共查询到20条相似文献，搜索用时 546 毫秒
1.
Trygve W. Skavhaug Hans Petter Andersen 《Norsk geografisk tidsskrift. Norwegian journal of geography》2013,67(3):179-183
Despite a long tradition of fieldwork and outdoor education in Norwegian schools, teachers and pupils are not familiar with conducting systematic field studies of modern urban environments. The authors of the present article are convinced that urban fieldwork ought to be included in the teaching syllabus in Norwegian schools, and for several years they have worked on developing urban fieldwork as a part of the study programme in teacher education at Nord-Trøndelag University College (Høgskolen in Nord-Trøndelag or HiNT). The fieldwork element has gradually been expanded, and in recent years pupils from neighbouring primary schools have participated in the programme. The use of ICT has increasingly become an important part of the work in the field as well as in the follow-up phase. Special emphasis has been put on the use of digital stories. The experiences of this work are presented and discussed in the article. In the final section of the article the authors discuss further development of urban fieldwork, paying particular attention to the use of new digital technology and enquiry approaches. 相似文献
2.
《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
3.
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.
Murray Fastier 《New Zealand geographer》2007,63(3):216-223
Abstract: The National Certificate of Educational Achievement (NCEA) is the recently introduced national qualification for New Zealand senior secondary school students. Based on a mix of internal and external assessment against achievement standards, it represents a marked change from the previous norm-reference based qualifications. Introduced in 2002, commencing with Level 1, NCEA involved a considerable paradigm shift in assessment practice for teachers. This paper focuses on teachers' perceptions regarding the process of implementing the Level 1 geography NCEA achievement standards. It highlights the initial challenges faced, factors considered to assist and hinder the implementation change process and the lessons learnt. 相似文献
5.
ABSTRACT. Recent attempts by U.S. politicians to reform the nation'sschools have shifted the goal of education to school accountability as assessed in standardized testing. Such an emphasis undermines geographical education in schools because of geography'ssuperficial representation in tests and in the social studies curriculum. Fieldwork done in the classroom can point to means of circumventing this dilemma. Collaborative fieldwork between college faculty members and public‐school teachers has the potential for adding geography to the social studies curriculum in a substantive way. Work conducted jointly by Hartwick College and the Oneonta (New York) Middle School exemplifies such a partnership. 相似文献
6.
《Singapore journal of tropical geography》2018,39(2):244-265
Mangroves are now well known to provide a range of ecosystem services that benefit local populations, though such ecosystem services are at risk from mangrove deforestation and degradation across much of the tropics. This study aimed to identify the natural and anthropogenic drivers of change that affect ecosystem services of the Sundarbans mangrove forest. Secondary data analysis and primary fieldwork were conducted in three districts in the Sundarbans region of Bangladesh to understand ecosystem service usage and the perceptions of local resource users. Time series data for a range of ecosystem services and biophysical, socio‐economic variables were analyzed to identify the range of trends and the significant drivers of change. Also, community perceptions were consulted to elicit how these changes are felt and how they affected the local ecosystem services users. Results show that most of the ecosystem services of the Sundarbans experienced negative changes over the last two decades. Time series analysis and community perceptions held a number of drivers responsible for these changes. Climatic change, rapid environmental change, demand for mangrove products on the global market, major infrastructure development and governance failure were identified as primary drivers leading to the degradation of ecosystem services of the Sundarbans. The study calls for a transformation in the stewardship of ecosystem services of the Sundarbans and other mangroves across the tropics, to escape the situation where negative environmental impacts might be difficult to reverse. 相似文献
7.
《The Journal of geography》2012,111(5):214-228
This study aims to provide an understanding of the main obstacles to conducting GIS-based projects in secondary schools and to determine the effects of these projects on students, teachers, and schools. The study was conducted in three public high schools in Turkey. The students first surveyed over 4,015 people in their school districts to understand the main social, environ- mental, and economic problems in their area, then conducted nine different GIS-based projects to help design solutions to these problems. As seen in the study, GIS is a very important teaching and learning tool for secondary schools; however, its effective use depends on planning, motivation, support, resources, time, and enthusiasm, especially for teachers. 相似文献
8.
Growing up with rivers? Rivers in London children's worlds 总被引：1，自引：0，他引：1
Susan Tapsell Sylvia Tunstall Margaret House John Whomsley & Phillip Macnaghten 《Area》2001,33(2):177-189
This paper presents the results from exploratory research which set out to investigate London children's perceptions and uses of river environments. Mainly qualitative, multi-method research was carried out in four primary schools with children aged 9–11, focusing on two rivers near to the schools. Rivers were found to be marginal to the children's everyday lives and outdoor play, being perceived as polluted, neglected, and initially dangerous places. However, when experienced on visits observed as part of the research, some of these perceptions changed and rivers were also found to afford many special activities and experiences for the children. The visits were generally seen to have a positive effect on the children's perceptions of rivers, at least in the short term. This suggests that, if managed appropriately, rivers could be potentially rewarding play areas for children. Moreover, children could provide valuable input for river managers in suggesting ways of improving suitable local rivers for increased recreational uses. 相似文献
9.
《The Journal of geography》2012,111(4):196-202
Abstract The ultimate goal of all geographic education is to have our students think geographically for life. To this end, the five geographic skills sets allow teachers to use the inquiry approach to more accurately observe whether or not geographic thinking is actually taking place. As essential components of these geographic skills, fieldwork, journaling, and stories based on the field experience have proven to be effective tools of inquiry. This article demonstrates how a journal, kept by the author while on an advanced alliance summer institute to Russia in 1996, was used to write an original short story based on the author's fieldwork there. The author's experiences model the five geographic skills sets in developing lesson plans for the original short story, The Dragon and the Anchor. These activities allow the students to sharpen their geographic skills and develop a sense of place by studying the changes that have occurred in Russia since the fall of communism in 1991. 相似文献
10.
11.
Kim V. L. England 《The Professional geographer》1994,46(1):80-89
Feminist and poststructural challenges to objectivist social science demand greater reflection by the researcher with the aim of producing more inclusive methods sensitive to the power relations in fieldwork. Following a discussion of contrasting approaches to these power relations, I present a reflexive examination of a research project on sexual identities. My reflections highlight some of the key ethical questions that face researchers conducting fieldwork, especially with regard to the relationship between the researcher and those being researched. My discussion of these dilemmas reflect the situated and partial nature of our understanding of “others.” I argue that the researcher's positionality and biography directly affect fieldwork and that fieldwork is a dialogical process which is structured by the researcher and the participants. 相似文献
12.
河南省县域学校体系规模、可达性演化特征及其分异 总被引：1，自引：1，他引：1
县域义务教育学校体系规模的合理布局、适龄儿童入学可达性对义务教育公平和均衡发展具有重要意义。采用基尼系数、齐夫指数等方法对泌阳县2004—2016年县域小学学校体系规模空间演化特征、就学可达性变化及其空间分异进行了实证研究。结果表明：研究区县域小学规模两极分化严重，学生和教师的城乡不平衡指数大大增加，首位学校以及位序靠前的学校垄断性增强，学校规模从均衡发展演化为非均衡状态；2016年入学距离在2 km范围内的自然村相比2004年略有降低，距最近完全小学在2 km范围内的自然村出现大幅降低，完全小学大幅减少，服务范围增大，覆盖度出现显著降低；2016年各乡镇学生、教师基尼系数显著增加，全县范围空间分异规律基本一致；相比2004年，2016年地形高度、距乡镇政府所在地距离对自然村入学距离影响显著增强，特别是对最近完全小学入学距离的影响更大。 相似文献
13.
The place of schools in parents' community belonging 总被引：1，自引：0，他引：1
Abstract: Schools are central community facilities in the daily lives of families with young children. The paper draws on survey and in-depth interview data to describe the role schools play in parents' sense of belonging to community. Māori and Pākehā parents indicated that schools and preschools were the most significant sites to their community belonging. They are a common meeting place, a source for community knowledge, and a point of departure for the development of parental friendship networks, and reciprocity in child care and support. Parents' perceptions of local schools in all socio-economic neighbourhoods influenced school choice and commitment to a neighbourhood. For Pacific and Asian parents schools were less significant as sites of community belonging. 相似文献
14.
Suzanne Baldwin 《New Zealand geographer》2012,68(3):211-218
The design of a school‐based geography curriculum presents opportunities and challenges for teachers in New Zealand secondary schools. This article discussed the considerations that teachers need to make when developing a school‐based curriculum that is suited to the needs and interests of the students in their school and community. An example of a programme that has been developed to meet the needs and interests of students in a particular secondary school in Christchurch, New Zealand, was outlined. 相似文献
15.
Juanita Sundberg 《The Professional geographer》2003,55(2):180-190
Given the importance of fieldwork in Latin Americanist geography, it is intriguing to note the absence of a dialogue about the politics of fieldwork within the subdiscipline. Drawing from feminist theories about the production of knowledge, this article suggests that the silence about fieldwork is rooted in masculinist epistemologies that predominate in Latin Americanist geography. After analyzing the epistemological and pedagogical implications of masculinism, I argue for increased attention to the nexus of power and knowledge and in particular, to how the researcher's geographic location, social status, race, and gender fundamentally shape the questions asked, the data collected, and the interpretation of the data. Dialogue about these issues in our teaching and writing not only will better prepare students for fieldwork, but also has the potential to foster research that subverts rather than reproduces power inequalities. 相似文献
16.
Simon Reid-Henry 《Singapore journal of tropical geography》2003,24(2):184-197
Through a re‐reading of my Ph.D. fieldwork on Cuba's biotechnology industry, I empirically pull apart the relationship between fieldwork practice and knowledge production as experienced in my research. I argue that reflexivity is an insufficiently critiqued concept and, as a result, that its widespread influence in contemporary fieldwork practice works to obscure the influence of “others”, not just on the “doing” of research but on the conceptual development of the methodology itself. I make this argument by focusing on the various strategies I employed to actualise my research methodology, the problems I met with and the subsequent pull of my research in new directions. I cover such issues as gaining access, working in multiple locales across antagonistic polities, what happens when fieldwork goes wrong and the notion of “empirical drift”. I use these issues to examine how I was actively constructing both my field and my research methodology at the same time and through others. I try to show how the fact that fieldwork can be simultaneously a lived experience, a socially constructed performance and an episteme accounts for much of its distinctive qualities as a milieu in which existing knowledge is put to the test, or added to. I argue that these same qualities allow it to be a deeply intertextual process, or a joint work between the researcher and the field. This, I suggest, warrants greater recognition. 相似文献
17.
《The Journal of geography》2012,111(2):52-60
Abstract In 1998, geographical information systems (GIS) were introduced to secondary schools in Singapore as a tool for teaching geography at the secondary and junior college levels. However, general observations and feedback from school teachers suggested that only a small number of secondary schools and junior colleges in Singapore were actually using GIS to support the teaching and learning of geography. The present research study was designed to establish the level of GIS usage and to investigate the reasons for the slow integration of GIS in the Singapore secondary schools. This article presents the findings of this research and provides some insight into the use of GIS in Singapore secondary schools. 相似文献
18.
Soren M. Newman Matthew S. Carroll Pamela J. Jakes Daniel R. Williams Lorie L. Higgins 《社会与自然资源》2014,27(11):1161-1176
Wildfire is one of several potential disturbances that could have extraordinary impacts on individuals and communities in fire-prone areas. In this article we describe disturbance risk perceptions from interviews with residents in three Florida communities that face significant wildfire and hurricane risk. Although they live in areas characterized by emergency managers as having high wildfire risk and many participants have direct experience with wildfire, residents tended to share high hurricane and low wildfire risk perceptions. The different perceptions of risk seem linked to several factors: direct hurricane experience, different scales of impact, the local “hurricane culture,” effectiveness of local ordinances and development patterns, perceived predictability of the event, and perceived ability to control the event. This study shows that residents may perceive and act to reduce risk for one disturbance in relation to their perceptions, concern, and actions for another. 相似文献
19.
Per Jarle Sætre 《Norsk geografisk tidsskrift. Norwegian journal of geography》2013,67(3):120-127
At the end of the 19th century geography became a mandatory subject in primary and secondary schools in Norway. Geography was seen as a useful subject that contributed to the modernization of society, but also as a subject that strengthened the national ideology. A need for better education in geography arose and consequently some authors of geography textbooks wrote about teaching geography. In order to strengthen teachers’ education, geography was taught at university level, and to develop the subject it became necessary to relate it to other subjects, especially geology. The author shows that there are several similarities between the content of geography taught in Norwegian schools in the late 19th century and geography taught in schools today. 相似文献
20.
This article calls for greater attention to be paid to the way that sex and sexuality impact on geographical fieldwork. By concentrating in particular on cross–cultural fieldwork, the article focuses on the ways in which attention to these questions has the potential to bring about greater self–reflexivity and to expose the contingency of the researcher's sexuality. 相似文献