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1.
《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
2.
《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
3.
《The Journal of geography》2012,111(6):243-250
Abstract Teaching students to gain a spatial perspective is one of the most difficult yet important components of geographic education. This paper presents a series of activities designed to develop a more comprehensive understanding of spatial concepts among students in introductory geography courses. The activities and content are most appropriate for high school or university undergraduate students. An evaluation of these activities demonstrates that they enhance the student's spatial perspective and their understanding of the role of spatial concepts in geography. 相似文献
4.
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
5.
Making the Connections: Infusing the National Geography Standards into the Classroom 总被引：1，自引：1，他引：0
《The Journal of geography》2012,111(4):459-461
Abstract How will the National Geography Standards change the way teachers teach? The Standards will provide teachers with a geographic perspective that will enable them to teach improved geography content while building geographic skills and knowledge that will benefit their students for the rest of their lives. By taking a fresh look at the content in the curriculum from a geographic perspective, teachers can make connections between the Geography Standards and our own classrooms. The Standards provide information and strategies for teaching geography. They can be used to create lessons which offer opportunities for students to “do” geography and apply the skills they are learning. 相似文献
6.
《The Journal of geography》2012,111(4):155-160
Abstract Reform in geography education, as reflected in Geography for Life: National Geography Standards (1994) for the U.S.A., favors a constructivist approach to learning. This study examines the acceptance of this approach among students in two upper secondary schools in China. A lesson was developed to illustrate interactive problem solving methods. The students reacted positively to the lesson. The instructional practices stimulating their response and the potential for problem solving geography educational methods in China are discussed. 相似文献
7.
《The Journal of geography》2012,111(6):571-577
Abstract This article describes a pilot project initiated in the fall term of 1993 that implemented and tested an interactive system of multimedia computer learning modules for an introductory human geography course. Modules actively involved students in learning and collaborative writing about topics illustrative of the breadth of contemporary human geography. Evaluation was achieved by means of analysis of student essays, electronic logs of student time spent in various portions of the system, and a comprehensive survey administered to students at the end of the term. This information suggests that the use of interactive multimedia lab modules can greatly enrich the learning environment for a wide range of students taking introductory human geography courses, though careful attention must be paid to ensure ease of use. The modules are now being refined based on these results; our hope is to make them available to other geography departments in the near future. 相似文献
8.
《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
9.
《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
10.
《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
11.
Brooks Green 《The Professional geographer》2013,65(4):571-573
Two qualitative case studies, one focusing on K-12 teachers and the other on middle school students, explore key factors associated with using Geographic Information Systems in the classroom. In both studies, access to appropriate hardware is a critical barrier. Time is another critical barrier—time to learn the GIS software and time in the curriculum to incorporate GIS as a learning experience. In both case studies, learning the technology at the expense of learning spatial analysis was a danger, suggesting the need for conscious focus on the goal of using GIS to learn how to “do geography.” 相似文献
12.
《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
13.
《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
14.
《The Journal of geography》2012,111(3):97-102
Abstract Coyote teaching emphasizes learning community, long term mentoring, a need for learning, ownership of learning, heightened sensory awareness, storytelling, purposefully designed tricks, and the Socratic method to promote lifelong learning and a new generation of coyote teachers. Many of these methods are found in other educational philosophies but seem to be fully integrated in the coyote teaching method. Because geography is integrative, it seems a logical discipline in which to apply this method. Each of the characteristics of coyote teaching has its unique place in geography education. This article demonstrates how each of these components of coyote teaching can be readily employed, enhanced, and, more importantly, integrated into geographic education and inculcated into multiple generations of geography educators. 相似文献
15.
16.
Internet-Based GIS in an Inductive Learning Environment: A Case Study of Ninth-Grade Geography Students 总被引：2，自引：2，他引：0
《The Journal of geography》2012,111(6):227-237
Abstract This article reports the results of a qualitative case study that explored the use of Internet-based geographic information systems (IGIS) with ninth-grade geography students. The students worked in teams to examine the geography of Africa using IGIS resources with the instructional goal of developing a presentation on a significant issue facing one region or country. The purpose of this study was to explore the use of IGIS as a tool for integrating geospatial technologies into ninth-grade geography curriculum and instruction within an inductive learning environment. The findings for this study indicate that IGIS can be a successful tool for geography education in an inductive learning environment. Based on qualitative data collected through classroom observations, focus group interviews with students, student work samples, and a teacher journal, two assertions are offered: students perceived expanded freedom as a positive aspect of this IGIS project and IGIS projects such as this can lead to gains in students' cultural awareness and empathy for distant others. 相似文献
17.
《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
18.
《The Journal of geography》2012,111(2):56-57
Abstract This study provides empirical information about the extent of geography instruction present in history classrooms. Techniques of protocol analysis were applied to oral references to geography made by teachers and students in 44 U. S. and European history lessons in several grades. The references were coded according to GENIP' s five themes plus a sixth coding category for explicit references to maps. Two types of references were found: passing references, which merely mentioned a geographic issue or feature, and substantive references, in which geography was taught or played a substantial role. That 550 geographic references occur in these lessons may explain why so many history teachers believe that they are adequately integrating geography and history. However, 75 percent of all the references were passing and not substantive. We conclude that the core epistemological events for learning and reasoning in, about, and with geography are not being taught adequately in history lessons. 相似文献
19.
《The Journal of geography》2012,111(3):164-171
Abstract As computers become commonplace in the nation's schools, interactive maps are finding their way into the geography classroom. Students can use electronic atlases to access information as well as use authoring software to produce their own interactive maps. Does this change in media correspond to better geography education for our children? This article addresses whether using interactive maps for gathering and presenting information can have a positive influence on learning geography content. A two-week experiment was conducted in five 7th grade classrooms. Students in four of the classes researched and produced map products using both traditional and computer-assisted techniques. The fifth class was a control group. A pretest and two post-tests were given to quantitatively assess student learning after each project. Also, students were given a qualitative questionnaire to determine their attitude towards the different techniques. Quantitative results of the study indicate that there was no significant difference in student post-test performance after using each of the techniques, but qualitative results suggest that students prefer using the computer techniques over the traditional methods for gathering and presenting information. 相似文献
20.
《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