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1.
Daniel R. Block Euan Hague Winifred Curran Howard Rosing 《The Professional geographer》2018,70(2):284-290
Geographers have increasingly adopted community-based learning and research into their teaching and scholarly activities since Bunge and Harvey called for an applied public geography that is both useful and challenges societal inequalities. With few exceptions, however, there has been little discussion of methods for measuring this work. Many published assessments focus on the impacts of projects on students but overlook the impacts on community partners. Impacts on faculty and the larger university community are also often ignored. This article discusses literature on the evaluation of community–university research and service learning from a critical perspective. A discussion of service learning and community-based research (CBR) projects at two Chicago universities, DePaul and Chicago State, is presented. In both cases challenges were encountered to achieve full evaluation of projects, yet both included an evaluation of university and community partners that allowed for assessment of the projects’ value to all partners. 相似文献
2.
Geographers have long been at the forefront of participating in and exploring the intersection of geographic knowledge and community-engaged research. This Focus Section highlights key debates and challenges facing geographers who participate in community-engaged work, explorations of pedagogical and ethical practices, departmental and institutional challenges, and examples of thoughtful applications of geographic knowledge to community-based work. It also seeks to generate knowledge and discussion of how geographers can employ civic engagement to advance geographic learning and enhance the profile of the discipline within and beyond higher education institutions. By focusing on such issues, this collection of articles contributes in vital ways to meet the challenges that higher education institutions face in demonstrating the relevance of academic learning to societal issues. This introduction to the Focus Section reviews the historical context of civic engagement in geography, provides a broad-scale look at the state of civically engaged research in U.S. institutions of higher learning, and highlights the contributions of each of the individual articles included in this Focus Section. 相似文献
3.
《The Journal of geography》2012,111(5):209-215
Abstract This paper describes collaborative student research on waste management that first compiled home interviews with women professors in Oxford, Ohio, USA, and Beijing, China, on household reuse for a graduate thesis and then communicated the findings in a handbook for undergraduate students. The women participants described diverse household reuse activities and important differences in how items enter and leave their homes. Reuse behaviors were derived intuitively from local contexts but could also be learned through cross-cultural education. These projects show positive links between feminist research and pedagogy in geography that encourage shared learning and promote women's contributions to environmental conservation. 相似文献
4.
《The Journal of geography》2012,111(1):330-338
Abstract Learning place geography, the location of cities, nations, regions, major physical features, etc., is an important part of school geography. This investigation builds on research findings from educational psychology to address questions about effective ways to teach place geography. The study assesses the pedagogical effectiveness of several instructional strategies featuring keyword mnemonics and the attention-enhancing devices of repeated test-like practice and cooperative learning. The results of the research show a significant difference in place geography learning between mnemonic and non-mnemonic treatment groups. Geographic educators should continue to research cognitive strategies to determine their effect in learning place geography, particularly in the long-term effects of using keyword mnemonics alone and keyword mnemonics in combination with repeated test-like practice. 相似文献
5.
物流地理学研究进展与展望 总被引：3，自引：0，他引：3
以国内地理学视角物流活动研究为基础,梳理了中国物流地理学的发展脉络和理论进展。通过文献研究方法,分析了国内物流地理学的研究背景,对主要研究领域进行了综述,进一步理清了地理学研究与物流学研究的边缘学术衔接点,映射了20 年来中国学术背景下的物流地理学的研究进展和规律,列举出了各研究板块的代表性文献,对国内物流地理学研究的深化开辟了新的理论途径。研究表明,中国学术界物流地理研究宏观属性相对明显,地理学视角研究极大地丰富了物流活动研究的理论基础和方法论体系,已形成了物流运输地理研究、区域物流地理研究、港口场站物流地理研究、物流地理信息系统研究和物流地理综合性方法论研究等主要研究板块。最后,依托国内物流地理学研究的基本态势和现实经济社会发展的需求,探讨了未来中国物流地理学研究的基本趋向。 相似文献
6.
《The Journal of geography》2012,111(6):248-261
Fieldwork is an essential component of undergraduate geographic education, but with growing enrollment and limited resources few first-year instructors incorporate this activity in their courses. This article reports on the challenges of incorporating fieldwork into a large first-year course and the strategies adopted to respond to these challenges and the achieved learning benefits. Field trips were created to cater to approximately 120 students directly engaged in field activities, with each student submitting an individual written report. Through the field activities, students developed a better understanding of geography, a stronger class community, and a more positive relationship with instructional staff. 相似文献
7.
国外教育地理研究回顾与借鉴 总被引：2，自引：0，他引：2
教育地理研究作为地理学和教育学的交叉研究出现于20世纪中叶,早期教育地理研究主要是借助地理学的视角和工具解决教育的空间问题,包括教育规划、教育土地利用、学校选择以及与居住地相关的教育机会和结果差异等;1990年代以来的教育地理研究注重从社会空间的角度来解析教育,关注教育与社会、经济、政治和文化等的内在联系,并建立起了以尺度为框架的研究体系。在最初的研究中,教育空间被当作既定的客观空间;1990年代以来,受社会科学空间转向的影响,教育空间被看成是与经济、社会、文化、政治等相互塑造的空间。当前,教育地理研究已经建立起了知识体系和研究框架,研究尺度包括微观(学习者、学习空间、学校与社区等)、中观(区域、国家等)和宏观(国际)的空间尺度研究,教育地理的研究范围得到扩展。国内教育地理研究可以从不同尺度上加强空间的研究以及空间之间的联系讨论,扩展非正式教育这一广阔的领域,加强教育公平的社会空间解释。 相似文献
8.
基于空间与区域视角的生态系统服务地理学框架 总被引：12，自引：4，他引：8
生态系统服务研究现已成为国内外的研究热点。回顾生态系统服务研究的历程可以发现,研究范式正在从自然科学研究范式向自然科学与社会科学综合研究范式转向。生态系统服务研究更加重视时空异质性、更加关注流动性与区域效应,更加强调生态系统服务对人类福祉的作用。在生态系统结构、过程与功能─服务─人类收益与福祉级联框架中,地理学的主要分支都可以找到自身的研究议题。在此过程中,逐渐建构起来的生态系统服务地理学,不仅可以为生态系统服务研究提供学科支撑,同时可以丰富和拓展地理学的研究内容。本文在评述生态系统服务研究历程和发展趋势的基础上,分析了地理学参与生态系统服务研究的逻辑必然性以及面临的机遇与挑战。为了推进生态系统服务研究的“地理化”转向,我们提议发展生态系统服务地理学,并初步描绘了生态系统服务地理学的学科框架,包括定义、研究范畴、研究内容及主要研究议题等。 相似文献
9.
Mick Healey 《The Professional geographer》2003,55(1):1-17
Whereas the global march towards the professional development of geography teachers in schools was, perhaps, the major achievement in geography education of the twentieth century, promoting the professional development of faculty teaching geography in higher education is one of the major challenges that faces us in geography education for the twenty‐first century. What little educational development is currently provided for faculty teaching in universities is largely generic. There is a need for a disciplinary specific component in educational development, both for the initial training of faculty and for their continuing professional development. This article explores how the professional development of faculty is related to the international debate about developing the scholarship of teaching and learning in higher education. It reviews some recent initiatives, particularly from the United States and the United Kingdom, and examines the role of national associations and international networks in supporting faculty teaching geography in higher education. Some of the challenges involved in professionalizing teaching geography in higher education are discussed. The article ends with some suggestions for promoting lifelong professional development in geography in higher education nationally and internationally. 相似文献
10.
Elisabeth Eikli 《Norsk geografisk tidsskrift. Norwegian journal of geography》2013,67(3):128-134
Despite having a long-standing relationship, teacher education and geography in primary and secondary education in Norway has received little attention as a research field within academic geography until recently. The author asks: How has Norwegian school geography related to geography taught at universities? Where does research on school geography and geographical education stand today and where should it go from here? She examines the development of the role played by academic geographers in the field from the 1970s until the present. Some potential future venues for this emerging research field are suggested on the basis of an examination of what themes are current focal points for research and comparing them to what other countries consider essential in their teacher education. 相似文献
11.
中国乡村聚落地理研究进展及趋向 总被引：15，自引：0，他引：15
近年来, 随着中国新农村建设的不断推进, 乡村发展问题日益受到学术界的重视。作为聚落地理学重要分支的乡村聚落地理学重新受到关注。了解乡村聚落地理学的研究现状, 掌握其研究趋向, 不仅是学术发展的需要, 也是促进中国城乡协调发展, 推动新农村建设的需要。在查阅大量相关文献的基础上, 本文首先简要叙述了国外乡村聚落地理的研究进展, 认为国外的相关研究成果值得中国借鉴;然后简单分析了中国乡村聚落研究进展, 并从乡村聚落生态、乡村聚落空间特征及其演化、乡村聚落发展问题、乡村聚落综合研究等4 个方面对近年来中国乡村聚落研究的主要内容进行概括和分析;最后, 在分析国内外乡村聚落研究进展的基础上, 本文认为中国未来乡村聚落研究的主要趋向应为:中国工业化、城镇化过程中乡村聚落演变趋势预测研究;中国不同发展水平区域乡村聚落的模式研究;中国不同地貌形态区乡村聚落的研究;新聚落的构建研究;跨学科综合性研究。 相似文献
12.
Amriah Buang 《Singapore journal of tropical geography》2011,32(2):155-167
This paper reviews the state of higher education human geography in contemporary Malaysia in relation to four main challenges: defending the unity of identity of higher education geography as a coherent and distinct discipline; ensuring the institutional survival of geography in higher education; enhancing the visibility of geographers as public intellectuals; and fostering the internationalization of human geography in Malaysia. It also suggests possible measures in responding to these. Moreover, while sharing the problems of developing higher education human geography experienced in other countries, Malaysia suffers most from national education policies that place lesser importance on the teaching of geography in schools, that stipulate a non‐English (Malay) medium of instruction, and that have been late in espousing an outward looking research university concept. In summing up the prevailing conditions as depicting a mixed bag of benign contentment, hard‐nosed pragmatism and continuing frustrations, it is uncertain whether recent policy changes to advance research environments in public universities can appreciably alleviate the fourfold challenges mentioned above. 相似文献
13.
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
14.
15.
中国交通运输地理学的研究进展与展望 总被引：7，自引：2，他引：5
交通运输地理学是人文地理学的重要分支学科,有必要考察其研究进展和发展趋向。在界定评述体系的基础上,本文从学科理论构筑、区域综合交通与区划、部门交通、城市交通、空间效应等角度,回顾了我国交通运输地理学的发展历史和研究过程以及最新进展,梳理出该学科自20世纪20年代以来的发展和研究的宏观脉络,并对其进行简单总结和评述。同时参考相关权威杂志,简单介绍了国际交通运输地理学的最新研究动态和热点。然后根据我国的研究进展和特殊社会经济环境,结合国际最新研究动态,探讨未来我国交通运输地理学的研究趋向和发展态势。 相似文献
16.
中国经济地理研究进展 总被引：5，自引：2，他引：3
进入21世纪以来,各国经济地理学家纷纷开始回顾本国经济地理学的发展历程,并对未来研究进行了展望。中国经济地理学在实践中形成了具有中国特色的“实践派”,并开始国际化。科学认识和总结中国经济地理学取得成就、发展过程和特点是推进学科发展的前提。为此,在阐释经济地理学的社会功能和社会功能基础上,以中文核心期刊和SSCI数据有关中国经济地理研究论文为依据,借助于科学知识图谱方法和工具,刻画了1994年以来中国经济地理学发展总体情况、研究团队发展情况、研究热点及主要研究方向进展,揭示了中国经济地理学演进的基本规律性。论文关键词共现分析表明：中国经济地理学研究具有很强的问题导向性,很好地引领和回应了中国区域发展的需要。高产作者合作网络表明：经济地理学与城市地理学研究相互影响,密不可分;同时,中国经济地理学界已形成了具有明确研究传统的研究团队。海外学者和中国学者有关中国发表的SSCI高被引论文引文图谱分析表明：尽管国际上有关中国经济地理学的研究主要由海外华人学者主导,但中国本土学者在重要理论范式构建也做出了重要贡献。在上述科学计量分析基础上,并结合专家咨询意见,总结了区域差异、产业聚集、空间联系研究、区位论与产业布局研究、交通地理、生产者服务业、功能区划与典型地区规划、能源与碳排放、贸易与投资、信息技术与互联网等经济地理学分支研究领域进展和发展趋势。最后提出,在未来的研究中需要妥善处理好继承优良传统与锐利进取自由探索、具体研究方向与学科发展、处理好区域性研究与理论深化、人文与经济等关系。 相似文献
17.
《The Journal of geography》2012,111(1):57-58
Abstract The field of geography education is sadly lacking in empirical data that might inform and underpin decisions about standard setting, curriculum design, materials development, teaching strategies, and assessment procedures. Large quantities of high-quality data are necessary if geography is to be successfully implemented in the American education system. This article advances four needs that, if met, would generate the data necessary to make the case for geography in America's schools. We need a new attitude towards research, a series of baseline studies, a research agenda, and a research clearinghouse if we are to make a convincing case for geography in America's schools. 相似文献
18.
创新地理学研究的几个理论问题 总被引：10，自引：4，他引：6
创新地理学是研究人类创新活动与地理环境关系的地域系统,是一门独立的人文地理分支学科,具有交叉学科的性质。其研究的“人类创新活动”是人类活动的最为重要的方面,对智慧的人地关系系统建设具有重要的意义。创新地理学与其他人文地理学的分支学科具有密切的联系,也与政治学、管理学、经济学、政策学、城市规划等学科有关,创新地理学面临的主要任务是：① 创新地理学基本理论的研究;② 创新要素（人才、资本、技术等）在空间的地域分布与组合规律的研究;③ 创新环境、创新生态及评价研究;④ 创新地理测度、创新空间格局与效应的研究;⑤ 创新联系、创新网络及创新集群的研究;⑥ 多尺度的创新体系的研究;⑦ 创新、城市发展与规划的研究。 相似文献
19.
地理学视角下的出国旅居研究综述 总被引：2，自引：1，他引：1
近年来, 随着全球一体化的不断深入, 出国旅居现象正逐步升温。本文通过梳理国外关于出国旅居问题的研究文献, 总结出其主要关注以下几个方面:海外留学、跨文化冲突与融合, 及旅居者启程前与归国后的适应。相关文献显示, 虽然以往的出国旅居研究没有地理学背景的学者介入, 但其中却存在或隐含了一条明确的地理学“人—地—时空”研究脉络, 旅居者随着空间改变对新地区文化的适应甚至认同, 就是旅居者产生“地方感”的过程。由此提出, 应将出国旅居明确纳入文化地理学的研究范畴, 从地理学视角来关注这一现象。 相似文献
20.
《The Journal of geography》2012,111(5):505-512
Abstract The University of Alabama is now offering a new and innovative, five-semester program that provides preservice teachers with both knowledge of and skill in using strategies and teaching methods associated with general and special education. The goal of the Multiple Abilities Program (MAP) is to enable teachers to accommodate the wide range of learning styles and developmental readiness for instruction of all learners in a given classroom, regardless of the labels with which the children are identified. This article describes MAP in light of the geography strand of the MAP curriculum. MAP students work with five topics in geography, which they use to develop a greater understanding of how authentic teaching and learning of geography are mediated by cognitive, affective, and social needs of children. MAP students take a particular topic in geography and design and implement instruction for it by creating authentic learning activities that offer elementary school students an opportunity to explore the topic. The variety that is systematically planned into the activities is the major means of accommodating differences in cognitive ability, learning style, level of physical and social development, and cultural, ethnic, and socioeconomic diversity. 相似文献