A Sustainability Initiative to Quantify Carbon Sequestration by Campus Trees     

《The Journal of geography》2012,111(5):173-183

Abstract

Over 3,900 trees on a university campus were inventoried by an instructor-led team of geography undergraduates in order to quantify the carbon sequestration associated with biomass growth. The setting of the project is described, together with its logistics, methodology, outcomes, and benefits. This hands-on project provided a team of students with several learning opportunities including an introduction to carbon sequestration, basic arboriculture, field-based measurements, mapping, geographic information systems, and biogeography concepts. A GIS geodatabase was produced containing information on tree location, species, size, biomass, carbon content, and annual CO₂ sequestration, which was later customized for integration into campus facilities management.  相似文献   

Paper-Based GIS: A Practical Answer to the Implementation of GIS Education into Resource-Poor Schools in South Africa   总被引：2，自引：2，他引：0  

《The Journal of geography》2012,111(4):148-157

Abstract

Geographical information systems (GIS) were phased into the geography curriculum of South African schools from 2006–2008 as part of the National Curriculum Statement (NCS) for grades 10–12. Since its introduction, GIS education in schools across the country has been met with a number of challenges including the cost of purchasing the hardware and software required to elucidate the basic concepts of GIS to learners. This article examines the introduction of GIS education in schools in South Africa. The development and distribution of a paper-based GIS educational package for resource-poor schools in the country is also highlighted. Preliminary educator and learner evaluations of the paper-based GIS package are discussed and the broader learning opportunities and benefits associated with flexible teaching mechanisms are examined.  相似文献   

The Status of Geography in the Social Studies Curricula of Canadian Schools     

《The Journal of geography》2012,111(6):280-285

Abstract

Successful curriculum development that will have impact upon individual American classrooms remains the key to maintaining the momentum of Geography for Life: National Geography Standards 1994. Teachers and students must be able to translate the national geography standards from the national stage to the local classroom setting to become geographically informed people. One example of this development for elementary urban geography is the Main Street lesson plan. It encourages observation and analysis required by Standard 4: The geographically informed student knows and understands the physical and human characteristics of places. After testing in a variety of Missouri classrooms, instructors thought that Main Street was a unique way of studying urban places and allowing students to gain a greater understanding of place.  相似文献   

Geography and Multiple Abilities Program: Innovations in Teacher Education-Reconnecting Teaching to Students' Needs     

《The Journal of geography》2012,111(5):505-512

Abstract

The University of Alabama is now offering a new and innovative, five-semester program that provides preservice teachers with both knowledge of and skill in using strategies and teaching methods associated with general and special education. The goal of the Multiple Abilities Program (MAP) is to enable teachers to accommodate the wide range of learning styles and developmental readiness for instruction of all learners in a given classroom, regardless of the labels with which the children are identified. This article describes MAP in light of the geography strand of the MAP curriculum. MAP students work with five topics in geography, which they use to develop a greater understanding of how authentic teaching and learning of geography are mediated by cognitive, affective, and social needs of children. MAP students take a particular topic in geography and design and implement instruction for it by creating authentic learning activities that offer elementary school students an opportunity to explore the topic. The variety that is systematically planned into the activities is the major means of accommodating differences in cognitive ability, learning style, level of physical and social development, and cultural, ethnic, and socioeconomic diversity.  相似文献   

Multimedia Guided Writing Modules for Introductory Human Geography   总被引：1，自引：1，他引：0  

《The Journal of geography》2012,111(6):571-577

Abstract

This article describes a pilot project initiated in the fall term of 1993 that implemented and tested an interactive system of multimedia computer learning modules for an introductory human geography course. Modules actively involved students in learning and collaborative writing about topics illustrative of the breadth of contemporary human geography. Evaluation was achieved by means of analysis of student essays, electronic logs of student time spent in various portions of the system, and a comprehensive survey administered to students at the end of the term. This information suggests that the use of interactive multimedia lab modules can greatly enrich the learning environment for a wide range of students taking introductory human geography courses, though careful attention must be paid to ensure ease of use. The modules are now being refined based on these results; our hope is to make them available to other geography departments in the near future.  相似文献   

县级市地理信息公共服务平台建设——基于SOA架构和资源集中服务模式     

刘卫  曾哲  周婷婷 《测绘与空间地理信息》2012,35(11):4-7

增城市采用SOA的理念和方法,遵循OGC规范,利用WebService技术,构建了数字增城地理空间信息公共服务平台,实现了空间信息的互联互通,取得了良好的应用效益。  相似文献   

Concept Learning through Writing for Learning: Using Journals in an Introductory Geography Course     

《The Journal of geography》2012,111(5):196-206

Abstract

To effectively use journals and other writing for learning tasks as critical thinking and learning tools, geographic educators need to draw from the education literature on concept learning. Using the literature on concept learning and critical thinking, geographic educators can construct different kinds of journal assignments that give students opportunities to personalize and understand concepts. I demonstrate that students, regardless of their sex, level of education, or previous coursework in geography, found journal assignments helpful in understanding human geographic concepts.  相似文献   

Teachers as Learners Examine Land-Use Change in the Local Environment Using Remote Sensing Imagery     

《The Journal of geography》2012,111(4):137-143

Abstract

In environmental science education, learners are exposed to earth phenomena that occur across a wide range of spatial and temporal scales. However, it is challenging for learners to grasp the significance of spatial and temporal change because they have limited perspectives of the Earth. Within the scientific community, remotely sensed imagery is used for observing the Earth as a system. These same tools can be applied at all levels in environmental science education to help learners understand and visualize earth change. In this article, the experiences of teachers as learners are described as they conducted a temporal analysis of a local wetland using aerial photography in an inquiry-based activity.  相似文献   

Reading the World: Integrating Geography in an English Language Learner Literacy Program     

《The Journal of geography》2012,111(5):191-198

Abstract

English language development classes focus on teaching students of other languages how to speak, read, and write English. They must also prepare students to meet the many standards and requirements that are prerequisites to content classes, such as geography, and high school graduation. This discussion focuses on the integration of literacy and geography in a classroom with English language learners. A common English language development model, the “Into, Through, Beyond” model of learning, sets a foundation that integrates components of English language acquisition with language arts and geography standards. In turn, this approach to learning prepares the learners for success in social and academic arenas.  相似文献   

The New Star in Perseus     

《The Journal of geography》2012,111(5):193-196

Abstract

Students often ask whether the examples we give as instructors have any relevance to their worlds, to their lives. Too often the answer is no. This paper describes a case that is obviously pertinent to both secondary and university students and their instructors. The legal battle over equality and racial discrimination in the New York City School system presents not simply a rich field for geographical consideration but also a pertinent one. It brings to students and their instructors a complex of economic, legal, and social issues played across a discrete spatial surface. As importantly, it offers a case study exploring the difficulties of both defining and then achieving distributive justice in post-modern environments in a context students and their instructors will recognize as relevant and timely. The discussion that results may be useful in economic, legal, locational, and social geographic instruction.  相似文献