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1.
《The Journal of geography》2012,111(1):7-14
Abstract Over the next decade or so, the National Assessment for Educational Progress in Geography and the Geographic Education Standards Project promise to give geography a new definition as a school subject. This will challenge the educational community to re-examine how geography is taught and learned across all the grade levels, K-12. If geography is to be perceived as an essential subject in preparing students for citizenship as adults, not only must its image change, but its content and the pedagogy that delivers it must be modified as well. To achieve those ends, new curricular models grounded in cogent and applicable research must develop through partnerships of teachers, teacher educators, learning theorists, and professional geographers. 相似文献
2.
《The Journal of geography》2012,111(6):302-314
Abstract This article is a study of early women geography educators between the years 1783 and 1932. Many women were working in the field at that time, but with varying degrees of activity. Twenty-six were especially active in geography contributing significantly to the growth of geography in universities, colleges, and public schools. Some of the women wrote geography textbooks in the pre-professional geography period before 1875. As such, they would be considered geographers, but it was not until the 1890s that women became involved in professional geography. The professional activities of seven women are highlighted as representative of women who were especially active in the discipline. 相似文献
3.
《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
4.
《The Journal of geography》2012,111(5):487-494
Abstract Although geography is being revived in the K-12 curriculum, preservice teachers—candidates for the teaching profession—now in our universities are not universally reaping the benefits of cooperative efforts of geography and college of education faculty. Reform is appropriate in both camps. Colleges of education, influenced by many agents, including Certificate/licensing regulations, accrediting agencies, professional organizations, and a stream of reform movements, are bringing education to the level of a true profession. The dimensions of the reform underway and several key players offer great opportunities for geography education and for improving the general climate for teaching excellence in institutions of higher learning. Candidates for the new teaching profession and their education faculty are teaching and learning collaboratively, and conducting research in diverse school districts. Geographers have new reasons and new opportunities to participate in the education of the geography teachers of tomorrow. 相似文献
5.
《Norsk geografisk tidsskrift. Norwegian journal of geography》2012,66(1):34-37
South African geography, like other subjects, has to undergo the arduous process of curriculum change in order to meet the demands of the new education system and to contribute to a broader agenda of national reconstruction. Changes within geography can shed light on the impact and implications of the new national curriculum on teaching subjects. The paper suggests that the introduction of environmental education into Curriculum 2005 offers geography educators the opportunity and the challenge to advance geographic knowledge. 相似文献
6.
《The Journal of geography》2012,111(3):107-119
Abstract This article argues that we need to reconsider the connection between citizenship and geography. Although geographic education purports to prepare citizens, the possibilities for this relationship have been addressed by few scholars. The study shows that citizenship is situated in places and students’ actions as citizens reinscribe the meaning of these places. Because of this intersection, educators must be attentive to how they teach about places, particularly the ongoing interconnection between place and identity. One of the identities common in the teaching of places is citizenship. Geography instructors need to be thoughtful about their role as citizenship educators. 相似文献
7.
《The Journal of geography》2012,111(2):39-46
Abstract Consistent with developments in American education pedagogy, geography educators have made great strides exploring a wide range of high- and low-tech methods for teaching and learning geographic concepts. This article draws on a qualitative analysis of essays in which college students discuss tenets of the National Geography Standards in the context of Jules Verne's Around the World in Eighty Days. Most of the students in this study reported that not only did their knowledge of the world increase after completing the course assignment but that their interest in the discipline increased as well. 相似文献
8.
《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
9.
《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
10.
《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
11.
《The Journal of geography》2012,111(1):55-57
Abstract The National Geographic Society's Geography Education Program continues to work on improving geography in the nation's schools. A successful network of geography education Alliances is in place across the United States. These state-based Alliances emphasize grass-roots involvement by teachers and other geography educators. Features of the Geography Education Program include inservice teacher training at Alliance-sponsored summer institutes, institutes held at the Society's headquarters in Washington, and specialized institutes devoted to a specific topic such as technology in education, or water issues. In the near future, the Society's projects include urban outreach, technology training and application, development of preservice programs, and the implementation and dissemination of world-class standards in geography. 相似文献
12.
《The Journal of geography》2012,111(1):25-35
Abstract Geography, long the neglected step-child in the field of social studies education, evinces signs of emerging as one of its key integrating elements. Its prominent inclusion and embellishment in both national and state standards and state assessments bodes well for its future. Higher education's role in this endeavor is paramount. The successful understanding, integration, and alignment of geography standards require the fashioning of exceptional university alliances. Inter-departmental mutuality of purpose and effort can, indeed, produce the next generation of caring and competent geography educators. 相似文献
13.
《The Journal of geography》2012,111(5):216-219
Abstract The Geographical Association (GA) is an international association of over 10,000 geography educators headquartered in Sheffield, England. The National Council for Geographic Education (NCGE) and the GA have similar goals. The GA's annual conferences provide an excellent opportunity to begin geography education partnerships between the NCGE and the GA. Operating exhibits and teaching workshops on geographic information systems at the last three Geographical Association conferences at universities in England afforded the opportunity to network with teachers and pave the way for future collaboration. 相似文献
14.
Attitudes to Geography in Australia 总被引：1，自引：0，他引：1
R. V. Gerber 《The Australian geographer》2001,32(2):221-239
This article reports on an initial study in Australia of attitudes to geography held by members of the community at large. The study focused on perceptions of the role of geography in contributing to wider social goals relating to lifelong learning and living. Groups of business people, government representatives, professional people, educators and members of the general public were surveyed. The results focus on the perceptions of the importance of geography to Australian society; important knowledge, skills and values that are learned while doing geography; and the importance of geography for work. The generally positive appreciation of geography that is held by the wider community needs to be promoted carefully in the education sectors and in society at large if geography is to live up to the importance that is ascribed to it. 相似文献
15.
《The Journal of geography》2012,111(5):203-205
Abstract Many student geography organizations or clubs associated with colleges and universities undertake community service projects each year to meet local needs and to gain recognition within the community. A uniquely geographical project of playground map painting provides a great community service and goes one step further by incorporating elements of quality service-learning for the geography club members. Painting projects for large school playground maps of the world, United States, or home state are student-planned and student-run. The final painted map can be used for geographic education in elementary schools by conveying basic spatial and geographic relationships. This article will detail a proven method of producing a colorful, useful playground map that can be employed by geography clubs as a service-learning activity and used by educators in elementary schools. 相似文献
16.
《The Journal of geography》2012,111(5):187-193
Abstract A three-year institute called “The Lodge Pole River Project” was designed to change educator perceptions of American Indian historical geography and encourage the creation of balanced and culturally sensitive American Indian K-12 curriculum. This project offered unique opportunities to assess a geography institute's impact upon teacher knowledge and perceptions towards Native people and pedagogical approaches to teaching about American Indians and their landscapes. The assessment suggests that three weeks of field work, archival research, and curriculum writing increased participant knowledge of American Indian history and culture, solidified sympathetic perceptions and attitudes towards Native people, and strengthened the ability of educators to offer different interpretations of American Indian geography and history to their students. 相似文献
17.
《The Professional geographer》2013,65(4):331-337
Editor's Note: The views and opinions expressed in the following paper have been written in the form of a letter or conversation between a dissertation advisor and an advanced graduate student in medical geography. It emphasizes the pervasive qualities of the health component of human behavior, and hopefully transmits aspects of human behavior that are taking hold in medical-ecological research. It attempts to suggest what at least one practicing medical geographer thinks a major facet of the field will be like as it matures. The holistic perspective that it envisages seems to be taking hold in neighboring disciplines—or perhaps “interdisciplines”as they might someday be called. The speculative quality of the presentation is intended to serve as a possible springboard for professional interaction. 相似文献
18.
《The Journal of geography》2012,111(1):57-58
Abstract The field of geography education is sadly lacking in empirical data that might inform and underpin decisions about standard setting, curriculum design, materials development, teaching strategies, and assessment procedures. Large quantities of high-quality data are necessary if geography is to be successfully implemented in the American education system. This article advances four needs that, if met, would generate the data necessary to make the case for geography in America's schools. We need a new attitude towards research, a series of baseline studies, a research agenda, and a research clearinghouse if we are to make a convincing case for geography in America's schools. 相似文献
19.
《The Journal of geography》2012,111(6):251-260
Abstract This article is an overview of the curriculum reform in Switzerland in the 1990s. It describes the grass-roots reform process in geography education in upper secondary schools and its impact on the development of new teaching materials. These ancillary materials are based on teaching methods and strategies, the effectiveness of which are empirically shown by results. The teaching units complement the thematic and methodological aims in the national curriculum and the federal regulations and were designed through a partnership of teachers, teacher educators and scientists. They can be translated directly into the practice of teaching and are available free to teachers through the World Wide Web. 相似文献
20.
《The Professional geographer》2013,65(2):125-134
The representation of women on geography faculties did not increase appreciably between 1971 and 1977, but women in other academic disciplines have fared somewhat better. The latter have improved their status primarily as a result of actions taken by professional associations representing their fields. When a professional association ignores its female constituency or refuses to commit itself to improving their circumstances, federal agencies now offer alternative channels for obtaining redress. 相似文献