共查询到20条相似文献，搜索用时 93 毫秒
1.
Using an exploratory case study approach, this research used semi‐structured interviews to investigate the motivations, expectations and experiences of high school students in New Zealand who travelled to Cambodia on a school supervised field‐trip. Findings suggest students are motivated by altruistic behaviour and the desire for unique experiences. Students had very high expectations, predicting the experience to be either life changing or incredibly important. Post‐trip interviews revealed that the volunteer work undertaken was perceived as positive and that experiences of poverty were challenging and influential. Finally, personal development and an increased sense of social responsibility were identified as important effects of the trip. 相似文献
2.
The literature suggests that owing to profound difficulties with high school geography curricula, teachers play a vital role in stimulating student interest and in providing a platform for continuation in the study of geography at university. Yet, with little empirical evidence offered in support, it is unclear why students select geography at university and if their high school experience informs their decision. Through a survey of students enrolled in an introductory geography course at an Ontario university, this research questions the relationship between students' high school experience and their enrollment in the course and ponders the implications for the health of the discipline. 相似文献
3.
《The Journal of geography》2012,111(3-4):169-172
Abstract The new Advanced Placement (AP) human geography course is a wonderful opportunity to ensure the availability of high quality geographic education for high school students. As with any course, in addition to the students' interest and ability, their success is also closely linked to the teachers' preparation. In order to be as well prepared as possible, most AP human geography teachers want and need to know several things in addition to the course content. Questions addressed include how to promote the course, who to promote it to, necessary geographic background for both students and teachers, recommended texts and other resources, how to prepare students for the examination, and how to incorporate the course into the school curriculum. 相似文献
4.
《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
5.
Children's independent mobility in many urban areas in the United States has been in decline. This implies that children's out-of-home travel involves the company of adults more often than before. This need requires parents to seek ways to balance work-family life. This study examines the factors that influence a parent-child joint trip to school in dual-earner households, with special consideration given to parental work arrangements and location, which act as intra-household temporal and spatial constraints. The study is carried out in the five-county Los Angeles region, drawing from household travel diaries from the 2001 Southern California Association of Governments (SCAG) Post Census Regional Household Travel Survey. The results show that parental employment, especially the mother's, is a very important factor influencing the probability of a joint trip to school. In terms of temporal constraints, longer working hours will reduce the likelihood that a child will be escorted by its parents. However, the option of flexible work hours offsets the negative effect of long working hours by offering a higher degree of scheduling flexibility. In terms of spatial constraints, the closer the mother's workplace is to the school, the more likely it is that the child will be escorted by the parents. This research provides important evidence that a child's joint trip is heavily influenced by the parents' work schedule and location. The findings shed light on how the provision of certain employment policies and programs may affect joint trips to school. 相似文献
6.
May Jadallah Alycia M. Hund Jonathan Thayn Joel Garth Studebaker Zachary J. Roman Elizabeth Kirby 《The Journal of geography》2017,116(4):139-151
This study explores the effects of geographic information systems (GIS) curriculum on fifth-grade students' spatial ability and map-analysis skills. A total of 174 students from an urban public school district and their teachers participated in a quasi-experimental design study. Four teachers implemented a GIS curriculum in experimental classes over six weeks while three teachers continued with regular teaching in control classes. Both groups completed pre- and post-tests measuring spatial ability and map-analysis skills. Students in the GIS classes demonstrated more growth over time in spatial ability and map-analysis skills than did their peers in the control classes. 相似文献
7.
Murray Fastier 《New Zealand geographer》2016,72(1):51-56
The New Zealand Curriculum (NZC), Realigned Geography Achievement Standards and Social Science Teaching and Learning Guidelines‐Geography combined are playing a key role in transforming senior school geography into a subject suited for 21st century learners. While they provide geography teachers with the permissiveness to plan coherent school‐based geography programmes that are relevant and responsive to students' needs, the implementation process can prove challenging. Adjusting to the increased trust and responsibility assigned to teachers, as they undertake the role of curriculum makers, is a key focus of this paper. 相似文献
8.
《The Journal of geography》2012,111(3):109-122
Abstract This research was based on an instructional module developed and used to investigate whether GIS can be used to enhance fourth grade students' geographic knowledge and map skills. Another goal was to identify challenges the teachers and the students face using GIS. Findings from the study suggest that using GIS in the classroom helps students improve their geographic knowledge and maps skills. In addition, this study found that the students' geographic content knowledge tended to improve gradually and the knowledge transferred to the subsequent lessons, while certain map skills tended to develop in a more specific manner. 相似文献
9.
Closing down bars in the inner city centre: Informal urban planning,civil insecurity and subjectivity in Bolivia 
下载免费PDF全文
下载免费PDF全文 Helene Risør 《Singapore journal of tropical geography》2016,37(3):330-342
The paper presents an ethnographic analysis of a group of secondary school students' protests against (illegal) bars in the city centre of El Alto, Bolivia. It shows how informal and formal practices are entangled through the state's dependence on the (illegal) actions of the citizenry in order to ensure civil security. The paper suggests that urban intervention is coproduced by state and nonstate actors at the margins of the state and that urban transformation entails subject formation, in this case that of political youth. Following Hansen and Verkaaik's (2009) argument that the city is essentially multilayered and unknowable, I argue that urban life, as well as state‐citizen relations, is indeterminate, and that it is due to this indeterminacy that the students succeeded in transforming a common association between Alteño youth, alcohol consumption and potential criminal conduct into an alternative notion of youth as responsible citizens of the New Bolivia. This conceptualization permits us to understand the urban sphere as a space not only of conflict but also of endurance and hope, and hence as a zone that allows for the imaginative production of the otherwise (Povinelli, 2011). 相似文献
10.
This study examined the effects of task demand and familiarity on students' perception and processing of spatial information upon viewing visuospatial representations. Participants in South Korea were told that they would travel through an area, either drawing a map or observing the scenery depicted in photographs. The level of familiarity in the photographs was manipulated in three categories: neighborhood, Seoul (capital city of South Korea), and foreign cities. In two experiments, this study investigated students' eye movements, memory, and response sensitivity and bias. The results indicate that the participants in the map-drawing condition focused on structural information, such as routes, and that their memory of the scenes was more accurate. Moreover, the map-drawing group students were more sensitive and prudent in their responses. The increased level of familiarity also made students focus on structural information. The findings provide useful strategies for geography educators to use visuospatial representations. 相似文献
11.
Visual methodologies have great potential to offer insight into children's culture and how it shapes childhood. We explore children's culture of play in an urban, low‐income neighborhood using photographs as a means of encouraging participatory research with elementary school students. Focus group interviews were conducted to validate children's perspectives on play, and all data were analyzed inductively using open coding to develop categories and emergent themes. Findings suggest that adults often define the physical boundaries of play, but children were largely able to determine the nature of their activities. Children's culture of play in this study highlighted issues of power and privilege, while concurrently emphasizing the socio‐spatial nature of childhood. 相似文献
12.
Lene Møller Madsen Thomas Theis Nielsen 《Norsk geografisk tidsskrift. Norwegian journal of geography》2013,67(3):157-161
In many higher education curricula, pre-structured step-by-step laboratory exercises in introductory courses in geographical information systems (GIS) are an important part of the training of future geographers. The reasons for this approach to teaching GIS are manifold, such as large numbers of students, off-the-shelf desktop software that is often complex, technical challenges, and scarce faculty resources. Often the reasons are well agreed upon by members of a university faculty and among the students. Research in other fields has shown that the use of a controlled manual for laboratory work often provides low learning potentials. However, not much empirical research has dealt with this issue within a GIS learning environment. Inspired by research on the value of student-generated questions within science education, the authors take a closer look at the type of student-generated questions and their relation to students' self-image of their learning approach in two pre-structured GIS laboratory settings at two Danish universities. They conclude that the vast majority of student-generated questions are of a basic information type and independent of the students' self-image of their learning approach. Further, it is found that wonderment questions, i.e. questions that are reflective in nature and show students the process towards acquiring extended geographical knowledge and software proficiency, are rarely asked. 相似文献
13.
School Students' Understanding of Choropleth Maps: Evidence From Collaborative Mapmaking Using GIS 总被引：1，自引：1，他引：0
《The Journal of geography》2012,111(6):234-242
Abstract Pairs of students from two age groups made choropleth maps using Arc View. Evidence from their discourse is used to assess aspects of their cartographic understanding as well as the nature of their collaboration. Students from both age groups spent a high percentage of their time talking about cartographic strategy and a low percentage of time on technical aspects of GIS functionality. Older students engaged in more reasoning and questioning. Key areas for teacher intervention include promoting better student understanding of what the mapped data mean (including directionality and numerical characteristics) and the most effective strategies for raising the level of students' conceptual exchange during collaborative learning. 相似文献
14.
《The Journal of geography》2012,111(2):74-84
Abstract This study uses a cognitive mapping survey to examine the effect of Appalachian stereotypes on West Virginia high school students' residential preferences. The research addresses the popularly held hypothesis that West Virginia is suffering out-migration of its young people in part because of negative regional imagery. Survey results provide some support for this position. Appalachian stereotypes are a leading explanation given by survey respondents for their residential disinclinations toward their home state. This research indicates the influence of regional stereotypes on residential intentions and the usefulness of cognitive mapping in exploring geographic stereotyping. 相似文献
15.
《The Journal of geography》2012,111(3):123-131
Abstract Student drawn maps have been relatively neglected as an evaluation tool, despite their potential utility for assessing geographic knowledge. Comparison of students' sketch maps at the beginning and end of the year can inform the teacher about how students' representations of the world change over the course of instruction. Used as a pretest, they can be used to diagnose areas of strength and weakness within a class; as a posttest they can be used to assess students' achievement and the effectiveness of instruction. In this paper we provide an easy method for sorting and summarizing sketch map data, which is illustrated using maps collected from two sixth grade classes. We also outline a framework to guide teachers in generating questions to ask about their own students' maps. 相似文献
16.
This report analyses a decade of geography scholarship student entry and achievement data (n = 10,205) to reveal patterns and trends of high‐achieving school students. The study is an exploratory analysis, the aim of which is to describe where the greatest scholarship success has occurred, as well as attendant demographic characteristics of New Zealand's most capable geography students and their schools. Emerging from the regions is a localised story of students from an extremely narrow number of schools achieving disproportionate scholarship success. This raises questions in the wider geography teaching community about the possibility of a broader constituency achieving scholarship awards. 相似文献
17.
《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
18.
Christopher Gomez 《New Zealand geographer》2014,70(2):140-145
This article presents the cartoons and comic strips that the author draws and has used in his teaching of physical geography at the undergraduate level since 2011. In the context of an image‐based culture, this article discusses the pedagogic goals that cartoons and comic strips fulfil: enhancing learning and creativity, associating pleasure with learning, pushing students to think ‘outside the box’ and relating the students' learning experience to a media framework popular with students. Cartoons and comic strips also answer particular necessities related to the teaching of physical geography. Using characters placed in hypothetical situations, they explain the process of doing geography and being a physical geographer. 相似文献
19.
This article discusses the implementation of a pedagogical tool aimed at the refutation of secondary school (grade ten-equivalent) students' persistent climate change misconceptions. Using a lesson study approach, the materials and intervention techniques used were developed collaboratively with geography teachers. The objective is two-pronged: to closely monitor how children learn through refutation-oriented approach and to document how teachers process the experience. A pretest and post-test comparison showed that there was significant improvement in the students' climate change conceptual understanding following the intervention. 相似文献
20.
《The Journal of geography》2012,111(3):113-118
Abstract Mental image and place-preference maps of college students in Florida were created through a two-part lesson. The patterns revealed by these maps were linked to students' life experiences, census data on migration and income, and similar studies conducted in other states. Students prefer states with established migration links to Florida and better income/job opportunities. Because the maps could not be created without their input, students were wholly engaged in a lesson that uses concepts in population geography and cartography to fulfill several national geography standards. 相似文献