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1.
《The Journal of geography》2012,111(2):70-76
This study investigates the location and varying spatiality of questions in geography textbooks. The results show that study questions posed in page margins address the three components of spatial thinking—concepts of space, using tools of representation, and processes of reasoning—more than questions in other locations within the text. Three practices are particularly recommended to help students develop spatial thinking skills through answering textbook questions: (1) utilize page-margin questions; (2) select questions around spatial representations; and (3) focus on higher-level cognitive processes. 相似文献
2.
地理学视角下单位制研究进展 总被引：2，自引：1，他引：1
单位制是在中国计划经济时期和当时特殊的历史条件下,国家逐渐在城市构建的以实现共产主义和现代化为目标的基本工具,其最基本的特征表现为“城市基本单元”.单位制的基本工具本质和作为城市单元的特征表现为在空间性、时间性和社会性三方面.单位制研究可以帮助理解计划经济时期的历史,通过评析明确如何扬弃单位制的各种因素.同时,单位制研究是解读中国城市转型的独特和重要视角,不仅可以明晰转型的机理,还可以透视转型中的各种问题.在规划未来方面,单位制研究可以促进经历过转型洗礼的单位制下一步的保护、利用和发展,还可以将单位制中的积极因素以新的方式应用到城市新的增量中去.地理学视角下的单位制研究将从相互联系的单位制第一、第二和第三空间3 个方面展开.第一空间解读单位制物质空间的结构、功能和形变;第二空间解读单位制的政治组织、专业职能和社会文化的空间表征;第三空间的研究从多视角和多方法展开,解构单位制中的空间冲突,构建面向未来的和谐城市空间.从尺度来讲,单位制空间的研究在空间、时间和社会3 个方面可以进一步展开,形成多种尺度.已有研究在理论和实证方面都取得了明显的成果,但今后的研究还需要在广度、理论深度和跨学科研究方面进一步加强. 相似文献
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This article reports on a problem-based learning (PBL) fieldwork activity carried out by geography education students on the Mooi River in the North West province of South Africa. The value of doing practical fieldwork using a PBL approach in the training of geography teachers was researched by means of an interpretative multimethods approach. Findings indicated that students experienced this approach positively as a teaching and learning strategy and expanded their view on the complexity of environmental issues. PBL fieldwork should be part of the training program of geography teachers and can add to the growth of ecologically literate citizens. 相似文献
4.
Geography at elementary and middle schools in Louisiana, USA., remains a social studies strand along with civics, economics, and history, with no state-required geography course at any level. But because schools may require more geography than the state standard, this research examines the extent to which K–12 students are exposed to geography in Louisiana, using an electronic survey and an interview with state department of education officials. Results suggest that geography remains underemphasized, but the 2011 implementation of new social studies standards, the Advanced Placement Human Geography course, and other initiatives offer promise for more geographically literate Louisiana citizens. 相似文献
5.
This article considers the concept and significance of transformative research in the context of geography education. It provides an overview of how the capacity-building activities and management operations of a research coordination network (RCN) are designed to support broad-scale advances in geography education theory, methods, and practice. Vignettes of RCN activities are presented as examples of pathways toward transformative research in the areas of geography learning progressions, assessments of spatial thinking, and geospatially enabled project-based learning. Beyond the prospect of introducing new paradigms of learning and using research findings to inform and systematically change approaches to teacher education and curriculum development, an RCN offers an opportunity to plan broad-based strategy and develop leadership needed to address many long-standing challenges that have undermined the quality and quantity of geography education research. These challenges include the low visibility of geography education research relative to other geographic subdomains, the difficulty of carrying out interdisciplinary and international research collaborations, low rates of transfer and uptake of research findings in practitioner communities and in policymaking, and the erosion of graduate-level programs that prepare students to plan and design conceptually rigorous educational research in geography. 相似文献
6.
《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
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.
中越边境乡村民居景观的符号象征与认同建构——广西龙州县边境乡村案例 总被引：3，自引：2，他引：1
以广西龙州县边境乡村的法式民居景观为例,从历史的角度分析法式民居景观兴盛的缘由,并探讨其象征意义及认同建构。研究发现,法式民居景观作为承载文化意义的符号,是财富和社会地位的象征;又因其宫殿式形态,成为当地人幻想更大权欲以获得自我满足的源泉。此外,法式民居景观强化了当地村民对自身身份的认同建构,并唤起了他们对历史的缅怀、对家的归属感和对地方的认同感。研究既是对新文化地理学关于景观研究向社会文化意义转向的例证,也是对新文化地理学中关于地方、景观与认同关系研究的回应。 相似文献
9.
《The Journal of geography》2012,111(6):268-269
Abstract College enrollment and Association of American Geographers membership data reveal a significant deficit in minority participation in geography and environmental science. The author asserts that this dearth may have its origin at the K-12 level, where science subjects are presented in a manner that alienates socioeconomically disadvantaged pupils. With recent research indicating that low-income and nonwhite communities are disproportionately affected by environmental degradation, it is pertinent that methods be developed to increase the number of minority students choosing to pursue environmental careers. Involving students directly in projects investigating the pollution in their communities aids in enhancing student interest. By participating in a lead (Pb) contamination study, students are introduced to several geographic subdisciplines including cartography, demography, and environmental geography. Students also acquire skills in spatial analysis, map interpretation, and graphic design. Complementing basic lead-soil field investigations with geographic information systems, spreadsheet, and/or computer mapping software, offers students a valuable high-tech learning experience. 相似文献
10.
《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
11.
《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
12.
《The Journal of geography》2012,111(3):124-132
Abstract Service-learning, or community-based experiential learning is receiving much deserved attention as an alternative or addition to the traditional university lecture. This approach to learning not only establishes valid linkages between the university and the community or public sector, but allows course participants to practice responsible citizenship while acquiring practical work experience. The main objective of this article is to establish the theoretical linkages between undergraduate geography education and service-learning. It is argued that community service-based learning is allied with pragmatic and constructivist theories, and may enhance undergraduate geographic education. Second, some of the strategies employed to establish effective university-community partnerships and offer students “hands-on” experience are introduced. In an upper-division land use planning course, the class first compiled a draft comprehensive plan that was adopted by the planning commission of a recently incorporated municipality, then assisted with plans for open space preservation and environmental protection in the community. A review of the course objectives and the planning project exemplifies the benefits of service-learning and its appropriate application to geography. 相似文献
13.
《The Journal of geography》2012,111(4):162-163
Abstract This article summarizes methods used in a secondary school geography class to interest students in geography through examples drawn from local geography. Instead of relying on examples taken from exotic places to illustrate geographic concepts, the local landscape is used in the classroom to teach students about geography. The article is arranged according to the six essential elements of the National Geography Standards, but it does not imply that the methods presented should be used to teach the standards. Rather, the examples presented are used throughout a course in the geography of North and South America to develop an interest among students and, with examples from the local landscape, to increase student understanding of geographic concepts related to issues presented in the course. 相似文献
14.
《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
15.
《The Journal of geography》2012,111(4):42-49
Abstract The future as a productive subject of scholarly inquiry has only recently been recognized by geographers. The discipline's concern with man's spatial behavior and structure in a social, economic, and political vein suggests that teaching, research, and planning efforts can be funneled in these directions. Predicting future events and processes in the social sciences and in most areas of geography is difficult, probably more so in political geography than in many other fields. For this reason studies of a political nature represent a ready challenge and opportunity to examine present political worlds and suggest the likelihood of future political events, problems, and processes. This study, which focuses on the United States, identifies six developments and characteristics that are expected to be representative of the nation's political geography by the year 2000. Specifically, it is believed that by that date boundaries will have less meaning, the city will become the focus of political attention (as opposed to the state), new political cultures will emerge accompanied by new voting patterns, centralized authority at the national level will continue, and political considerations will play a key role in environmental planning and protection. 相似文献
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17.
《The Journal of geography》2012,111(5):169-180
ABSTRACT Research in the cognition and learning sciences has demonstrated that the human brain contains basic structures whose functions are to perform a variety of specific spatial reasoning tasks and that children are capable of learning basic spatial concepts at an early age. There has been a call from within geography to recognize research on spatial cognition in a meaningful way in primary school curriculum. This article utilizes the spatial thinking taxonomy proposed by Gersmehl and Gersmehl (2006) to examine to the extent to which spatial thinking concepts are being practiced in U.S. schools. The National Geography Standards and forty-nine state social studies or geography standards are examined. Using standards as a measure of geography content, it is concluded that while some of spatial thinking concepts appear often in curriculum, others are largely absent. Designing geography standards that address the findings of spatial cognition research may serve as a means of improving geography instruction. 相似文献
18.
《The Journal of geography》2012,111(5):482-486
Abstract Improving preservice education, especially geography preservice education, is difficult because few geography faculty understand the teacher education process, many education professors who prepare geography teachers are not geographically well-educated, education and geography faculties do not communicate effectively, and efforts by alliances and other organizations have focused on inservice teachers, for the most part. Recommendations to improve preservice education in geography are offered. The authors argue that none of these recommendations should be implemented without considering its relationship with all of the components of the geography education system. 相似文献
19.
《The Journal of geography》2012,111(4):146-157
Abstract Active learning strategies include a variety of methods, such as inquiry and discovery, in which students are actively engaged in the learning process. This article describes several strategies that can be used in secondary-or college-level world geography courses. The goal of these activities is to foster development of a spatial perspective in students through frequent analysis and interpretation of spatial data. Detailed examples of one particular technique, the “atlas warmup”, are included. Active approaches supplement expository teaching of standards-based geography concepts and current geographic issues. Assessment of the impact of these methods reveals the need for ongoing guided practice in the use of these skills. 相似文献
20.
《The Journal of geography》2012,111(5):197-210
This study examines the potential of mindful learning in geography education. A hypothesis was developed to form the research topic, and three experiments were performed to analyze it. The experiments supported the hypothesis. In other words, mindful learning was found to be helpful for cultivating balanced attitudes toward regions. In conclusion, mindful learning has the potential to be a simple but helpful method of geography education. 相似文献