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101.
Self-perceived Roles in Life and Achieving Sustainability on Family Farms in North-eastern Australia
Ally Lankester 《The Australian geographer》2012,43(3):233-251
Rural production landscapes in Australia are experiencing a rapid rate of change as a result of, among other factors, climate change, biodiversity loss and changing societal values. Consequently, there is increasing pressure on producers to increase their sustainability. Understanding how producers perceive themselves in the context of this changing landscape is limited but important for the design of policy effective for achieving sustainability. This paper is based on a case study in the north-eastern Australian rangelands that included face-to-face interviews with 28 beef producers and a telephone survey with another 91 producers. The study investigated male and female beef producers' self-perceived roles in life through a lens of different farming discourses and the relationship between these roles and beliefs aligned with sustainability. Results revealed that although producers' self-percieved roles in life were being constructed through a mix of more or less ‘traditional’ discourses, tradition was still a strong influence. Producers who strongly identified with roles linked to ‘less traditional’ discourses were more likely than those who strongly identified with production-orientated roles to agree with beliefs that favoured nature conservation, learning and adapting to change. Increased opportunities for producers to participate in alternative discourses would appear important for fostering a self-identity that is open to learning, difference and change. 相似文献
102.
《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
103.
《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
104.
《The Journal of geography》2012,111(2):57-66
Abstract This article reviews the benefits of field-based instruction, particularly as it complements traditional classroom learning. It suggests that direct observation and hands-on learning associated with field-based instruction raise students' interest level and improve their understanding and long-term retention of targeted concepts. In addition, planning, implementation, and evaluation strategies are provided and recommendations are outlined for instructors interested in organizing or improving a field course at their learning institution. The park management field course offered between spring and summer semesters at Oklahoma State University provides an example of the major components of a successful field course. 相似文献
105.
《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
106.
《The Journal of geography》2012,111(4):168-173
AbstractThis 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
107.
《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.
Learning is the process whereby knowledge is created through the transformation of experience. —Kolb (1984) 相似文献
108.
《The Journal of geography》2012,111(6):248-261
Fieldwork is an essential component of undergraduate geographic education, but with growing enrollment and limited resources few first-year instructors incorporate this activity in their courses. This article reports on the challenges of incorporating fieldwork into a large first-year course and the strategies adopted to respond to these challenges and the achieved learning benefits. Field trips were created to cater to approximately 120 students directly engaged in field activities, with each student submitting an individual written report. Through the field activities, students developed a better understanding of geography, a stronger class community, and a more positive relationship with instructional staff. 相似文献
109.
《The Journal of geography》2012,111(5):189-197
Abstract Illustrated Dictionary of Place Names: United States and Canada. By Kelsie B. Harder. New York: Van Nostrand, 1976. Pp. xiv + 631, $18.95. Middle America: Its Lands and Peoples. 2nd ed. By Robert C. West and John P. Augelli. Englewood Cliffs, N.J.: Prentice-Hall, 1976. Pp. xvii + 494, $14.95. Contemporary Africa: Geography and Change. Edited by C. Gregory Knight and James L. Newman. Englewood Cliffs, N.J.: Prentice-Hall, 1976. Pp. xiv + 546, $14.95. Atlas of Mexico. By Stanley A. Arbingast et al. 2nd ed. Austin, Tex.: Bureau of Business Research, University of Texas, 1975. Pp. ix + 165, $15.00. Readings in Social Geography. Edited by Emrys Jones. London: Oxford University Press, 1975. Pp. 328, $18.50 and $6.95. California: Patterns on the Land. 5th ed. By Robert Durrenberger and Robert Johnson. A California Council for Geographic Education Publication. Palo Alto, Calif.: Mayfield Publishing, 1976. Pp. viii + 134, $6.95. Studying China in Elementary and Secondary Schools, Studying India in Elementary and Secondary Schools, and Studying Japan in Elementary and Secondary Schools. By Leonard S. Ken-worthy. World Affairs Guides. New York: Teachers College Press, 1975. Pp. 68, iii + 67, and iii + 65, $2.75 each. World Regional Geography: A Question of Place. By Paul Ward English and James Andrew Miller. Harper &; Row Series in Geography. New York: Harper &; Row, 1977. Pp. xiii + 591, $15.95. Census Data: Geographic Significance and Classroom Utility. Edited by Borden D. Dent. Tualatin, Oreg.: Geographic and Area Study Publications, 1976. Pp. ix + 277. The Middle East: A Geographical Study. By Peter Beaumont, Gerald H. Blake, and Malcolm J. Wagstaff. London: John Wiley &; Sons, 1976. Pp. xvii + 572, $25.50 and $14.95. Man's Economic Environment. By Edgar C. Conklingand Maurice Yeates. New York: McGraw-Hill Book Co., 1976. Pp. xi + 308, $11.95. Applied Climatology: An Introduction. 2nd ed. By John F. Griffiths. New York/London: Oxford University Press, 1976. Pp. xiii + 136, $9.00. Man and the Environment: Regional Perspectives. Edited by J. H. Holmes. Hawthorn, Victoria: Longman Australia Pty Limited, 1976. Pp. vi + 261, $7.95. Introduction to Cultural Geography. 5th ed. By Henry M. Kendall, Robert M. Glendinning, Clifford H. MacFadden, and Craig H. MacFadden. New York: Harcourt Brace Jovanovich, 1976. Pp. xx + 449, $12.95. Interpretation of Aerial Photographs. 3rd ed. By Thomas Eugene Avery. Minneapolis, Minn.: Burgess Publishing Company, 1977. Pp. xi + 392, $14.95. Geography of the U.S.S.R. 3rd ed. By Paul Lydolph. New York: John Wiley &; Sons, 1977. Pp. xi + 495, $18.95. 相似文献
110.
《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