共查询到20条相似文献，搜索用时 15 毫秒
1.
《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
2.
《The Journal of geography》2012,111(2):17-22
Abstract Field work in geography often involves an exercise in which the student is required to make some type of map. Although most areas of the United States are well mapped, seldom are extremely large-scale (larger than 1:24,000) relief maps available. A method of contour-line mapping using small contour intervals and a large scale is appropriate in teaching several mapping principles and requires only a few simple tools and the use of elementary mathematics. Percent slope is established at uniform intervals along closely spaced traverses of the area to be mapped. Spot elevations are thus established from which contour lines can be determined. Accuracy in field-data collection and care in cartography will yield a very satisfactory map of terrain characteristics of small areas. Several concepts of maps and mapping are taught through direct student involvement. 相似文献
3.
《The Journal of geography》2012,111(2):60-69
Understanding geospatial technologies (GSTs) and spatial thinking is increasingly vital to contemporary life including common activities and hobbies; learning in science, mathematics, and social science; and employment within fields as diverse as engineering, health, business, and planning. As such, there is a need for a stand-alone K–12 curriculum in this area rather than the more piecemeal integration of GSTs and spatial thinking that is more common in today's schools. This article discusses the development of a systematic GST/spatial thinking course and analyzes how this course promoted student learning in these areas as well as developing problem-solving skills in other fields and applications. 相似文献
4.
Jardar Cyvin 《Norsk geografisk tidsskrift. Norwegian journal of geography》2013,67(3):162-171
The article reviews some learning objectives in the Norwegian core curriculum for four subjects in compulsory school education, namely science, social science, mathematics, and physical education. The subjects are examined with respect to maps, including map use, digital mapping tools, coordinate systems, and scales. Primary and lower secondary school pupils’ knowledge of maps was investigated before and after a group mapping project. Among three indicators, two showed statistically significant improvements in the pupils’ level of confidence when studying data with the aid of maps. The learning outcome is discussed in an inquiry-based and interdisciplinary pedagogical frame. In addition, the findings reveal that the four subjects have significantly different objectives and rates of progression regarding maps and map use. Based on the results of the group project, the author argues in favour of bringing the four curricula into more parallel learning curves. In order to facilitate interdisciplinary projects, he considers it would be interesting to coordinate the different subject curricula in the future, and recommends that attempts should be made to harmonise competence objectives that are part of several subjects in order to facilitate interdisciplinary projects in the next revision of the core curriculum in Norway. 相似文献
5.
《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
6.
The assessment task of the final course in a bachelor of secondary education program is examined for opportunities for preservice geography teachers to achieve the course aims of integrating, consolidating, applying, and reflecting on the knowledge and skills they have learned during their initial teacher education program. The results show that the preservice teachers did better in some areas (integrating, consolidating, and reflecting) than in others (applying). This has implications for curriculum renewal in geography methods courses—specifically to provide more opportunities for preservice teachers to practice applying the knowledge and skills they have gained during the program, essential for their future roles as senior geography teachers. 相似文献
7.
Bin Jiang 《International journal of geographical information science》2013,27(1):159-174
A fractal can be simply understood as a set or pattern in which there are far more small things than large ones, for example, far more small geographic features than large ones on the earth surface, or far more large-scale maps than small-scale maps for a geographic region. This article attempts to argue and provide evidence for the fractal nature of maps and mapping. It is the underlying fractal structure of geographic features, either natural or man-made, that make reality mappable, large-scale maps generalizable, and cities imageable. The fractal nature is also what underlies the beauty of maps. After introducing some key fractal concepts such as recursion, self-similarity, scaling ratio, and scaling exponent, this article demonstrates that fractal thought is rooted in long-standing map-making practices such as series maps subdivision, visual hierarchy, and Töpfer’s radical law. Drawing on previous studies on head/tail breaks, mapping can be considered a head/tail breaks process; that is to divide things around an average, according to their geometric, topological and/or semantic properties, into the head (for those above the average) and the tail (for those below the average), and recursively continue the dividing process for the head for map generalization, statistical mapping, and cognitive mapping. Given the fractal nature of maps and mapping, cartography should be considered a perfect combination of science and art, and scaling must be formulated as a law of cartography or that of geography in general. 相似文献
8.
《The Journal of geography》2012,111(3):131-136
Abstract This article describes the benefits of combining field-based learning within the context of a competitive setting in the geography curriculum. Findings and data are presented based on experiences gathered from teaching an upper-level university geography course that combined geographic techniques and theory into a game of capture-the-flag. Students analyzed a variety of geospatial data sources, using ArcMap Geographic Information System software, to prepare a series of maps for the game. Students reported a first-time understanding of many geographic skills that were previously ambiguous to them when the material was presented in a different format, such as lectures and labs. 相似文献
9.
The Fuzzy Kappa statistic expresses the agreement between two categorical raster maps. The statistic goes beyond cell‐by‐cell comparison and gives partial credit to cells based on the categories found in the neighborhood. When matching categories are found at shorter distances the agreement is higher. Like the well‐established Kappa statistic the Fuzzy Kappa statistic expresses the mean agreement relative to the expected agreement. The model underlying the expected agreement assumes absence of spatial autocorrelation in both compared maps. In reality however, spatial autocorrelation does lower the expected agreement as matching categories become less likely to be found close‐by. Since most maps have some degree of spatial autocorrelation, the calculated expected agreement is generally higher than the true expected agreement. This leads to counterintuitive results when maps that appear to have considerable agreement obtain negative Fuzzy Kappa values. Furthermore, the Fuzzy Kappa may be biased, as it systematically attributes lower agreement to maps with stronger spatial autocorrelation. This paper proposes an improved Fuzzy Kappa statistic that is based on the same local agreement and has the same attractive properties as the original Fuzzy Kappa. The novelty is that the new statistic accounts for spatial autocorrelation, such that the expected Fuzzy Kappa for maps that are not cross‐correlated is equal to zero. The improved statistic is applied on two cases to demonstrate its properties. 相似文献
10.
《The Journal of geography》2012,111(6):282-291
Abstract This paper summarizes a research project conducted to investigate the strategies developed by middle school students to solve a route-finding problem using Arc View GIS software. Three different types of route-finding strategies were identified. Some students were visual route-finders and used a highly visual strategy; others were logical route finders and used GIS software tools to apply a more analytical and systematic approach. A third group were transitional route-finders who used an approach that showed evidence of one that was shifting from a visual strategy to one that was more logical. The findings suggest that to be most effective, GIS teaching and curriculum development strategies should begin with an assessment of student understanding of spatial relationships and continue with a progression that spirals according to the evolution of student cognitive mapping skills over time. 相似文献
11.
Gordon Kuo Siong Tan 《Singapore journal of tropical geography》2023,44(3):539-554
International financial centres (IFCs) are regarded as important nodes in governing global flows of money and capital. With increased globalization and rapid technological changes, the rivalry among IFCs has further intensified competition for financial labour—as a concentrated pool of highly skilled finance workers in an open and flexible labour market is crucial to sustaining the competitive dynamics of these urban financial hotspots. This study investigates the importance of different skills and tasks in financial work. Based on surveys and interviews conducted among Singapore's IFC workers, the findings show that cognitive, interpersonal communication and managerial-leadership skills and tasks are more important in financial work, whereas programming, mathematics and systems-based skills are perceived to be less important. Additionally, a network visualization of finance occupational skills obtained from Singapore's national skills database reinforces the importance of cognitive and relational skills in that sector. Higher-order cognitive and relational skills are expected to become even more critical as the financial sector undergoes rapid digital transformation, reinforcing the importance of IFCs as agglomerations of skilled finance talent. 相似文献
12.
Measuring the Performance of Mineral-Potential Maps 总被引：2，自引：0，他引：2
D. P. Harris and others have proposed a new method for comparative analysis of favorability mappings. In their approach, Weights-of-Evidence (WofE) consistently shows poorer results than other more flexible methods. Information loss because of discretization would be a second drawback of WofE. In this paper, we discuss that the random cell selection method proposed by Harris and others necessarily results in higher success ratios for more flexible methods but this does not necessarily indicate that these methods provide better mineral-potential maps. For example, a good point density contouring method that does not use any geoscience background information also would score high in the random cell selection approach. Additionally, we show that discretization usually is advantageous because it prevents occurrences of overly high posterior probabilities. For more detailed comparison, we have conducted a number of experiments on 90 gold deposits in the Gowganda Area of the Canadian Shield comparing WofE with the more flexible weighted logistic regression method. Mineral occurrences should be modeled as discoveries at points instead of randomly sampling them together with their surrounding environments in small cells. 相似文献
13.
《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
14.
《The Journal of geography》2012,111(4):156-164
After nearly ten years of implementation of the first junior high school geography standards, Chinese geography educators have been increasingly incorporating fieldwork into their geography teaching. This study examined student perceptions of fieldwork from an international perspective by reviewing student fieldwork reports and administering a questionnaire to 337 junior high school students aged approximately fifteen years. The results demonstrate that the students' perceptions of fieldwork were primarily positive and that they found field experience to be interesting. Fieldwork provided the students with deepened understanding of issues, cognitive and affective benefits, transferable skills and knowledge, social skills, demonstration, and memorable experience. In addition, some factors for improving geographic fieldwork were identified. 相似文献
15.
Gary W. Shannon 《The Professional geographer》1981,33(2):221-227
For more than two hundred years yellow fever epidemics periodically raged in some of the largest cities of the United States. Physicians of the late 18th and early 19th centuries were ignorant of the source, mode of tranmission, and method of cure. Debate centered upon the issues of foreign vs. local origin, and the contagious vs. noncontagious nature of the disease. Several disease maps were produced in attempts to support these theories. The maps purported to demonstrate the relationship between miasma and yellow fever. Three early maps that were used for deriving and supporting theories of local origin and noncontagion are presented here. 相似文献
16.
Continental to global reconstructions of historic land cover/use are important inputs for many environmental, ecological and biogeochemical studies. While local to regional reconstructions frequently make use of old topographic maps and land use statistics, continental to global reconstructions are mostly model-based reconstructions. As a result they are subject to large uncertainties. A wealth of historic land cover/use maps and statistics have been produced and these are now more accessible due to the ending of copyrights and secrecy statuses, enthusiastic hobby communities and national cartographic institutes or cadastres that have a strategy towards data sharing with society. In this paper we made use of historic statistics and old topographic maps to demonstrate the added value for model-based reconstructions of historic land cover/use for Central Europe back to 1900. We harmonized these diverse data types and different types of historic land data were incorporated into the land use reconstructions. The added value of using these data was evaluated using historical maps by performing a reconstruction with and without the historic information. The accuracy of the land allocation in the historic reconstruction was improved by 16.5% using historic maps. Additionally, historic maps improved the representation of the spatial structure of landscapes. The historic land cover/use statistics used showed a strong agreement with independent estimates, like historic maps. 相似文献
17.
《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
18.
《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
19.
E. Safra Y. Kanza Y. Sagiv Y. Doytsher 《International journal of geographical information science》2013,27(1):114-153
In integration of road maps modeled as road vector data, the main task is matching pairs of objects that represent, in different maps, the same segment of a real-world road. In an ad hoc integration, the matching is done for a specific need and, thus, is performed in real time, where only a limited preprocessing is possible. Usually, ad hoc integration is performed as part of some interaction with a user and, hence, the matching algorithm is required to complete its task in time that is short enough for human users to provide feedback to the application, that is, in no more than a few seconds. Such interaction is typical of services on the World Wide Web and to applications in car-navigation systems or in handheld devices. Several algorithms were proposed in the past for matching road vector data; however, these algorithms are not efficient enough for ad hoc integration. This article presents algorithms for ad hoc integration of maps in which roads are represented as polylines. The main novelty of these algorithms is in using only the locations of the endpoints of the polylines rather than trying to match whole lines. The efficiency of the algorithms is shown both analytically and experimentally. In particular, these algorithms do not require the existence of a spatial index, and they are more efficient than an alternative approach based on using a grid index. Extensive experiments using various maps of three different cities show that our approach to matching road networks is efficient and accurate (i.e., it provides high recall and precision). General Terms:Algorithms, Experimentation 相似文献
20.
《The Journal of geography》2012,111(6):27-35
Abstract Research in education, psychology, and geography is utilized to relate the child's pattern of gradually developing cognitive abilities to his increasing ability to master skills. Although the child's symbolization abilities develop quite early, his ability to orient himself spatially and to use the important concepts of scale and an external frame of reference develop more gradually, as does his manipulative ability to make accurate, detailed maps. Based on this research, a hierarchical sequence for map skills instruction is proposed and related to existing map skills programs. This sequential structure differs from most existing materials in its emphasis on the very gradual development of the ability to use grid reference systems and orient himself satisfactorily on maps, as well as the gradual acquisition of certain measurement abilities. 相似文献