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   

Implementation and Effectiveness of GIS-Based Projects in Secondary Schools     

《The Journal of geography》2012,111(5):214-228

This study aims to provide an understanding of the main obstacles to conducting GIS-based projects in secondary schools and to determine the effects of these projects on students, teachers, and schools. The study was conducted in three public high schools in Turkey. The students first surveyed over 4,015 people in their school districts to understand the main social, environ- mental, and economic problems in their area, then conducted nine different GIS-based projects to help design solutions to these problems. As seen in the study, GIS is a very important teaching and learning tool for secondary schools; however, its effective use depends on planning, motivation, support, resources, time, and enthusiasm, especially for teachers.  相似文献   

PSO-PSR-ELM集成学习算法在地面气温观测资料质量控制中的应用   总被引：1，自引：0，他引：1  

张颖超  姚润进  熊雄  沈云培 《气候与环境研究》2017,22(1):59-70

针对台站密度低、新建台站以及特种单要素站等无法获得有效邻站或内部参考资料情况下的质量控制问题,从气温时间序列的混沌特性出发,考虑气温在短时间内的连续性和稳定性,提出一种基于粒子群(Particle Swarm Optimization,PSO)改进的相空间重构法(Phase Space Reconstruction,PSR)和极限学习机(Extreme Learning Machine,ELM)的集成学习算法的地面逐时气温观测资料的单站质量控制方法,实现气温资料的质量控制。为检验该方法的适用性,运用该方法对江苏省八市2007~2009年的地面气温观测资料进行质量控制,并与传统单站方法及切比雪夫多项式内插法(Tshebyshev Polynomial Interpolation,TPI)进行对比。实验结果表明,该方法相比较于TPI和传统方法可以更有效地标记出可疑数据,具有检错率高、地区和气候适应性、可控性强等优点。  相似文献