Lesson Plans in Geography     

《The Journal of geography》2012,111(4):211-212

Abstract

This article advocates that geography teachers undertake field studies of human systems with their students. A field trip process is described that helps teachers to guide students to explore and analyze a real human system with the expressed goal of building skills that can transfer to and complement a wide range of geographic learning tasks identified in Geography for Life: National Geography Standards 1994. Students are taken to a human system, such as a supermarket or a hotel. In groups, students interview as well as tour with a representative of a key department of the human system. Using teacher-supplied materials, groups create models or visual schematics of the whole human system they studied. The model must show the complex as a collection of interdependent elements with distinct functions. The learning outcomes achieved by students are a collection of geographic skills ideal for transfer to subsequent geographic investigations of urban places and or regions.  相似文献   

A Landscape Guide in Environmental Education     

《The Journal of geography》2012,111(2):69-77

Abstract

The interpretation of landscapes is an important way to learn about geography in environmental education. A Landscape Guide to the Bachelor Reserve applies geographic/historical and biological/ecological perspectives to the interpretation of ten landscape scenes along a three-mile walking tour. For each scene, the guide describes the environmental setting, the composition and structure of the vegetation, and the history of human influences. Questionnaire and field assessments document a well-received interpretive tool, and the need to guide participants across land transitions and interpret land use history clearly. Landscape guides can be used in school/community land labs and contribute to holistic learning and multidisci-plinary exercises in formal and informal environmental education programs.  相似文献   

Using Information Technologies for Interactive Learning     

《The Journal of geography》2012,111(4):145-153

Abstract

Experiences in designing, offering, and evaluating joint senior undergraduate course assignments in resource and environmental management on two different occasions, which connected students in two universities in British Columbia and Ontario, are documented. The shared assignments provided students with experience in group work and consensual decision making, and allowed them to use a mix of information technologies (e-mail, chat rooms, the Web, video conferencing). The undergraduate students rated very highly the experience with information technology but found some aspects of a collaborative learning approach to be challenging. The course was less successful than had been anticipated in highlighting different regional perceptions and perspectives regarding resource and environmental problems and solutions. Clarification of objectives and expectations, more attention to allocation of time, and consideration of computer access and assistance would improve the effectiveness of the courses.  相似文献   

Wireless Mapping,GIS, and Learning about the Digital Divide: A Classroom Experience     

《The Journal of geography》2012,111(6):285-295

Abstract

The purpose of this article is to describe a capstone course in undergraduate student geographical research in which GIS and other geospatial tools were used to teach undergraduate students basic geographical principles. The course uses the “cooperative learning” pedagogical approach to address one of a number of client-supplied research projects, chosen on the basis of logistical difficulty, time, student ability, and project importance. In the connection of primary data with existing data, students confronted a number of important research issues such as mapping ethics, database design and management, time management, group dynamics, and research limitations.  相似文献   

Field Work in the Classroom     

《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   

Transportation—Part V     

《The Journal of geography》2012,111(4):168-173

Abstract

This article presents a case study that highlights the benefits and limitations of Web-based video in lab sections of The Geographer’s Craft, an upper-level undergraduate course in which students apply digital geographic methods. Over three years (2010–2013), the authors experimented with different teaching strategies utilizing Web-based video for lab lectures and software demonstrations. This article presents three different approaches for its application, from inside and outside the classroom, to a ”flipped classroom” setting. The authors argue that Web-based video is a valuable tool for teaching digital geographic research methods and techniques while allowing for greater focus on theory and application.  相似文献   

Freshwater geographies: Experimenting with knowing and doing geography differently   总被引：1，自引：0，他引：1  

Brendon Blue  Claire Gregory  Kiely McFarlane  Marc Tadaki  Petra van Limburg‐Meijer  Nick Lewis 《New Zealand geographer》2012,68(1):62-66

The fair and effective governance of freshwater is an increasingly prominent issue in New Zealand. Emerging from a complex of cultural, economic and biophysical narratives, freshwater geographies are multiple, varied and increasingly acknowledged as worthy of interdisciplinary scrutiny. In this commentary, we reflect on a series of generative spaces that we – as group of postgraduate geographers (plus supporting staff) – created to engage with the multiplicity of freshwater meanings both within and beyond the academy. Through this evolving epistemic‐political project, we significantly reframed our own understandings about what freshwater ‘is’ and how it ought to be governed. By pursuing a deeper understanding of how the world gets made, we expand our ability to know and make it differently.  相似文献   

Popular Culture,Geopolitics, and Identity     

《The Journal of geography》2012,111(5):210-211

Abstract

This study aims to theoretically investigate the notion of critical thinking for a more just understanding of self and “others” in global geographical learning. It focuses on the kinds of injustice in the world which are driven by our relationships with “others.” By drawing on the literature of critical education, philosophy of education, and geography education, this study reveals how universal notions of criticality tend to easily undermine those perceived as global others and may highlight, in deficit mode, their perceived differences. Instead, the study presents the imperative of deconstructive thinking for a more just world. The article concludes by proposing a teaching strategy for alternative criticality which strives for justice in school geography.  相似文献   

Colorado’s Millennial Generation: Youth Perceptions and Experiences of Nature     

《The Journal of geography》2012,111(6):213-223

Abstract

This study uses survey and focus group methods to explore attitudes toward and experiences of nature among millennial-aged students in northern Colorado. First, results confirm that young people possess a strong interest in the outdoors yet time, transportation, and new technologies hamper their ability to visit public lands and outdoor spaces. Second, respondents experience nature in ways more mediated by new technologies such as cell phones and nature DVDs. Third, citizen science and active learning show promise as techniques for returning young people to the outdoors. The challenge lies in teaching young people to reimagine the outdoors not as elsewhere or out there but as a backyard geographic space.  相似文献   

Field Trips as Valuable Learning Experiences in Geography Courses     

《The Journal of geography》2012,111(6):236-244

Abstract

Field trips have been acknowledged as valuable learning experiences in geography. This article uses Kolb’s (1984) experiential learning model to discuss how students learn and how field trips can help enhance learning. Using Kolb’s experiential learning theory as a guide in the design of field trips helps ensure that field trips contribute to internalizing relevant geographical theory and concepts. Three types of field trips are presented: an informal survey of a neighborhood, a more formal scavenger hunt, and a virtual field trip using Google Earth.