共查询到20条相似文献，搜索用时 281 毫秒
1.
《The Journal of geography》2012,111(6):275-276
Abstract The integration of GIS into the secondary curriculum can aid student learning of geography. Through a partnership between a local high school and our university, high school students received nine hours of classroom instruction and field-based training on GIS and GPS to complete a mapping project. Upon completion, a test based on seven geography core curriculum units was administered to these students and to a group of university students who did not receive GIS training. Results of the test revealed that high school students significantly outperformed the university students, suggesting that GIS does aid in the learning of geographic principles. 相似文献
2.
《The Journal of geography》2012,111(4-5):163-173
Abstract The use of content-based language instruction (CBI) offers an innovative and effective method for teaching core geographic concepts and skills while students study a second language. This article focuses on a collaborative initiative developed and tested by university and high school level geography and second-language educators. The goal of the MOSAIC project is to develop and disseminate rigorous instructional modules using CBI to reach students in language classrooms who may or may not ever enroll in a stand-alone geography course. 相似文献
3.
《The Journal of geography》2012,111(5):191-198
Abstract English language development classes focus on teaching students of other languages how to speak, read, and write English. They must also prepare students to meet the many standards and requirements that are prerequisites to content classes, such as geography, and high school graduation. This discussion focuses on the integration of literacy and geography in a classroom with English language learners. A common English language development model, the “Into, Through, Beyond” model of learning, sets a foundation that integrates components of English language acquisition with language arts and geography standards. In turn, this approach to learning prepares the learners for success in social and academic arenas. 相似文献
4.
《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
5.
《The Journal of geography》2012,111(6):244-245
Abstract Geography occupies a prominent position in the high school curriculum in China. The syllabus for geography, as for other subjects, has been centrally prescribed since the early 1900s but during the last 40 years it has undergone major changes. The current syllabus, which covers both human and physical aspects of the subject, also embraces people-environment and resource issues. Obstacles to the further development of the subject include a lack of qualified staff, wide variations in educational standards, and the fact that geography, although a “required” subject in some years, is not yet a compulsory subject in the University Entrance Examination. Gradually these problems are being addressed and there are grounds to be optimistic about the future of the discipline at this level in China. 相似文献
6.
《The Journal of geography》2012,111(4):444-452
7.
《The Journal of geography》2012,111(3):100-103
Abstract Computer technology has a rich history in geography education. The Internet represents the latest in technological advancements that continue to have important effects on geography curriculum and instruction. Many geographers are involved with Internet-based instruction, which some educators believe has potential to facilitate changes in how we teach and even what we teach. This article describes how the Internet is being used by some geographers for instructional purposes and discusses opportunities for improving teaching and learning with the Internet. 相似文献
8.
《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
9.
《The Journal of geography》2012,111(4):159-165
Abstract Foreign travel for secondary school teachers is beneficial for enhancement of classroom curriculum. The dual nature of the U.S. Navy-National Geographic co-sponsored trips is key to enriching the global geography perspective in the classroom. A travel study to Japan provides in-service benefit for teacher peers and community groups by enhancing geography through the link between the natural and social sciences. 相似文献
10.
《The Journal of geography》2012,111(2):40-45
Abstract As college curricular requirements have been liberalized since the mid-Sixties, and departments have competed for student enrollments, geography has been quite successful in attracting students to introductory courses. Upper level courses have also grown, but more slowly. The innovative energies directed toward high school and freshman college geography in recent years could now be turned to upper division curricula with advantage. 相似文献
11.
《The Journal of geography》2012,111(5):501-504
Abstract The teacher certification process is complex, confusing, and important. After explaining the fundamentals of certification, this article suggests pragmatic strategies geographers can use to influence state certification procedures and requirements. The most effective way to change certification guidelines in order to require more geography for preservice teachers may be to change the problems certification guidelines are intended to solve. However, it is important to remember that more geography and better education are not synonymous phrases. 相似文献
12.
Integrating GIS into the Undergraduate Learning Environment 总被引：4，自引：3，他引：1
《The Journal of geography》2012,111(5):158-163
Abstract Despite the promise of GIS, substantial barriers have prevented its widespread use in geographic education. Among the key factors are technical impediments stemming from software complexity, pedagogic issues related to the lack of experienced faculty and the shortage of curriculum materials, and systemic issues associated with faculty motivation. This case study describes strategies that were employed for addressing each of these barriers in a large enrollment, multisection world geography course. Successful implementation of those strategies has enabled large numbers of students in classes taught by instructors with no formal GIS experience to spend a substantial amount of time learning geography with the help of simple, easy-to-use GIS software applications. 相似文献
13.
《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
14.
《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
15.
《The Journal of geography》2012,111(5):208-219
ABSTRACTGeography textbooks contain chapter or review questions that may engage students in spatial thinking. This research used Jo and Bednarz’s (2009) Taxonomy of Spatial Thinking to evaluate the percentage of spatial thinking questions in four university-level world geography course textbooks. The results from this study were then compared to the findings in Jo and Bednarz’s (2009) analysis of high school geography textbooks. Thirty-five percent of university level textbook questions are related to spatial thinking compared to twenty-four percent in high school geography textbooks. The results provide information useful to stakeholders, such as teachers, administrators, and textbook writers and may help these stakeholders to consciously incorporate the three components of spatial thinking as defined by the National Research Council (2006). A simplified taxonomy for identifying spatial-thinking concepts in textbook review questions is also suggested. 相似文献
16.
《The Journal of geography》2012,111(9):35-43
Abstract Geographers have long been familiar with urban land use maps, and their production has been an important element in school and college fieldwork. Many geography students have worked hard to produce detailed maps. However, interpretation of these maps has generally consisted of subjective generalizations and simple comparisons. Recent developments in geography have made available more refined analytical techniques which can replace this unsatisfactory subjectivity. 相似文献
17.
《The Journal of geography》2012,111(4):176-178
Abstract Hilltop Geography is a year-long integrated geography program that involves first and second graders in a hands-on laboratory approach to exploring their immediate environment while at the same time providing a stepping stone to their understanding of the world. This article will describe how teachers and students in a rural New Mexico school have been utilizing the semi-arid hills surrounding their building as an outdoor geography learning laboratory, involving parents and the local community in the process. 相似文献
18.
《The Journal of geography》2012,111(5):527-529
Abstract This article deals with the issue of providing geographic training to prospective teachers from the perspective of a secondary school teacher who also teaches a social studies methods course. Research in educational journals provided a background for describing the lack of geographic training among social studies teachers. While the National Geographic Society's alliance network is addressing this issue among practicing teachers, there is still a need to include some geography training for preservice teachers. Suggestions are offered for including geography within the context of the social studies methods course. A plea is also made for geography professors to include the new National Geography Standards in their courses, especially in introductory courses. 相似文献
19.
《The Journal of geography》2012,111(2):35-42
Abstract Swiss-born Arnold Henri Guyot (1807–1884) was the first professionally trained geographer to hold an academic position in the United States. After his migration to this country in 1848 he lived for several years in Massachusetts. During this period he introduced contemporary German-Swiss ideas of geography to key opinion leaders in an important series of lectures (published as Earth and Man), established a system of weather stations, and lectured on methods of teaching geography in Massachusetts teachers' institutes and normal schools. This article discusses Guyot's work in the reform of school geography in Massachusetts as the seedbed for his later, better-known work as the author of innovative textbooks and other teaching aids. 相似文献
20.
《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