We spent part of the day brainstorming about what ought to be included and then a few hours thinking about the types of articles we could solicit that would be both useful and fun. This section addresses those ideas. Gail and I asked a number of leading geographic educators to recommend five books that every preservice student (and educator) should read and to explain why each book should be required reading. The diversity of responses mirrors the eclectic nature of geographic educators—and the richness of our field. Here follows the “top five” of James Binko, Sr. Madeleine Gregg, James M. Marran, and Salvatore J. Natoli.—Sarah W. Bednarz 相似文献
6.
《The Journal of geography》2012,111(3):119-126
Abstract Maps are fundamental in geographic explanation and education, but as map-making becomes firmly entrenched in the GIS lab, it becomes harder for students to imagine how they can make maps for their papers. Students need to illustrate papers with maps: among other things, maps provide clarity, links to real places, and insights into patterns and context of phenomena discussed in student papers. A simple, quick, and aesthetically satisfying method for students to make their own maps is presented. This map making method can help students can think more creatively and geographically about their topics. 相似文献
7.
《The Journal of geography》2012,111(1):339-340
Abstract On both sides of the Atlantic, there is serious concern that children do not know where places are. Many surveys show the extent of this ignorance. The media blame the teachers. Sometimes the cause of this ignorance is alleged to be the lack of geography coursework. Sometimes, more ominously, geography teachers themselves are blamed. Sometimes it is the “wrong sort of geography” that is blamed; it is claimed that pupils learn about shops and houses and do not learn about the world. 相似文献
8.
In August 2011, many Singaporean citizens grabbed their cooking pots and used the city‐state's national obsession with food to express growing dissatisfaction with immigration and integration trends. The ‘cook and share a pot of curry’ event—a local response to Chinese newcomers complaining about the smell of their Indian Singaporean neighbours’ food—is significant for its use of smell to catalyse a collective citizen reaction and for its reliance on contemporary social media. By analysing this event, we intend to (1) conceptualize the role of smell and viscera in framing citizenship; (2) understand how smells shed light on the city‐state's contemporary ethnic politics and sense of national identity; and (3) reframe the significance of curry day as an expression of visceral citizenship that complements how the state frames Singaporean citizenry. We maintain that curry day sheds light on a specific dimension of Singaporean citizenship, as it uses smell, viscera and embodied activism to mobilize against rationalistic state‐defined distinctions between local and international concerns, economic objectives and social cohesion, inter‐racial harmony and national identity. 相似文献
9.
Benjamin Adams Krzysztof Janowicz 《International journal of geographical information science》2013,27(4):556-579
There has been significant progress transforming semi-structured data about places into knowledge graphs that can be used in a wide variety of geographic information systems such as digital gazetteers or geographic information retrieval systems. For instance, in addition to information about events, actors, and objects, DBpedia contains data about hundreds of thousands of places from Wikipedia and publishes it as Linked Data. Repositories that store data about places are among the most interlinked hubs on the Linked Data cloud. However, most content about places resides in unstructured natural language text, and therefore it is not captured in these knowledge graphs. Instead, place representations are limited to facts such as their population counts, geographic locations, and relations to other entities, for example, headquarters of companies or historical figures. In this paper, we present a novel method to enrich the information stored about places in knowledge graphs using thematic signatures that are derived from unstructured text through the process of topic modeling. As proof of concept, we demonstrate that this enables the automatic categorization of articles into place types defined in the DBpedia ontology (e.g., mountain) and also provides a mechanism to infer relationships between place types that are not captured in existing ontologies. This method can also be used to uncover miscategorized places, which is a common problem arising from the automatic lifting of unstructured and semi-structured data. 相似文献
10.
《The Journal of geography》2012,111(1):8-15
Abstract There are perhaps 10,000 technicians in the United States who work in the field known as cultural resource management (CRM). The typical field technician possesses a bachelor's degree in anthropology, geography, or a closely allied discipline. The author's experience has been that few CRM field technicians receive adequate undergraduate training in geographic field methods, such as cartography and orienteering, which are considered critical to the demands of CRM studies. This paper assesses a practical on-the-job-training approach not uncommon to the industry and concludes with a recommended curriculum. As a result, educators should recognize this need as an opportunity to offer courses in basic geographic field methods at the college level. 相似文献
11.
《Norsk geografisk tidsskrift. Norwegian journal of geography》2012,66(3):117-125
The geographic problematic stems from the fact that we cannot accept reality as it is and so we create places to transform reality into what we think it ought to be, and then transform this new reality, and so on. This paper assumes an understanding of the power of place as an instrument in transforming the world, and explores how the ought in the problematic is formed, how it is a moral issue that leads to a geographic theory of morality. This theory argues that it is good to create places that increase our capacities to see reality more clearly, and that also increase the variety and complexity of that reality. Using this as a precept or guide to our place-making will encourage care for distant others and lead to a political-economy of altruism. 相似文献
12.
《The Journal of geography》2012,111(3):97-102
Abstract Coyote teaching emphasizes learning community, long term mentoring, a need for learning, ownership of learning, heightened sensory awareness, storytelling, purposefully designed tricks, and the Socratic method to promote lifelong learning and a new generation of coyote teachers. Many of these methods are found in other educational philosophies but seem to be fully integrated in the coyote teaching method. Because geography is integrative, it seems a logical discipline in which to apply this method. Each of the characteristics of coyote teaching has its unique place in geography education. This article demonstrates how each of these components of coyote teaching can be readily employed, enhanced, and, more importantly, integrated into geographic education and inculcated into multiple generations of geography educators. 相似文献
13.
《The Journal of geography》2012,111(3):93-98
Abstract Geographic ethics are profoundly important if students are expected to be stewards of the earth and responsible citizens whose decisions about the environment will affect our planet's future. The proposed framework, founded in geography but applicable to other subject areas, guides students to moral decisions for the well-being of the planet and its people so that geographic skills will be applied for beneficial purposes. It is in the tradition of Kropotkin, Dewey, and Freire and introduces Nel Noddings' concept of caring to geography education. This proposed framework for the elementary and secondary levels is called transformative geography. 相似文献
14.
Using Action Research to Implement the National Geography Standards: Teachers as Researchers 总被引：1，自引：1，他引：0
《The Journal of geography》2012,111(3):103-111
Abstract Action research is defined as systematic classroom-based inquiry to solve teacher-perceived problems. It has been a component of education, particularly professional staff development, for the past century under several names although geography educators in the United States have rarely used it for this, or any other, purpose. This paper reviews the literature on action research in order to argue for its use in geography education. A preliminary exploration of action research-based professional staff development is described. The results of the project indicate that action research is potentially useful as a way to guide teachers to reflect on their practice. It is argued that geography educators should include it in their repertoire of reform techniques. 相似文献
15.
Richard Grant 《Urban geography》2013,34(1):86-108
Abstract The full diversity of economic activities in the informal economy is not well understood. The apartheid legacy of limiting informal entrepreneurship explains the most obvious geographical patterns in South Africa. After a decade and a half since the end of apartheid, however, knowledge about the places from which informal entrepreneurs operate is incomplete. Retailing is overemphasized and production firm entrepreneurs, both male and female, remain a neglected spatiality. This study reports on a survey of 100 firms in Soweto and in-depth interviews with 30 firm owners. The findings challenge the representations of isolated urban entrepreneurs dependent on inherited social capital and of women's exclusive engagement in retail. Entrepreneurs create their own social capital in work-related realms, but there are important gender differences. More finely tuned conceptualizations of entrepreneurs and of gendered working spaces need to be developed so that policy does not perpetuate unitary myths and incomplete spatial representations. [Key words: entrepreneurship, Soweto, informal economy, gender.] 相似文献
16.
《The Journal of geography》2012,111(5):538-542
Abstract The National Geography Standards provide an opportunity to forge close relationships with teacher-preparation programs. This article reports on strategies used by the Virginia Geographic Alliance to produce regional, crossdisciplinary teams of educators informed about the Standards. Each team will include a faculty member from every teacher preparation program in Virginia. 相似文献
17.
ABSTRACT Urban spaces have long been places to think through human relationships with nature. The recent shift in thinking from urban green space as outcome to urban greening as a process provides an opportunity to consider more explicitly how we engage with more-than-human worlds in urban spaces, in more differentiated ways, and for what ends. In this paper we contribute to growing interest in improved urban sustainability and well-being by bringing human geography perspectives on more-than-human worlds into conversation with the literature on urban greening. Drawing on key examples oriented around urban trees, we consider two main themes: sensibilities and belonging. We argue for an understanding of urban places as collective achievements that not only involve knowing and living with diverse humans and non-humans but also involve the re/making of sensibilities and belongings. Through this paper, we aim to open dialogue about how more-than-human geographies might help us to differently understand urban trees, contemporary urban greening, and people–plant relations. 相似文献
18.
《The Journal of geography》2012,111(4-5):121-130
Abstract This study set out to better understand the changing links between geography and citizenship. Content analysis was conducted on eighteen high school world geography textbooks and state/national standards. Interviews were conducted with teachers and textbook authors. Five significant changes were noted: decline of national orientation and a greater focus on non-Western cultures; greater emphasis upon consumption over production; the accentuation of values clarification; increasing coverage of basic or prevocational skills; and standardization of format and content in textbooks. Many of these changes point towards a new cosmopolitan citizenship model, although some teachers and state social studies standards still see geography from a national perspective. 相似文献
19.
《The Journal of geography》2012,111(5):285-293
Abstract The major contention of this paper is that inter-urban interaction is a definite factor in the growth of metropolitan areas, A brief review of current models of metropolitan growth will reveal that most of them work under the assumption of growth in isolation, neglecting the interaction factor. It is proposed in this paper that the concept of urban corridors reflects this interaction, and can be applied to the study of urban growth. The development of this concept is reviewed and then applied to a particular study area to test its relationship to patterns of expansion. Geography teachers must concern themselves with such problems as explanation and interpretation of urban growth patterns in order to prepare present and future citizens for life in this urban age. 相似文献
20.
《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