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1.
《The Journal of geography》2012,111(1)
Abstract The National Geography Standards must be relevant to everyone associated with educational reform. The special advantage enjoyed by geography during the last administration is slipping away. The focus has shifted from the national to the local level. One way geography can demonstrate its relevance is to strengthen its ties with environmental education. 相似文献
2.
《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
3.
《The Journal of geography》2012,111(5):217-218
Abstract Project GeoSim is a multidisciplinary effort by members of Virginia Tech's Departments of Geography and Computer Science, College of Education, and Learning Resources Center to develop computer-aided education (CAE) software for introductory geography and related classes. GeoSim laboratory exercises draw on the five fundamental themes of geography for their subject matter. The programs emphasize interactive learning combining the information capabilities of Geographic Information Systems (GIS) with the techniques of computer simulation. The result is a series of geographic explorations that will make available some of the most exciting aspects of geography to a potential audience of 425,000 introductory geography students per year. 相似文献
4.
《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
5.
《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
6.
《The Journal of geography》2012,111(6):229-237
Abstract Mapping is a simple activity that can be effectively linked to popular education of non-students. Mapping exercises have the potential to contribute to profound shifts in thought because the activity simultaneously draws on and challenges deep-seated experiential knowledge. The transformative potential of mapping is illustrated with health-promoter workshops for Latino migrant farmworkers in Benson, North Carolina, that took place in 1998 and 1999. The workshops are part of a larger project designed to reduce pesticide exposure by using community participatory research to develop and disseminate culturally appropriate teaching materials among Latino workers. 相似文献
7.
《The Journal of geography》2012,111(3):99-109
8.
《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
9.
《The Journal of geography》2012,111(2):69-77
Abstract The interpretation of landscapes is an important way to learn about geography in environmental education. A Landscape Guide to the Bachelor Reserve applies geographic/historical and biological/ecological perspectives to the interpretation of ten landscape scenes along a three-mile walking tour. For each scene, the guide describes the environmental setting, the composition and structure of the vegetation, and the history of human influences. Questionnaire and field assessments document a well-received interpretive tool, and the need to guide participants across land transitions and interpret land use history clearly. Landscape guides can be used in school/community land labs and contribute to holistic learning and multidisci-plinary exercises in formal and informal environmental education programs. 相似文献
10.
《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
11.
《The Journal of geography》2012,111(8):465-472
Abstract This paper outlines the experimental programs of the Commission on Geography and Afro-America in its attempt to develop a multi-phased graduate training and assistance program leading toward the improvement of geography programs at predominantly black institutions of higher education. Comments on the status of geography at black colleges and universities are made as well as an assessment of the black college role in higher education. The commission's objectives, its varied activities and programs are also discussed. Throughout the paper, an attempt is made to informally evaluate progress to date and to speculate on the commission's future programs and directions. 相似文献
12.
《The Journal of geography》2012,111(1):55-57
Abstract The National Geographic Society's Geography Education Program continues to work on improving geography in the nation's schools. A successful network of geography education Alliances is in place across the United States. These state-based Alliances emphasize grass-roots involvement by teachers and other geography educators. Features of the Geography Education Program include inservice teacher training at Alliance-sponsored summer institutes, institutes held at the Society's headquarters in Washington, and specialized institutes devoted to a specific topic such as technology in education, or water issues. In the near future, the Society's projects include urban outreach, technology training and application, development of preservice programs, and the implementation and dissemination of world-class standards in geography. 相似文献
13.
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
14.
《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
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(4-5):154-160
Abstract Learning enhanced by visual examples and remotely sensed imagery is a valuable classroom resource for teaching students geographic concepts in a meaningful context. Barriers to the use of imagery include difficulty finding appropriate imagery and the cost of moderate resolution satellite imagery. A program in Wyoming called WyomingView and analogous programs in other states are providing no-cost, preprocessed satellite imagery delivered over the Internet that can help teachers better communicate geospatial knowledge to their students. 相似文献
17.
面向可持续发展的师范院校环境教育分析 总被引：1，自引：0，他引：1
调查发现,可持续发展教育在师范院校滞后于中小学教育、环境类课程设置未形成常态、相关课程教学形式单一及教学效果不佳、缺乏可持续发展教育的良好校园氛围。因而师范院校有必要重建面向可持续发展教育的环境教育学科体系,完善课程设置,强调渗透教育,将环境教育实践纳入师范教育实践计划、落实环境教育的必修课地位、丰富课堂形式、鼓励与引导师范生积极参与环保实践活动。 相似文献
18.
《The Journal of geography》2012,111(4):444-452
19.
《The Journal of geography》2012,111(5):225-230
Abstract Back to the Basics: Birmingham, Alabama is the fourth in a series of workshops that focus on teaching foundational map reading and spatial differentiation skills. It is the second published exercise from the Back to the Basics series developed by the Wetland Education through Maps and Aerial Photography (WETMAAP) Program (see Journal of Geography 103, 5: 226-230). Like its predecessor, the current exercise is modified from the Birmingham Back to the Basics workshop offered during the annual National Council for Geographic Education meeting. The focus of this exercise is on scale and measurement, foundational skills for spatial thinking and analysis. 相似文献
20.
Lex Chalmers 《New Zealand geographer》2005,61(2):148-157
Abstract: Expressions of dissatisfaction about the post‐compulsory Geography curriculum in the early 1970s were unusually concerted, leading to the creation of a National Geography Curriculum Committee. This essay reviews this history and the resulting Syllabus for Schools: Geography Forms 5–7 as a prelude to a discussion of contemporary curriculum development. The essay argues that curriculum development from 1975 and the ‘education reforms’ of the late 1980s failed to produce conditions in which satisfactory outcomes for a Geography curriculum can be assured in 2005, and that a new and concerted period of participation in curriculum discussion is required. Some goals for this process are outlined in the final section of the paper. 相似文献