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   

Active Learning Strategies and Assessment in World Geography Classes   总被引：3，自引：3，他引：0  

《The Journal of geography》2012,111(4):146-157

Abstract

Active learning strategies include a variety of methods, such as inquiry and discovery, in which students are actively engaged in the learning process. This article describes several strategies that can be used in secondary-or college-level world geography courses. The goal of these activities is to foster development of a spatial perspective in students through frequent analysis and interpretation of spatial data. Detailed examples of one particular technique, the “atlas warmup”, are included. Active approaches supplement expository teaching of standards-based geography concepts and current geographic issues. Assessment of the impact of these methods reveals the need for ongoing guided practice in the use of these skills.  相似文献   

Teaching Experiential Learning in Geography: Lessons from Planning   总被引：1，自引：1，他引：0  

《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   

A Field-Based Technique for Teaching about Habitat Fragmentation and Edge Effects     

《The Journal of geography》2012,111(4-5):210-218

Abstract

This article presents a field technique that exposes students to the indirect effects of habitat fragmentation on plant distributions through studying edge effects. This assignment, suited for students in an introductory biogeography or resource geography class, increases students' knowledge of basic biogeographic concepts such as environmental gradients and disturbance in addition to formulating research questions and design. In this exercise, fieldwork can be implemented with simple tools that are easily obtainable and found in most physical geography labs. In this example, student response to the exercise was positive; they indicated that the exercise was a fun and interactive way to learn fundamental biogeographic concepts.  相似文献   

Teaching and Assessing Information Literacy in a Geography Program     

《The Journal of geography》2012,111(1):17-23

Abstract

In the technological world of the Twenty-first Century, students must be information literate. They must have the skills to access, evaluate, and utilize information needed in their undergraduate experience and in their future endeavors. It is important for Geography majors to acquire these skills as part of their undergraduate education. At one institution of higher learning, information literacy learning is embedded in the Geography curriculum. An online instrument to assess information literacy skills is used to evaluate seniors. In this article, goals for information literacy, the creation of the information literacy assessment instrument and the results of assessment testing are discussed.  相似文献   

An Investigation of the Use of Real-Time,Authentic Geospatial Data in the K–12 Classroom     

《The Journal of geography》2012,111(6):217-225

Abstract

This article situates geospatial technologies as a constructivist tool in the K-12 classroom and examines student experiences with real-time authentic geospatial data provided through a hybrid adventure learning environment. Qualitative data from seven student focus groups demonstrate the effectiveness of using real-time authentic data, peer collaboration, and geospatial technologies in learning geography. We conclude with recommendations about geospatial technology curricula, geospatial lesson design, providing preservice teachers with geographic technological pedagogical content knowledge, and encouraging further research to investigate the impact, affordances, and pedagogical implications of geospatial technologies and data in the K–12 classroom.  相似文献   

The Use of Maps in the Teaching of Geography     

《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   

Co-Mingling Geographic Education with Social Studies Methods     

《The Journal of geography》2012,111(2):64-75

Abstract

Most preservice teachers complete their social science course requirements in isolation from their social studies methods course. This paper reports the unique co-mingling of one interdisciplinary social science course (emphasizing geographic and environmental education) with the social studies methods for a cohort of undergraduate preservice teachers. Integrating parts of their curricula, instruction, assignments, and assessments through a co-mentoring process and action research project connected professors and preservice teachers with children and their environments. A review of the professors' process accompanied by a summary of preservice teachers' projects and reactions describes the classroom experiences and pedagogical outcomes experienced by each group.  相似文献   

Technology Integration in K–12 Geography Education Using TPACK as a Conceptual Model     

《The Journal of geography》2012,111(6):223-237

There is a need for quality professional development programs and instructional models addressing the needs and challenges of K–12 technology integration in the geography classroom. This study used a mixed-methods design employing surveys and observations to evaluate teacher experiences within a professional development program focused on developing in-service geography teachers’ technological, pedagogical, and content knowledge (TPACK) through content-specific learning tools and resources. Results indicate that instructional scaffolding plays an important role in improving teachers’ ability to integrate technology in pedagogically meaningful ways geared toward enhancing students’ geographic inquiry skills.  相似文献   

In the Eye of the Storm: A Participatory Course on Coastal Storms     

《The Journal of geography》2012,111(4):133-142

Storm disasters are amplified in the coastal environment due to population pressures and the power of the sea. The upper-division/graduate university course Coastal Storms was designed to equip future practitioners with the skills necessary to understand, respond to, and mitigate for these natural disasters. To accomplish this, Coastal Storms integrates active learning approaches, namely literature discussions, GIS labs, and field excursions. Further, the pedagogical model employed aligns the course objectives with fundamental geographic principles: understanding of geographic patterns, awareness of social-physical interactions, and capacity for geographic writing. Informal evaluation of Coastal Storms suggests that the course objectives are being met. Finally, the overall intent of describing the pedagogy of this particular course is so it can be used as a model for shaping the future of hazards courses in geography programs.  相似文献