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1.
《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
2.
《The Journal of geography》2012,111(2):54-58
To make sense of spatial data, information and concepts strong geographic literacy skills are a prerequisite, yet existing studies suggest a global decline in these skills. Current geographic tools predominantly focus on mapping tasks that do not necessarily lead to an understanding of the broader geographic relevance of location. This article argues that in order to improve geographic literacy exercises should test an understanding of location and employ techniques to correct deficiencies. To support this argument this study offers evidence on the effectiveness of online quizzes in improving geographic literacy skills of first-year undergraduate geography students. 相似文献
3.
This article considers the concept and significance of transformative research in the context of geography education. It provides an overview of how the capacity-building activities and management operations of a research coordination network (RCN) are designed to support broad-scale advances in geography education theory, methods, and practice. Vignettes of RCN activities are presented as examples of pathways toward transformative research in the areas of geography learning progressions, assessments of spatial thinking, and geospatially enabled project-based learning. Beyond the prospect of introducing new paradigms of learning and using research findings to inform and systematically change approaches to teacher education and curriculum development, an RCN offers an opportunity to plan broad-based strategy and develop leadership needed to address many long-standing challenges that have undermined the quality and quantity of geography education research. These challenges include the low visibility of geography education research relative to other geographic subdomains, the difficulty of carrying out interdisciplinary and international research collaborations, low rates of transfer and uptake of research findings in practitioner communities and in policymaking, and the erosion of graduate-level programs that prepare students to plan and design conceptually rigorous educational research in geography. 相似文献
4.
This article reports on reusable mobile digital learning resources designed to assist human geography undergraduate students in exploring the geographies of life in Dublin. Developing active learning that goes beyond data collection to encourage observation and thinking in the field is important. Achieving this in the context of large class sizes presents several challenges. Combining in situ learning with spatially accurate historical and contemporary multimedia, a set of location-aware digital mobile tools, or mediascapes, was developed. How scaffolding can be achieved in such a context, focusing on the development of students’ observational, enquiry, and thinking skills in the field was explored. 相似文献
5.
《The Journal of geography》2012,111(5):184-193
Abstract Numerous studies have shown both anecdotal and formal evidence of the benefits students obtain from doing writing activities in classes. Little formal discussion exists about how student writing in geography classes professionally affects faculty. In this article, focus shifts from student-derived benefits of writing in classes to faculty challenges and rewards for implementing writing in their classes. Based on the experience of participating in a Writing Across the Curriculum (WAC) Fellows program, the authors discuss how faculty overcame challenges and reaped the benefits of student writing in their teaching and scholarly pursuits. 相似文献
6.
Daniel R. Block Euan Hague Winifred Curran Howard Rosing 《The Professional geographer》2018,70(2):284-290
Geographers have increasingly adopted community-based learning and research into their teaching and scholarly activities since Bunge and Harvey called for an applied public geography that is both useful and challenges societal inequalities. With few exceptions, however, there has been little discussion of methods for measuring this work. Many published assessments focus on the impacts of projects on students but overlook the impacts on community partners. Impacts on faculty and the larger university community are also often ignored. This article discusses literature on the evaluation of community–university research and service learning from a critical perspective. A discussion of service learning and community-based research (CBR) projects at two Chicago universities, DePaul and Chicago State, is presented. In both cases challenges were encountered to achieve full evaluation of projects, yet both included an evaluation of university and community partners that allowed for assessment of the projects’ value to all partners. 相似文献
7.
Gaurav Sinha Thomas A. Smucker Eric J. Lovell Kgosietsile Velempini Samuel A. Miller Daniel Weiner 《The Journal of geography》2017,116(4):165-179
In this article, participatory GIS (PGIS) is explored and established as a powerful platform for geographic education. PGIS pedagogy can help educators meet diverse learning objectives pertaining to: (1) local knowledge and place-based thinking; (2) community engagement; (3) field mapping with geospatial technologies; (4) mixed-methods research; and (5) fostering of critical reflexivity in students. The discussion is supported with insights from multiple student-facilitated PGIS projects organized in rural Tanzania. There also is a thorough discussion of the challenges and caveats associated with involving students in PGIS projects, and a call for new research for assessing and advancing PGIS pedagogy. 相似文献
8.
Robert Roth Stephen Young Chelsea Nestel Carl Sack Brian Davidson Julia Janicki 《The Professional geographer》2018,70(3):395-411
This article reports on the design and evaluation of Global Madison, a mobile map designed to support teaching and learning about globalization using Madison, Wisconsin, as a situated classroom. Our experience of place increasingly is mediated by mobile devices, opening new opportunities and challenges for research, industry, and education. Despite this rising popularity, few guidelines exist for creating and using mobile maps. Following tenets of user-centered design studies, we conducted two mixed-method evaluations of Global Madison to improve the tool and generate design insights that are potentially transferable to similar mobile mapping contexts: 244 students participated in an online survey after completing the tour and eighteen students were observed in the field. The evaluations generated new design considerations for mobile maps supporting situated learning, include: focus on critical issues that might leave students stranded, append location-based services with traditional mapping, enforce cognitive association between map and landscape, supply a consistent feed of information for new learners, encourage collaborative learning in the landscape, and promote student safety above all else. 相似文献
9.
红河哈尼梯田文化景观遗产地中学生环境解说需求 总被引：1，自引：0，他引：1
位于红河哈尼梯田世界文化遗产核心区内的元阳一中中学生为研究对象,采取问卷调查法,对遗产地中学生的环境解说需求进行分析。结果表明：在解说内容的需求上,环境知识（4.05）＞环境意识（4.00）＞环境技能（3.95）,且发现性别与环境意识、技能,年级与环境知识、意识、技能,地区与环境知识、技能具有显著性差异,说明遗产地中学生对环境解说内容整体处于需要状态,且不同社会背景特征的中学生具有明显的需求差异;解说活动与形式上：发现中学生对亲身体验（83.3%）、据点解说（80%）、实地考察（87.7%）等媒介和形式需求度高,对解说牌示（19.9%）互联网（19.9%、解说折页（17.5%）等媒介和形式的需求度较低,且发现性别与解说空间方式、传统节日解说方式、环境问题解说方式,年级与解说媒介、参与环境活动方式,居住形式、户口类别、地区与参与环境活动方式、解说活动类型均具有显著性相关关系,说明遗产地中学生对解说媒介和形式具有明显的需求差异,且这种差异与性别、年级、居住形式等社会背景具有明显的相关关系。总之,遗产地中学生对环境解说的需求明显且以参与性较强的亲身体验和实地考察为主,因此,针对这个群体的解说应该以参与式为主。 相似文献
10.
《The Journal of geography》2012,111(2):81-85
Location knowledge is typically assessed using outline maps. A new set of questions reflect spatial thinking research and helps to assess student location knowledge. A small group (145) of first-year college students helped to refine the items. Question styles include: open-response, multiple-choice, listing, labeling, and sketching. Topics include: grid knowledge, world regional references, neighboring countries, neighboring features, and shapes of borders. This instrument combines spatial thinking research and expectations in geography standards. 相似文献
11.
《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
12.
Sarah Elwood Matthew Wilson 《International journal of geographical information science》2017,31(10):2098-2116
Over two decades after the scholarly interventions that coalesced into ‘critical GIS’ as a field within GIScience, critical GIS remains underdeveloped in conversations on teaching and learning. The literature on GIScience education has emphasized content more than pedagogies – what to teach versus how to teach to move students toward particular learning objectives. This emphasis is reflected in dominant curricular approaches to critical GIS, in which questions around the complicated origins and complicit social, political, and economic relationships of GIS are taken up as discrete topics, tacked onto instruction that otherwise prioritizes technical dimensions of GIScience. We argue that GIScience coursework must resist such modularization by approaching critical GIS not as a set of topics, but an orientation to GIS praxis that ‘does’ GIS from within a questioning stance, to ask how we know. We outline specific curricular shifts and teaching practices we have used to foster this orientation in GIS students, offering ways of continually engaging students in practicing this orientation as they learn strong technical GIScience content. Finally, we trace the successes, challenges, and tensions sparked by these critical GIS pedagogies, drawing on student evaluation comments from our courses and reflecting on broader implications for GIScience instructors and geography faculty. 相似文献
13.
《The Journal of geography》2012,111(9):570-574
Abstract The activities described in this paper were developed to familiarize junior high school students with the variety of information available on road maps and to provide a means for practice of map skills. At Legg Junior High School in Coldwater, Michigan, students were presented with an introduction to road maps, followed by a series of worksheets to use in conjunction with Michigan and Ontario highway maps. After completing the worksheets, students participated in road rally games which required them to use maps and follow instructions and clues to find a specific location. The activities can be adapted for elementary school classes or for students with different levels of ability. Teachers might also want to increase the number of worksheets or road rallies to give students additional practice in skills in which they particularly need improvement. 相似文献
14.
It is necessary for undergraduates majoring in geography to learn the history of geographic thought. Although there are different cultural and educational backgrounds between China and the West, teaching methods such as text teaching, students’ presentations and group learning are suitable for most of teachers and students even from different countries and regions. The blended method is helpful to popularize history of geographic thought and improve the level of teaching and learning. Owing to lack of the class on the history of geographic thought in countries like China, the authors try to explore a blended method for the first-year geography undergraduates and to assess the effects of this teaching based on some questionnaires. The students have different benefits and responses to this class. A special group consisting of one teacher and several undergraduates does the research and coauthors the paper through making questionnaire, interviewing and analyzing materials from 67 freshmen majoring in human geography and geography science (teacher-training) in China. For the undergraduates especially from the countries like China, it is well worth making the history of geographic thought become a necessary and interesting class. 相似文献
15.
This paper discusses world patterns of geographic literacy and illiteracy based on the quality of sketch maps of the world drawn by university students in first-year geography classes. The study, sponsored by the International Geographical Union and funded by the National Geographic Society, contains 3,568 sketch maps of the world collected from 75 sites in 52 countries. For the purposes of this paper, geographic literacy is equated with the number of nations and continents included on the sketch maps. The individual map scores are aggregated to determine the average number of items per map for each site and nation. Our set of maps provides a baseline of world variations in geographic literacy just prior to the end of the Cold War. The sketch map techniques can be used to monitor changes in geographic literacy. 相似文献
16.
In this introduction to the Special Issue ‘Practising a New Regional Geography in Northland’, we call for a new regional geography. We use the experience of a field course to reflect upon the opportunities and challenges associated with doing ‘regional geography’ in the regions, a subdiscipline that has in recent decades been pushed into the backwaters of the discipline. We reinterpret the maxim ‘geography is what geographers do’ in a new way that emphasises pedagogy and research practice. The case of Northland and helping our students to learn experientially about community and environment under the rubric of sustainability allows us to argue the case for a reinterpretation of regional geography in these terms. We position the contributions in this Special Issue in terms of our call. 相似文献
17.
《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
18.
John Kinniburgh 《New Zealand geographer》2010,66(1):74-84
The development of the revised New Zealand Curriculum provides an excellent opportunity to investigate GIS-based learning pedagogies within the social sciences classroom. The new curriculum privileges inquiry-based activities with a more participatory approach to learning, providing students with greater autonomy in their studies. This paper emphasises the value of GIS technology for extending student learning when situated within a problem-based learning (PBL) framework. Using GIS, students undertake geographic inquiry through meaningful learning grounded in constructivist learning theory. PBL is well suited as an instructional strategy for integrating GIS as students actively learn when presented with authentic, real-world problems. 相似文献
19.
《The Journal of geography》2012,111(1):35-41
Abstract In urban geography courses, knowledge of a local area is especially useful for demonstrating geographic principles. These classroom examples are further enhanced when students conduct their own field observations, with direction from the instructor. This paper describes a field study of the metropolitan Atlanta area that is used in an intermediate geography class, in which students compare their observations of Atlanta with urban geography models and theories. I argue that the preparation of the project, and the completion of it by students, represents a valuable firsthand observation experience for both the instructor and the students. 相似文献
