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1.
Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education 总被引：2，自引：2，他引：0
《The Journal of geography》2012,111(5):185-195
Abstract Kolb's experiential learning theory is one of the best known educational theories in higher education. The theory presents a way of structuring a session or a whole course using a learning cycle. The different stages of the cycle are associated with distinct learning styles. Individuals differ in their preferred learning styles, and recognizing this is the first stage in raising students' awareness of the alternative approaches possible. This article presents some case studies of ways in which the theory can be applied in university geography. 相似文献
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《The Journal of geography》2012,111(2):55-63
Abstract Experiential learning pedagogies are being adopted across undergraduate education and touted as an effective strategy for enhancing student learning. This paper develops an explanation for how and why such pedagogies can foster students' critical thinking and learning. Drawing on data collected from first-year students in “field based” urban geography courses at an urban university, I show how students' existing knowledge of urban spaces and specific parts of the city is constructed from a variety of sources and experiences, and can be incorporated in experiential learning activities in ways that foster critical learning. Such an approach is crucial to creating learning environments in higher education that include a greater diversity of student identities and life experiences. 相似文献
3.
《The Journal of geography》2012,111(4-5):167-174
Abstract Geography increasingly relies on training of professionals who can apply geographic concepts to solve real-world problems. The planning profession for years has been training professionals to work in the area of community planning. Planning programs typically include experiential learning modules throughout the curriculum. This article looks at how community planning approaches can be incorporated into geography programs in lower level courses to: (1) provide exposure to practical applications of geographic concepts; (2) give students experience with team dynamics; and (3) provide students with experience in real-world client relations. Advantages and challenges of experiential learning are identified and discussed. An example of an experiential learning exercise adapted from a planning application is presented. The exercise was developed to enhance learning in a geography curriculum. 相似文献
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Lessons Learned from Reviewing Research in GIS Education 总被引：4，自引：4，他引：0
《The Journal of geography》2012,111(6):231-233
Abstract Traditional lectures generally force students to play a passive role in the classroom. In an effort to promote active learning, we added discussion sections to a large lecture hall course. Field trips, student journals, and group-based assignments, in particular, enhanced the learning experience. To ensure the success of the new format, course planners must enlist the sustained cooperation of key faculty and administrators on campus, as well as teaching assistants assigned to the new sections. The new discussion sections allowed students to acknowledge the environmental impact their actions have on campus and to recognize that environmental problems occur at multiple scales. 相似文献
7.
《The Journal of geography》2012,111(5):183-184
Abstract Interim semester field trips provide a unique opportunity for undergraduate students to collect field data in support of their capstone research experience. We encourage students to participate in collaborative research projects prior to the semester for which they enroll in the capstone course. Students select a research project based on a field trip itinerary, submit a research proposal to faculty, conduct preliminary research prior to departure and collect data in the field during a January “Winterim” course. During the spring semester, students continue laboratory research, incorporating data collected in the field to complete their research project and prepare scientific presentations. Field trips provide an inherent mentoring system whereby faculty interact with students, and underclass students collaborate on capstone research projects. This approach facilitates learning by emphasizing preparation and planning, collaborative learning and integration of classroom knowledge into field research. 相似文献
8.
《The Professional geographer》2013,65(3):306-317
This study investigates whether women's short commutes should be interpreted as constrained or convenient work trips by examining how race, gender, travel mode, occupation, residential location, workplace location, and Inc.ome affect commuting time. The analysis is restricted to a sample of European American and African American male and female workers residing in Buffalo, New York, and the surrounding county using data drawn from the Public Use Microdata Samples of the 1990 U.S. census. Given the pervasive gender wage gap, women unsurprisingly have more compromised (short commutes to low-Inc.ome jobs) work trips than do men. Multivariate analysis reveals that among those who reverse commute to suburban locations, African American women have the longest work trips. 相似文献
9.
AbstractEnvironmental challenges in the Vietnamese Mekong Delta characterized by adverse impacts of climate change, upstream hydropower development and localized dyke expansion present imperatives for rural farmers to “learn to adapt.” However, little is known about how learning contributes to improving their capacity in adapting to these “wicked” problems. This study investigates potential effects of farmers’ learning on their adaptive capacity, utilizing nine focus group discussions, 33 interviews, and a structured survey of 300 farmers. The exploratory factor analysis produced two factors for social learning: (1) learning through social interactions and (2) self-reflection, and one factor for adaptive capacity. The regression results show that the social learning factors have significantly positive effects on adaptive capacity. Farmers with a higher level of social learning are likely to demonstrate higher adaptive capacity. The findings call for policy considerations to promote learning in a broader context of the delta to enhance local capacity. 相似文献
10.
ABSTRACTTerrain feature detection is a fundamental task in terrain analysis and landscape scene interpretation. Discovering where a specific feature (i.e. sand dune, crater, etc.) is located and how it evolves over time is essential for understanding landform processes and their impacts on the environment, ecosystem, and human population. Traditional induction-based approaches are challenged by their inefficiency for generalizing diverse and complex terrain features as well as their performance for scalable processing of the massive geospatial data available. This paper presents a new deep learning (DL) approach to support automatic detection of terrain features from remotely sensed images. The novelty of this work lies in: (1) a terrain feature database containing 12,000 remotely sensed images (1,000 original images and 11,000 derived images from data augmentation) that supports data-driven model training and new discovery; (2) a DL-based object detection network empowered by ensemble learning and deep and deeper convolutional neural networks to achieve high-accuracy object detection; and (3) fine-tuning the model’s characteristics and behaviors to identify the best combination of hyperparameters and other network factors. The introduction of DL into geospatial applications is expected to contribute significantly to intelligent terrain analysis, landscape scene interpretation, and the maturation of spatial data science. 相似文献
11.
《The Journal of geography》2012,111(4):180-186
Abstract The Geographer at Work by Peter Gould Boston: Routledge &; Kegan Paul, 1985. x and 351 pp., figs., photos, maps, and index. $39.95 cloth; $16.95 paper. Recollections of a Revolution: Geography as Spatial Science by Mark Billinge, Derek Gregory and Ron Martin, eds. New York: St. Martin's Press, 1984. viii and 235 pp., figs., tables, refs., and index. $25.00 cloth. The Role of Place in Literature by Leonard Lutwack Syracuse, NY: Syracuse University Press, 1984. viii and 274 pp., refs., and index. $24.95 cloth. The Essential Landscape: The New Mexico Photographic Survey with Essays by J.B. Jackson. by Steven A. Yates, ed. New Mexico: The University of New Mexico Press, 1985. vii and 147 pp., and photos. $45.00 cloth. Latin America: Case Studies by Richard G. Boehm and Sent Visser, eds. NCGE Pacesetter Series. Dubuque, IA: Kendall/Hunt, 1984. x and 300 pp., figs., tables, photos, maps, apps., refs., and index. $24.95 paper. 相似文献
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《The Journal of geography》2012,111(5):220-225
Abstract Field trips are essential for learning geoscience, but can be logistically challenging for introductory-level courses with large enrollments. Transporting large numbers of undergraduate students to roadway or stream bank exposures can be time consuming, expensive, and unsafe. To address this problem, the author designed three campus-based field exercises for an introductory geoscience course. Students collected and analyzed data from campus features to learn about rock weathering, retaining wall stability, and stream flow. They preferred outdoor campus exercises over indoor exercises, because they were more realistic, interesting, and interactive. The outdoor exercises utilized features common to many college campuses and thus could easily be implemented elsewhere. While the campus exercises do not replace a need for conventional road trips in upper-level courses, they are an effective way to introduce fieldwork in large introductory-level courses. 相似文献
13.
《The Journal of geography》2012,111(3):110-120
Abstract Teaching methods in the 1880s and 1890s were influenced by the energies and publications of the Herbartians from Illinois State Normal University. Memorization was replaced by inductive questioning, field trips and the use of visual aids. Four men and one woman were followed by Douglas Clay Ridgley who built up the geography major and made tools for the teachers. Name recognition is now weak but much of what they taught is now accepted and practiced. 相似文献
14.
《The Journal of geography》2012,111(2):57-66
Abstract This article reviews the benefits of field-based instruction, particularly as it complements traditional classroom learning. It suggests that direct observation and hands-on learning associated with field-based instruction raise students' interest level and improve their understanding and long-term retention of targeted concepts. In addition, planning, implementation, and evaluation strategies are provided and recommendations are outlined for instructors interested in organizing or improving a field course at their learning institution. The park management field course offered between spring and summer semesters at Oklahoma State University provides an example of the major components of a successful field course. 相似文献
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《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
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《The Journal of geography》2012,111(6):254-260
Abstract The rise of service-learning in higher education has been critiqued as little more than community service that encourages students to “do good,” but fails to generate original scholarship or social change. In this article, we argue that service-learning gives geographers the opportunity to challenge these critiques, by demonstrating the practical and political implications of collaborative research methodologies, while conveying powerful conceptual understandings of inequality. We begin by interrogating the philosophical overlap between experiential and service-based learning in the educational philosophy of John Dewey. Using this foundational approach, several theoretical and methodological debates in geography are examined, celebrating and drawing lessons from classic and current service-learning programs. We conclude with a discussion and reflection on experiences with implementing similar pedagogical projects. 相似文献
17.
《The Journal of geography》2012,111(4):168-173
AbstractThis article presents a case study that highlights the benefits and limitations of Web-based video in lab sections of The Geographer’s Craft, an upper-level undergraduate course in which students apply digital geographic methods. Over three years (2010–2013), the authors experimented with different teaching strategies utilizing Web-based video for lab lectures and software demonstrations. This article presents three different approaches for its application, from inside and outside the classroom, to a ”flipped classroom” setting. The authors argue that Web-based video is a valuable tool for teaching digital geographic research methods and techniques while allowing for greater focus on theory and application. 相似文献
18.
Di Zhu Ximeng Cheng Fan Zhang Xin Yao Yong Gao 《International journal of geographical information science》2020,34(4):735-758
ABSTRACTSpatial interpolation is a traditional geostatistical operation that aims at predicting the attribute values of unobserved locations given a sample of data defined on point supports. However, the continuity and heterogeneity underlying spatial data are too complex to be approximated by classic statistical models. Deep learning models, especially the idea of conditional generative adversarial networks (CGANs), provide us with a perspective for formalizing spatial interpolation as a conditional generative task. In this article, we design a novel deep learning architecture named conditional encoder-decoder generative adversarial neural networks (CEDGANs) for spatial interpolation, therein combining the encoder-decoder structure with adversarial learning to capture deep representations of sampled spatial data and their interactions with local structural patterns. A case study on elevations in China demonstrates the ability of our model to achieve outstanding interpolation results compared to benchmark methods. Further experiments uncover the learned spatial knowledge in the model’s hidden layers and test the potential to generalize our adversarial interpolation idea across domains. This work is an endeavor to investigate deep spatial knowledge using artificial intelligence. The proposed model can benefit practical scenarios and enlighten future research in various geographical applications related to spatial prediction. 相似文献
19.
Tolu Muliaina 《The Australian geographer》2018,49(4):517-535
ABSTRACTThe poor performance of Pacific students at university is a concern for every level of society. Conventional models of teaching, learning and assessment have overlooked the cultural background of students, yet the effects of this oversight have been disastrous, alienating and disempowering. Studies of and developments in education in the Pacific and elsewhere offer opportunities to rethink the methods of teaching, learning and assessment of Pacific students in ways that are congruent with their home culture. Informed by the principle of so’a lau pule (the Samoan concept of consensus through consultation and conversation) and ethnographic research methods, this study describes an attempt to rethink ways of teaching, learning and assessing student performance in a third-year course on Resource Conservation and Management in the School of Geography, Earth Science and Environment at the University of the South Pacific. Introduced in 2007, the Student Innovative Contribution to Knowledge (SICK) allows students to participate in key decisions concerning teaching, learning and assessment. SICK is grounded in the principles of inclusiveness and participation. It takes account of the skills and abilities of Pacific students and is aligned with the philosophical basis of Pacific cultures. One hundred and fifty-eight students took part in this study over a 5-year period. Analysis was based on students’ written reviews of the semester’s work, in-depth conversation with individual students and the end-of-the-course evaluation. The findings show that, while students embrace the need for non-conventional forms of teaching, learning and assessment, the most frequently cited responses for non-participation are poor time management and varying perceptions of what is considered an innovative assessment. This study shows that understanding the cultural background of students is critical to creating culturally inclusive learning environments. 相似文献
20.
Reza Banai 《International journal of geographical information science》2013,27(4):315-329
Abstract Recent developments in geographical information systems have drawn upon concepts of fuzzy set theory and multi-criteria methodology. In this paper we argue that there is a method, Saaty’s Analytic Hierarchy Process (AHP), that is compatible with both these research directions. The contributions of the AHP are highlighted in the light of recent developments in GIS, with particular attention to the concept of fuzzy set theory. An example of a GIS application is provided to show how the AHP can deal operationally with fuzziness, factor diversity and complexity in problems of land evaluation involving the location of a public facility. 相似文献