Should Geography Educators Adopt Electronic Textbooks?     

Kevin Romig 《The Journal of geography》2017,116(4):180-184

Significant changes in textbook publishing are at college instructors' door. Textbook representatives are directed to mesmerize potential clients with eye-catching displays and statements about digital literacy of the next generation of college students. Based on a one-year pilot study, in 2014–2015, of an electronic textbook, this commentary shares real experiences with the digital tools, contextualizes the shift in textbook publishing and research on student outcomes, and provides insight in navigating through the Brave New World of digital texts and adaptive learning tools.  相似文献   

大连市初中教育消费者的社会空间结构研究   总被引：2，自引：1，他引：1  

韩增林  谢永顺  刘天宝  于洋 《地理科学》2018,38(7):1129-1138

基于消费者差异的特色均等化是义务教育未来发展的重要指向。运用因子生态分析法对大连市域范围内189所初级中学学生的问卷调查数据进行分析,提取出5个主因子并划分为5类初中教育消费者,得出大连市初中教育消费者在空间上呈现出职业的城乡分化、受教育水平的南北差异等多重分异特征。然后采用聚类分析方法和集中度指数将所研究的初中教育消费者所在学校划分为4类,即高学历高收入家庭子女学校、城市中上收入家庭子女学校、农民及外出务工人员子女学校和工人及办事人员子女学校。最后根据不同类型初中教育消费者所在学校空间上的分布特征,归纳出大连市初中教育消费者社会空间结构的圈层分布特征。  相似文献   

Combining Geography,Math, and Science to Teach Climate Change and Sea Level Rise     

Ray Oldakowski  Ashley Johnson 《The Journal of geography》2018,117(1):17-28

This study examines the effectiveness of integrating geography into existing math and science curriculum to teach climate change and sea level rise. The desired outcome is to improve student performance in all three subjects. A sample of 120 fifth graders from three schools were taught the integrated curriculum over a period of two to three weeks. They were given a pretest and posttest comprised of questions measuring knowledge relevant to the lesson in terms of geography, math, science, and spatial skills. Paired-samples t-tests were conducted to determine significant differences in student performance. These t-tests indicate statistically significant improvements in all but one instance across all subjects, at all schools for both boys and girls. No statistically significant results were observed for a control group of an additional twenty-seven fifth graders. These results demonstrate the value of combining geography with math and science to improve student performance in STEM knowledge.  相似文献   

Closing the “Hole in the Sky”: The Use of Refutation-Oriented Instruction to Correct Students' Climate Change Misconceptions     

Chew-Hung Chang  Liberty Pascua  Frances Ess 《The Journal of geography》2018,117(1):3-16

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   

Exploring Chile: Identities and Their Relation with the Environment through the Film Football Stories     

Marta Gallardo  David García-Reyes 《The Journal of geography》2018,117(5):205-215

Cinema can be considered a useful tool for understanding different geographic concepts, showing physical and human factors and the interactions between them. Andres Wood's film Football Stories explores the Chilean territory allowing the observation of the differences between the north and south of the country. Geographic components such as landscapes, architectures, the impact of anthropogenic activities, social inequalities, ways of life, and city and countryside differences are analyzed, as well as the importance of location, the spatial environment, and cinematic narration. The study of geography through films could contribute to understanding of our world and to spatial knowledge.  相似文献   

Using Web Maps to Analyze the Construction of Global Scale Cognitive Maps     

Thomas J. Pingel 《The Journal of geography》2018,117(4):153-164

Game-based Web sites and applications are changing the ways in which students learn the world map. In this study, a Web map-based digital learning tool was used as a study aid for a university-level geography course in order to examine the way in which global scale cognitive maps are constructed. A network analysis revealed that clicks were negatively correlated with familiarity, but were positively correlated with area. More significantly, well-known countries did not act as central nodes within network-based mental models, but served a more complex mediating role in structuring the space between subregions.  相似文献   

Developing and Sequencing Community Engagement and Experiential Education: A Case Study of Urban Geography Teaching and Research     

Jeff Rose 《The Professional geographer》2018,70(2):305-310

Community engagement curricula and course design can provide substantial experiences for both community members and participating students. Using a case study approach, this research focuses on four steps in this process: initial community relationship forming, engaging in community service, transitioning to civic engagement, and developing a community-based research program. Narrative examples from student course evaluations position these community-based experiences as transformative for multiple parties. Institutional structures are presented as helpful entrees to engagement for students, while noting that community relationships provide contextualized, powerful, and meaningful relationships, supporting recommendations for emerging and existing community engagement programs.  相似文献   

国外教育地理研究回顾与借鉴   总被引：2，自引：0，他引：2  

杨颖  孙亚玲  孙俊 《世界地理研究》2016,(4):144-155

教育地理研究作为地理学和教育学的交叉研究出现于20世纪中叶,早期教育地理研究主要是借助地理学的视角和工具解决教育的空间问题,包括教育规划、教育土地利用、学校选择以及与居住地相关的教育机会和结果差异等;1990年代以来的教育地理研究注重从社会空间的角度来解析教育,关注教育与社会、经济、政治和文化等的内在联系,并建立起了以尺度为框架的研究体系。在最初的研究中,教育空间被当作既定的客观空间;1990年代以来,受社会科学空间转向的影响,教育空间被看成是与经济、社会、文化、政治等相互塑造的空间。当前,教育地理研究已经建立起了知识体系和研究框架,研究尺度包括微观(学习者、学习空间、学校与社区等)、中观(区域、国家等)和宏观(国际)的空间尺度研究,教育地理的研究范围得到扩展。国内教育地理研究可以从不同尺度上加强空间的研究以及空间之间的联系讨论,扩展非正式教育这一广阔的领域,加强教育公平的社会空间解释。  相似文献   

基于e-Learning的测绘专业教学训练系统的设计与实现     

孟丽  白玲  杨伟铭 《测绘工程》2007,16(5):75-78

介绍了e-Learning的概念及体系结构,结合测绘专业教育的实际需求,在e-Learning三层体系结构的基础上,给出e-Learning环境下测绘专业教学训练的系统设计及实现方案。  相似文献   

GIS in the K-12 Curriculum: A Cautionary Note   总被引：7，自引：0，他引：7  

Judith W. Meyer  Jon Butterick  Michael Olkin  George Zack 《The Professional geographer》1999,51(4):571-578

Two qualitative case studies, one focusing on K-12 teachers and the other on middle school students, explore key factors associated with using Geographic Information Systems in the classroom. In both studies, access to appropriate hardware is a critical barrier. Time is another critical barrier—time to learn the GIS software and time in the curriculum to incorporate GIS as a learning experience. In both case studies, learning the technology at the expense of learning spatial analysis was a danger, suggesting the need for conscious focus on the goal of using GIS to learn how to “do geography.”  相似文献