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Dissertations / Theses on the topic 'Geography educations'
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MARTINS, LEONARDO ALVES. "ENVIRONMENTAL EDUCATIONS AND SUSTEINABILITIES: PERSPECTIVES ON THE GEOGRAPHY TEACHING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27424@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>A presente pesquisa tem como objetivo compreender a Educação Ambiental
como eixo de articulação com o ensino de Geografia. Para isto, optou-se por
dividir o trabalho em três capítulos, onde pudéssemos abordar, em um primeiro
momento, os principais movimentos que ocorreram nas décadas de 1970 e 1980,
que iniciaram a discussão sobre as condições de degradação ambiental e qualidade
de vida da população mundial que, após o levantamento confeccionado pelo
relatório de Brundtland, apresentou a insustentabilidade do modelo vigente. No
segundo momento da pesquisa destacou-se a contextualização da E.A no currículo
escolar, através da legislação vigente e dos órgãos relacionados à E.A e ao Meio
Ambiente. Os Parâmetros Curriculares Nacionais têm um papel importante neste
contexto, tendo em vista que os Temas Transversais que compõem este
documento apontam para a necessidade do diálogo entre as disciplinas e,
notadamente, a importância de uma E.A trabalhada de forma plural, integrando o
indivíduo, a natureza e a sociedade. Encerra-se a discussão estabelecendo-se uma
avaliação de três obras didáticas, onde identificou-se algumas limitações e alguns
avanços no que tange às perspectivas ambientais trabalhadas nas obras que dão
suporte à formação do aluno.<br>The present research has as objective to comprehend the Environmental Education as an articulation axis with the Geography teaching. For this purpose, it was decided to divide the work into three chapters, in which we could in the first moment approach the main movements that in the lasts decades of 1970 and 1980 occurred, and had initiated a debate on the conditions of environmental degradation and quality of life of the global population that, after the evaluation made by the Brundtland report, presented the unsustainability of the current model. In the second movement of the research it was highlighted the contextualization of the E.E in the educational curriculum, through the current law and the related agencies to E.E and the environment. The National Curriculum Parameters have an important role on that context in view of that the cross-cutting themes which comprise this document point to the necessity of dialogue between the disciplines and, notably, the importance of an E.E worked in a plural way, integrating the individual, the nature and the society. The discussion is closed establishing an evaluation of three didactic works, where it was identified some limitations and some advances in relation to environmental perspectives worked in the literatures that support student education.
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Heric, Matthew. "The professional geographer experience : issues for advancing collegiate geography education /." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-155714/.
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Campbell, Janet C. "Geographic adventures an interdisciplinary fourth grade geography unit /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/JCampbell2007.pdf.
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Granlöf, Sofia, and Idah Orebrand. "Bangladeshi women breaking societal norms : A field study of women who are attending engineering and science educations at Bangladesh University of Engineering and Technology." Thesis, Uppsala universitet, Kulturgeografiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353887.
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Women and men are equal by law in Bangladesh, but the societal reality shows a different picture. By illuminating the obstacles women face when entering and choosing an engineering and science program and what enables women to overcome obstacles, this thesis aims to answer why there are fewer women than men at Bangladesh University of Engineering and Technology (BUET). This thesis was a field study conducted at BUET. Questionnaires was handed out to get a broader perspective of women’s experiences within science and engineering while the interviews aimed to get an in-depth perspective of women’s own experiences being in science and engineering. The empirical data has been analysed using the Social Cognitive Career Theory (SCCT), the domestic responsibilities model and previous research about social norms within science and engineering and female networks. The thesis concludes that there are two main explanatory factors why there are fewer women than men studying science and engineering at BUET. Those factors are the social construct that science and engineering programs are more appropriate for men and that families do not have a beneficial Socioeconomic Status (SES) to allow women to study. The main factor enabling women to study and pursue an engineering and science program is family support.
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Seymour, Amy. "Overcoming Global Ignorance: Developing Geographic Literacy in a World Regional Geography Course." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/432.
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The most recent Roper Survey (2006), a study of geographic literacy among 18-to 24-year-olds, found that despite constant coverage of the war in Iraq since 2003, 63% of Americans surveyed could not find Iraq on a map. Similar shortcomings abound in the poll, pointing to what must be considered a "geographic illiteracy" among Americans. This national geographic illiteracy has global implications that range from the local to the global scale, including issues of politics, economics, foreign policy, environmental policy, and resource use to name just a few. How badly prepared, then, are students entering colleges and universities in terms of basic geographic knowledge? What are the societal consequences of failing to address geographic ignorance, and what instructional methodology could successfully address the problem? Once baseline geographic knowledge is assessed in the classroom, how can it be improved? The hypothesis of this study is that teaching students geography through a rigorous system that reinforces the Five Themes of geography through regular analysis of current events can help to improve geographic knowledge and understanding, and that this heuristic device can be expected to increase students' base geographic knowledge by at least 30% over the course of a semester, bringing average pre-course F grades to a B within a short period of time. The study group was comprised of three World Regional geography classes offered during the spring 2007 semester at Western Kentucky University's Glasgow campus. Students took a pre-course survey prior to any lecture over the subject material. This same survey was administered at the end of course prior to the final exam, with the difference between the two representing the improvement score. During the semester the students were given eight assignments where the students had to analyze a current event using the Five Themes, with the expectation that these assignments would increase their knowledge content over the semester by the target average of 30%. The study returned a below-target actual increase of 15% - nonetheless a significant increase - but this increase could not be statistically attributed to the Five Themes rubric. The Five Themes heuristic did not appear instrumental in improving geographic knowledge during the course of a semester as the study duration may have been too short. However, the significant level of student improvement suggests that this concept warrants further investigation as a pedagogical methodology through a much more extended set of trials. Although this study, as designed, produced inconclusive results, it unexpectedly revealed evidence that factors of age and gender may strongly affect geographic learning, raising questions about adopting any one-size-fits-all approach to geography education. The study also suggests that the current trend of providing a single course in geography in pre-college education does not suffice in bridging the gap of geography illiteracy in America. The results argue for suggesting a need for new directions in educational policy and practice at both the secondary and post-secondary levels.
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Meier, Lori T. "Episode 6: The Five Themes of Geography." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/6.
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In this episode, we explore the five themes of geography: location, place, human-environment interaction, movement, and regions and consider how they are connected to the development of young geographers in the K-5 classroom.<br>https://dc.etsu.edu/social-studies-education-oer/1005/thumbnail.jpg
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Bachmann, Monika M. "Geography in Virginia four hundred years of geography and geography education in the Old Dominion." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4521.
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Thesis (D.A.)--George Mason University, 2009.<br>Vita: p. 343. Thesis director: Allan Falconer. Submitted in partial fulfillment of the requirements for the degree of Doctor of Arts in Community College Education. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 334-342). Also issued in print.
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West, Bryan A. "Conceptions of geographic information systems (GIS) held by senior geography students in Queensland." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/16682/1/Bryan_Andrew_West_Thesis.pdf.
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Geographical Information Systems (GIS) represent one of the major contributions to spatial analysis and planning of the new technologies. While teachers and others have viewed its potential contribution to geographical education as considerable, it has not been known with any certainty whether they present a valuable educational tool that aids geographical education. The value of GIS to geographical education is viewed as depending on a geographical education being, in itself, valuable.
Within this context, synergetic focus groups are employed to explore the conceptions of GIS held by 109 secondary school students studying Senior Geography in metropolitan and regional Queensland, Australia. A phenomenographic approach is adopted to identify the six qualitatively different ways, or conceptions, in which the participating students experience GIS as:
1. Maps and a source of maps in geography.
2. Mapping in geography: a way to use and create maps.
3. A professional mapping tool: exceeding the needs of senior
geography.
4. Frustrating geography: irksome and presenting many challenges
to the student-user.
5. Relevant geography: within and beyond the school experience.
6. A better geography: offering a superior curriculum, and broader
geographical education, when contrasted to a senior geography
that omits its use.
The structural and referential elements of each of these conceptions are elucidated within corresponding Categories of Description. The qualitatively different ways in which the conceptions may be experienced are illustrated through an Outcome Space, comprising a metaphoric island landscape. This structural framework reveals that for the Senior Geography students who participated in this investigation, the extent to which GIS may augment the curriculum is influenced by the nature of students' individual understandings of how GIS manages spatial data.
This research project is a response to repeated calls in the literature for teachers of geography themselves to become researchers and for a better understanding of GIS within geography education. It reviews the salient literature with respect to geography and geography education generally, and GIS within geographical education specifically. The investigation has confirmed that qualitatively different conceptions of GIS exist amongst students and that these are not consistently aligned with assumptions about its use and benefits as presented by current literature.
The findings of the study contribute to knowledge of the potential educational outcomes associated with the use of GIS in geography education and decisions related to current and potential geography curricula. It provides guidance for future curriculum development involving GIS and argues for additional research to inform educators and the spatial sciences industry about the actual and perceived role of GIS within geography education.
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West, Bryan A. "Conceptions of geographic information systems (GIS) held by senior geography students in Queensland." Queensland University of Technology, 2008. http://eprints.qut.edu.au/16682/.
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Geographical Information Systems (GIS) represent one of the major contributions to spatial analysis and planning of the new technologies. While teachers and others have viewed its potential contribution to geographical education as considerable, it has not been known with any certainty whether they present a valuable educational tool that aids geographical education. The value of GIS to geographical education is viewed as depending on a geographical education being, in itself, valuable. Within this context, synergetic focus groups are employed to explore the conceptions of GIS held by 109 secondary school students studying Senior Geography in metropolitan and regional Queensland, Australia. A phenomenographic approach is adopted to identify the six qualitatively different ways, or conceptions, in which the participating students experience GIS as: 1. Maps and a source of maps in geography. 2. Mapping in geography: a way to use and create maps. 3. A professional mapping tool: exceeding the needs of senior geography. 4. Frustrating geography: irksome and presenting many challenges to the student-user. 5. Relevant geography: within and beyond the school experience. 6. A better geography: offering a superior curriculum, and broader geographical education, when contrasted to a senior geography that omits its use. The structural and referential elements of each of these conceptions are elucidated within corresponding Categories of Description. The qualitatively different ways in which the conceptions may be experienced are illustrated through an Outcome Space, comprising a metaphoric island landscape. This structural framework reveals that for the Senior Geography students who participated in this investigation, the extent to which GIS may augment the curriculum is influenced by the nature of students' individual understandings of how GIS manages spatial data. This research project is a response to repeated calls in the literature for teachers of geography themselves to become researchers and for a better understanding of GIS within geography education. It reviews the salient literature with respect to geography and geography education generally, and GIS within geographical education specifically. The investigation has confirmed that qualitatively different conceptions of GIS exist amongst students and that these are not consistently aligned with assumptions about its use and benefits as presented by current literature. The findings of the study contribute to knowledge of the potential educational outcomes associated with the use of GIS in geography education and decisions related to current and potential geography curricula. It provides guidance for future curriculum development involving GIS and argues for additional research to inform educators and the spatial sciences industry about the actual and perceived role of GIS within geography education.
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Brock, Colin. "The case for a geography of education." Thesis, University of Hull, 1992. http://hydra.hull.ac.uk/resources/hull:11071.
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Borg, Axisa Glorianne. "Intercultural education through school geography in Malta." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10041945/.
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Population mobility and globalisation led to social, political and economic challenges globally, raising complex debates related to citizenship, human rights, democracy and education. Intercultural education is a response to the culturally heterogeneous societies. As understood in this study, it is a means to address the inequalities in education systems. It is a commitment to social justice by reducing achievement gaps. The challenge lies in translating this principle into practice within highly structured school systems. This research questions how school geography addresses the principles of intercultural education within the Maltese Islands. Both geography education and intercultural education are concerned to develop themes related to the changing global context. This study tracks if teachers of geography, in their role as ‘curriculum makers’, embrace the underlying principles of intercultural education and ‘powerful disciplinary knowledge’, to address social inequity. ‘Powerful knowledge’ as conceived by Michael Young considers subjects as a resource that enables teachers to take the students beyond their experience to higher forms of thought, to avoid perpetuating current inequalities. This research is a mixed methods case study. The data generation includes a questionnaire, several informal interviews and two focus group discussions with teachers of geography, a documentation review and a research journal. The scenario portrayed by the participating teachers is that of a heavy loaded exam oriented system that does not allow for flexibility, where often teachers cannot engage students with disciplinary knowledge and activities that allow them to think critically and reflect on alternatives. Most of the teachers seek to drive the students to reflect on their context and social equity, but not necessarily through disciplinary knowledge. This reflects teachers’ disposition but points out that unless they are aware of their ‘equity literacy’ and considers disciplinary knowledge as a teaching resource, they risk perpetuating education inequalities.
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Winship, Jodi M. "Geographic Literacy and World Knowledge Among Undergraduate College Students." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/10177.
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To succeed in today's globalized world, it is important to understand the places and cultures outside our own. Yet despite the acknowledged need for and importance of a greater understanding of the world, various surveys assessing geographic knowledge have demonstrated the geographic ignorance of people in the U.S. The purpose of this study is to assess the level of geographic literacy among undergraduate college students and to investigate factors that may influence geographic literacy.
An on-line survey, adapted from the National Geographic/Roper 2002 Global Geographic Literacy Survey, was administered to a sample of undergraduate students at Virginia Tech. The survey included a geography "quiz" to assess knowledge of geography and world events and a background section to collect information about various factors that may influence the participants' geographic literacy. Over 400 students participated in the study. The data were statistically analyzed using the Mann-Whitney U and Kruskal-Wallis tests for differences in means. Contrary to much of the previous research, the participants in this survey demonstrated a good level of geographic knowledge. The mean score of the geography "quiz" was 81 percent. Some of the factors found to have influence on the scores were gender, international travel, major, fulfillment of Virginia Tech's Area 7 requirement, frequency of news media access, and type of news accessed. Age, academic class, GPA, residency status, junior/high school geography classes, international friends, and knowledge of foreign languages were found to have little or no influence."<br>Master of Science
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Kagoda, Alice Merab T. "Geography education in Uganda, a critical analysis of geography programs in National Teachers Colleges." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq21583.pdf.
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Tse, To-fun. "Integrating GIS into the geography curriculum of Hong Kong schools." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31940390.
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Craig, Thomas R. "The Utility of Standardized Achievement Test Scores as a Predictor of Geographic Knowledge and Abilities in Undergraduates at an Urban Ohio University." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1213040235.
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Gamsu, Sol Joseph Pickvance. "A historical geography of educational power : comparing fields and circuits of education in Sheffield and London." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/a-historical-geography-of-educational-power(2a8e1457-0de5-4dea-8adc-34f71ff747d0).html.
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The driving question behind this thesis is how regional divisions within England are present in patterns of social reproduction through schooling and how this interacts with and shapes differentiated institutional hierarchies. Specifically, this focuses on disentangling London-specific middle-class and elite circuits of education from broader national socio-spatial patterns of social reproduction through the school system. This draws on, but ultimately moves beyond, earlier debates around whether the circuits of schooling (Ball et al., 1995) associated with inner London gentrifiers (Butler and Robson, 2003c; Ball et al., 2004; Butler and Hamnett, 2011) are specific to the capital or whether there are provincial parallels (Savage et al., 2005; Bridge, 2006a; 2007). A mixed methods approach is taken, combining interviews/focus groups with post-16 students and teachers across several schools and colleges in London and Sheffield with social network analysis and geographical analysis of various educational datasets. There are three central findings, firstly that London’s ‘super-state’ schools form part of a ‘new urban elitism’ in education which is largely distinctive to London and some of the more affluent towns and cities of the South-East. Second, drawing on an analysis of regional trends in private schooling since the 2008-09 crisis, as well as data on catchment-area housing costs and the role of ethnic minority suburbanisation at an elite suburban grammar school, I reveal new lines of regional division in middle-class identities and orientations to subtly different institutional hierarchies. Finally, I show how stable middle-class enclaves around particular primary and secondary schools, traditionally in suburban areas but increasingly in central areas in London too, form a national pattern with an associated set of local, middle-class ‘continuity’ circuits. These regional divisions are in some ways a continuation of old arguments and debates around the dualism of class relations and structures in England and the UK more broadly (Rubinstein, 1987a; Cain and Hopkins, 1987; Martin, 1988), and how this affects and is affected by an education system with clear regional biases (Bradford and Burdett, 1990; Hoare, 1991). However, it also suggests new fracture lines and divisions commensurate with new approaches and analyses of the geography of social class in the twenty first century (Savage, 2015b; Wakeling and Savage, 2015a).
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Wall, Glenda Patricia. "Contextualising geography fieldwork : perspectives within European higher education." Thesis, University of Liverpool, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632556.
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Creating a European Higher Education Area (EHEA) by 2010 was considered as a priority by the European Commission; the aim being to provide students with greater mobility, choice in their studies and enhanced employability by offering a high quality education system, with comparable qualifications across European universities. This area has been formed through the implementation of the Bologna Declaration, and has meant that European higher education has experienced numerous changes in the past ten years. Geography fieldwork offers many of the generic skills linked to enhanced employability, and this outcome is considered to be one of its outstanding characteristics. It is within this context that this study explores the position, and roles, of geography fieldwork in European higher education institutions. This research provides a thorough analysis and overview of the state of European geography fieldwork, from the perspectives of both academics and students, from universities in 27 European countries. It investigates fieldwork teaching, and the knowledge and skills gained through this; exploring its frequency, scope and the importance placed upon it. A number of constraints on fieldwork's continuation at current levels are highlighted. Academics considered time, funding, student numbers and out-dated equipment as threatening fieldwork provision. Conversely, whilst students listed external commitments, such as working in addition to their studies, family, cost and duration of fieldwork, they conclusively perceived it as being central to their degree studies. The Bologna Declaration focused on improving graduate employability through skill acquisition, and geography fieldwork is a pivotal teaching method in this regard. Despite this, the academics surveyed listed only subject specific skills, such as spatial thinking and understanding process and change, as outcomes of fieldwork. However, students cited numerous employability skills attained through this method of learning including team work, leadership, communication and analytical skills. Attitudes towards fieldwork are changing, and the introduction and increase of tuition fees in some European countries, are fundamental to this. Students are increasingly demanding value for money and universities using exotic fieldwork locations as a means of attracting students. Both of these issues are impacting on the provision of fieldwork within degree courses. Furthermore, it has become apparent that the EHEA has not been conclusively achieved to-date, with confusion still remaining about the length and status of university degree courses. Fieldwork provision varies across Europe, and the reasons for this cannot be separated from the effects of the Bologna Process, which weaves throughout this research and contextualises the state of fieldwork in Europe. Recommendations arising from this study include: the formation of an overarching European geography association, specifically concerned with learning and teaching, that will champion fieldwork; and that benchmark statements for fieldwork should be available to all higher education geography departments within the EHEA. In addition, methods of disseminating the EHEA should be improved, so that decisions and recommendations reach the wider academic community.
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Wassermann, Johannes Michiel. "Secondary school geography teachers' perceptions of the role of environmental education in geography with particular reference to Natal Education Department teachers." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003646.
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Environmental Education (EE) as a development cannot be ignored by Geography or Geographers particularly since South Africa, as the rest of the world, is confronted by a looming environmental crisis. Geography is an environmental science concerned primarily with man-environment relationships using an environmental approach to develop the skills, knowledge, values and attitudes necessary for sustainable living. Geography has a vital role to play in addressing environmental issues. In formal education Geography teachers will be responsible for the implementation of such an approach. This study therefore investigates the perceptions of Natal Senior Secondary School Geography teachers regarding the role of EE in Geography. Questionnaires and semi-structured interviews were used to determine this. The study revealed that although these teachers are well qualified and motivated they had a limited grasp of the theory underpinning current EE and Geographical thinking. Recommendations are made for the development of an environmental approach in the teaching of Geography.
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Symmonds, Joanne. "Student-teachers' perspectives of the role of environmental education in geography education." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003661.
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The ideas contained in socially critical Environmental Education cannot be ignored given the current environmental crisis and the need to achieve democracy in South African society. In order to achieve this learners need to develop the skills to make informed decisions which will facilitate the achievement of a sustainable society. It is the contention of this research that a socially critical Environmental Education approach to education can facilitate the above. Teachers of formal secondary school Geography Education are in the position to implement socially critical Environmental Education into their teaching. This study therefore investigates the perspectives of student teachers regarding the role of Environmental Education in secondary school Geography Education. This was done within the Interpretative Paradigm using a case study which involved five Higher Diploma in Education Geography method students. The research has revealed that even though the Geography method students have been exposed to an Environmental Education course, in their teaching preparation and are motivated to use it, they have limited understanding of the theory underpinning Environmental Education and how to apply it to their Geography teaching. The problems of bridging theory and practice was apparent. Recommendations are made as how to best facilitate the gap between theory and practice.
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Aber, Jeremy W. "Comparing the dominant and continuous theoretical frameworks of spatial microgenesis." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14960.
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Doctor of Philosophy<br>Department of Geography<br>J. M. Shawn Hutchinson<br>The theoretical framework of spatial microgenesis as presented by Siegel and White (1975), and updated by Montello (1998) posits that through exposure, humans will create spatial knowledge of places in their minds. This process is thought to be an ongoing one, and will eventually lead to a metrically-scaled ‘map-like’ image in the mind. In Siegel and White’s dominant framework, knowledge of space progresses through the stages of landmark and route, and ends with survey knowledge, whereas in Montello’s continuous framework, metrically-scaled survey knowledge is present from the first exposure. Beyond that primary difference between the two theoretical frameworks, the continuous framework also provides for greater nuance in how the process may occur for different individuals. There is little research directly addressing the differences between the two frameworks, and this dissertation adds support for the continuous framework by testing three of its five tenets. Utilizing a virtual environment as a laboratory, participants were exposed to a novel environment and asked to complete spatial tasks based on knowledge of the layout of said environment. Over the course of three sessions, measures of spatial knowledge were recorded using distance, direction, and sketch map tasks. The results support the first tenet of the continuous framework: metrically-scaled survey-type knowledge was found in all participants beginning with the first session. The concepts of landmark, route, and survey knowledge are still valuable though, as the results clearly showed that they help to describe the way that individuals conceptualize mental representations of space. These conceptualizations may potentially be valuable as a component of a larger spatial ontology for the American public school system. Regarding tenet two, some improvement in error rates was observed over time, but not at a statistically significant rate for all tasks, suggesting that other factors such as the study length and motivating factors may have played a role in performance. Tenet four was also supported, with significant variation in performance between participants with similar levels of exposure to the environment. Overall, this dissertation finds that the continuous framework is largely correct in its descriptions of the process of spatial microgenesis, albeit with some elements that are not fully supported by the data collected. Despite not being a good model of the process, the dominant framework remains valuable for describing how people conceptualize their spatial knowledge of environments.
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Muyombano, Emmanuel. "The Geography of Primary and Secondary Education in Rwanda." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7773_1263508586.
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<p>The study focuses on primary and secondary education rather than tertiary education as primary schools enrol the largest number of Rwandan students and absorb the major share of public spending on education.</p>
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Chan, Siu-chu Helen. "Curriculum implementation : a case study of formal assessment in secondary 1 geography /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752182.
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Matney, Brett E. "Using an animated geographic information system to improve the quality of secondary education of history in America a thesis presented to the Department of Geology and Geography in candidacy for the degree of Master of Science /." Diss., Maryville, Mo. : Northwest Missouri State University, 2008. http://www.nwmissouri.edu/library/theses/MatneyBrett/index.htm.
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Thesis (M.S.)--Northwest Missouri State University, 2008.<br>The full text of the thesis is included in the pdf file. Title from title screen of full text.pdf file (viewed on September 5, 2008) Includes bibliographical references.
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Reid, Alan. "How does the geography teacher contribute to pupils environmental education?" Thesis, University of Bath, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266469.
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Bermingham, Susan Hazel. "Problematising the concept of 'personal geography' within initial teacher education." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/579562/.
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The thesis investigates the concept of ‘personal geographies’ as introduced in the 2007 National Curriculum for England (QCA, 2007), and considers the implications for initial teacher education and for the teaching and learning of geography in secondary schools. The inclusion of personal geographies seemed to offer the potential for a curriculum that values diversity and is relevant to the personal experiences and values of learners. However, it is argued that the concept was never adequately defined or elaborated in curriculum and policy documents, and that the attempt to bring the ‘personal’ into the classroom can have unintended consequences for teacher education and pupil experience. Using a case study methodology, the thesis explores different angles upon and responses to the concept of ‘personal geography’. It begins by examining the historical and policy background, including the changing relationship over time between school and academic geography, and the ‘personalisation’ agenda which dominated education policy in England in the mid-2000s. This provides the context for the empirical investigation, which explores the views of student geography teachers at a large teacher education institution in England and of pupils in the schools that worked in partnership with this higher education institution. Key themes emerging from the study include: the nature of the transition from geography graduate to novice teacher, and the ways in which personal experience complicates this transition; the risk of silencing certain voices and experiences, and under-valuing certain kinds of knowledge; and the significance of classroom space in facilitating or suppressing the expression of personal experiences. The thesis also raises questions about policy-driven interventions, where these operate in advance of adequate curricular, professional or research knowledge. Although the 2007 geography curriculum was superseded by later versions, the issues identified in the thesis concerning the concept of personal geography are, it is argued, of continuing significance for those with an interest in the nature and status of geography as a school subject, and the education of student teachers of geography.
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Norcup, Joanne. "Awkward geographies? : an historical and cultural geography of the journal Contemporary Issues in Geography and Education (CIGE) (1983-1991)." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6849/.
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This thesis concerns itself with the excavation of the historical and cultural geographies of the production, circulation, and reception of a grassroots-initiated geography education journal, and of the lives of the people and movement that contributed to its existence. Contemporary Issues in Geography and Education (CIGE) was the journal of the Association of Curriculum Development in Geography (ACDG): a pan-institutional collective of school geography teachers, authors, artists, activists and academics who desired a vision of school geography informed from the political Left, to enable the voices of those excluded from power to be explored and heard, and to offer up an alternative version of disciplinary geographical knowledge-making. Between the publication of its launch issue in 1983 and 1991 when it ceased publishing CIGE produced eight theme issues covering universally significant and highly contentious themes (racism, multinational trade, apartheid capitalism, war and peace, gender, ecological crisis and anarchism) from a humanist and critical perspective, offering critical analyses of the geographies therein and educational resources to utilise in educational training across schools, universities and staff education resource centres. CIGE questioned the spaces though which geographical education perpetuating social inequalities might be encountered (children’s TV through to national press criticism, publishers, subject associations, examination boards and academia). Well enough known during its publishing life and subscribed to nationally and internationally across a range of organisations, many of its contributors subsequently forged significant careers as human geographers within the Anglo-American academy, yet limited reference has been made to the journal post-1991. Recovering the stories of the journal and the people whose lives made the series, brings forth controversies and in turn awkward geographies in recovering how and why the journal series ceased publishing and why there appears to be such omission in historiographic accounts. Employing conceptual ideas pertaining to themes of archival activism, activist archives, navigating the recent past, disciplinary identity-making and geobiography, the thesis illustrates the strengths of ‘slow methodologies’ and the adoption of longitudinal research methods to enable the recovery and corroboration of primary sources, while signposting how mechanisms of contemporary academia (giving seminar workshop and conference papers on national and international scales, writing papers and co-authoring book chapters) through can reactivate engagement with the recovered archives and agitate for further materials to be revealed.
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White, A. J. W. "A critique of the epistemological basis of human geography in education." Thesis, UCL Institute of Education (IOE), 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536434.
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Wakefield, Kelly. "Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/11849.
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Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography are networks of academic geographers that facilitate a common interest in exchanging knowledge about higher education learning and teaching. Participation within these learning and teaching networks arguably provides benefits of information sharing but is often compromised by barriers such as finance and time. The aim of this study is to contribute to geographies of higher education by exploring academic networking practices for learning and teaching through geographers motivations, experiences and outcomes of participation alongside the role that technology plays in facilitating these. The subject of learning and teaching is an increasingly important area of study. The complex relationship between the practices of learning and teaching alongside research and administration duties within higher education has been previously explored yet little discussion is offered on academics who focus on learning and teaching practice. However, within the context of human geography research TNLTs as defined within this thesis have only received cursory treatment. This study situates TNLTs under the umbrella of geographies of higher education that are increasingly being studied with focuses on transnational academic mobility, international student mobility and international collaborations in higher education. This study sketches a conceptual framework for engaging in academic networking by bringing research together on TNLTs, Continuing Professional Development (CPD), higher education on a global scale, Communities of Practice (CoP) and the technology driven-network society that comprise five bodies of literature that have not been considered collectively before. Due to a lack of literature and previous work on TNLTs, this thesis applies grounded theorising that generated findings out of the data rather than testing a hypothesis. Such inductive methodology develops and constructs theory and is a useful approach to researching TNLTs because it also allows for a combination of different research methods. In this thesis, various ways to access TNLTs are blended to effectively study them, including both face-to-face and online surveys and interviews.
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Bonney, Makayla Jane. "An Empirical Analysis of the Role of Geography in Sustainability Education." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1481.
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Many within and outside of the discipline of geography see it as a highly appropriate home for sustainability studies. Despite a history of human-environment education within geography and support from professional research or education organizations, some studies show that geography has not developed a lead role in sustainability education. This study examines the role of geography in offering "Sustainability Focused" courses as reported by AASHE STARS institutions with geography programs. The results show that although geography departments are highly utilized when available at an institution -offering the highest proportion of sustainability courses, averaging 14% of "Sustainability Focused" curriculum- there is much room for improvement both within geography departments and campus-wide. Further, geography's weak standing in higher education may be a barrier in capitalizing on the growing sustainability curricula.
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Riley, Christopher P. ""Global Competitiveness Starts Here": The Predicament of Education in Neoliberal Society and Possibilities for Change." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337703270.
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So, Pui-ting. "A case study of teachers' perceptions of geographical education and their implications for classroom pedagogies." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876353.
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Jo, Injeong. "Aspects of spatial thinking in geography textbook questions." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1516.
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Rambuda, Awelani Melvin. "Geography teachers' attitude and practice in secondary schools in Venda." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/21510.
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Bibliography: pages 92-112.<br>Since the 1960s the discipline of geography has changed its emphasis from the descriptive and scientific approach to a holistic one. The subject now emphasizes the understanding of concepts, the development of skills, and the clarification of values and attitudes. These changes have necessitated a change in teaching methodologies. This study considers teaching methodologies and the mechanisms which underpin teaching/learning interactions as an important means of improving geography education in the classroom. The study describes how the Flanders' Interaction Analysis Categories model can be used as an action research tool. The research suggests that Flanders' Interaction Analysis can be used as a diagnostic tool to influence teaching styles to become more interactive in reality. The study establishes the perceived and actual teaching styles used by geography teachers in Venda. The results of the study reflect the disparities between perceived and the actual teaching styles. The study recommends that secondary school geography teachers should be encouraged to undertake action research as a way of reflecting on their teaching style. Teacher training institutions and inservice training centres should offer · courses on how to introduce and administer interactive teaching styles.
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Church, Michael. "Examining Narratives of Place: Representations of Xinjiang in Tourism and Geography Education." The University of Montana, 2010. http://etd.lib.umt.edu/theses/available/etd-08272010-150640/.
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This thesis examines how Xinjiang Uyghur Autonomous Region, located in northwest China, is represented in tourism and geographic education literature. The research demonstrates the limited and distorted place narratives of Xinjiang that are promoted by the government-backed tourist enterprise in China for consumption by English language speakers; as well as, the inadequate and uncritical representations of the region currently available to students in the United States. Qualitative content analysis methodology is employed to investigate the narrative representations of Xinjiang contained within tourist brochures, geography textbooks, and regionally appropriate curricular guides. The thesis includes a body of geographic lesson plans pertaining to Xinjiang I created that are informed by the research results. The purpose of this thesis is to move toward a more nuanced understanding of Xinjiang as a dynamic region of global significance, challenge prevailing stereotypes of the region, and strengthen geography literacy, particularly among school aged students.
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Lee, Alison. "Gender and geography: literacy pedagogy and curriculum politics." Thesis, Lee, Alison (1992) Gender and geography: literacy pedagogy and curriculum politics. PhD thesis, Murdoch University, 1992. https://researchrepository.murdoch.edu.au/id/eprint/149/.
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This thesis is an investigation into processes of gendered subject production in literate practices in school settings. Focusing on student writing in geography, the study explores gender differences in written texts with a view to asking what is differently at stake for girls and for boys in 'becoming literate' in school geography.
The study is an ethnographic case study of a geography classroom, focusing in particular on contexts for the production of two texts which are subject to close textual analysis. Drawing on a range of theoretical and methodological perspectives: curriculum studies, linguistics and feminist theory, the thesis argue that classrooms are sites of multiple and competing discourses. Student texts are oriented discursively and generically in different ways. These orientations both reflect and produce wider discursive alignments within the discipline of geography and elsewhere. The thesis investigates the politics of these differences.
Part I builds a detailed account of the Year 11 geography classroom as a set of curriculum contexts within which students' literate practices are located. Readings are produced of the official curriculum resources, focusing in particular on the syllabus and the classroom textbook material. The spoken language dynamics of the classroom are investigated in terms of the materiality of processes of speaker positioning along gender lines in the production and negotiation of geographical meanings.
Part II produces detailed readings of two student essays: one by a girl, one by a boy. Differences between the two are investigated, drawing links between the texts and the discursive contexts of their production and reception. The argument is made that the two texts enact a significant gender difference in and through different geographies.
Part III discusses the consequences of the thesis findings for contemporary debates about literacy pedagogy. This includes a critique of one dominant framework within which the notion of 'critical literacy' is being engaged: that of educational linguistics. Finally, the argument is made that existing accounts of 'subject-specific literacy' need to be expanded to engage two senses of the word 'subject': both the specificity and multiplicity of the discourses of subject-disciplines and the concomitant production of different human subject positions through textual practice. To investigate the implications of this, theories of literacy pedagogy, it is argued, need to engage more substantially with available theories of the subject, such as feminist theories, while at the same time engaging sophisticated analytics for the exposure of the material workings of discursive practices in school-literate productions.
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Lee, Alison. "Gender and geography : literacy pedagogy and curriculum politics /." Lee, Alison (1992) Gender and geography: literacy pedagogy and curriculum politics. PhD thesis, Murdoch University, 1992. http://researchrepository.murdoch.edu.au/149/.
Full textAbstract:
This thesis is an investigation into processes of gendered subject production in literate practices in school settings. Focusing on student writing in geography, the study explores gender differences in written texts with a view to asking what is differently at stake for girls and for boys in 'becoming literate' in school geography.
The study is an ethnographic case study of a geography classroom, focusing in particular on contexts for the production of two texts which are subject to close textual analysis. Drawing on a range of theoretical and methodological perspectives: curriculum studies, linguistics and feminist theory, the thesis argue that classrooms are sites of multiple and competing discourses. Student texts are oriented discursively and generically in different ways. These orientations both reflect and produce wider discursive alignments within the discipline of geography and elsewhere. The thesis investigates the politics of these differences.
Part I builds a detailed account of the Year 11 geography classroom as a set of curriculum contexts within which students' literate practices are located. Readings are produced of the official curriculum resources, focusing in particular on the syllabus and the classroom textbook material. The spoken language dynamics of the classroom are investigated in terms of the materiality of processes of speaker positioning along gender lines in the production and negotiation of geographical meanings.
Part II produces detailed readings of two student essays: one by a girl, one by a boy. Differences between the two are investigated, drawing links between the texts and the discursive contexts of their production and reception. The argument is made that the two texts enact a significant gender difference in and through different geographies.
Part III discusses the consequences of the thesis findings for contemporary debates about literacy pedagogy. This includes a critique of one dominant framework within which the notion of 'critical literacy' is being engaged: that of educational linguistics. Finally, the argument is made that existing accounts of 'subject-specific literacy' need to be expanded to engage two senses of the word 'subject': both the specificity and multiplicity of the discourses of subject-disciplines and the concomitant production of different human subject positions through textual practice. To investigate the implications of this, theories of literacy pedagogy, it is argued, need to engage more substantially with available theories of the subject, such as feminist theories, while at the same time engaging sophisticated analytics for the exposure of the material workings of discursive practices in school-literate productions.
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Morgan, John William. "The implications of postmodernism for school geography : a discussion." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019116/.
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This thesis considers the proposition that postmodernism holds important implications for geography education. Whilst the 'postmodern turn' is well established in geography, and there is a growing literature that discusses the relationship between postmodernism and education, there have been few discussions of the implications of postmodernism for school geography. The Introduction positions the study within a tradition of 'critical geography education' and provides an outline of the thesis. Chapter 1 discusses the various ways in which 'place' is used in recent debates within geographical and social theory and points to the implications for geography education. It is argued that geography educators should understand place as a shifting, unstable, polysemous concept. Chapter 2 argues that the school geography curriculum can be read as a 'curriculum of erasure', and that the potential exists to incorporate other knowledges, other geographies into the curriculum. Chapter 3 points the need for geography educators to recognise that consumer and media culture enact a cultural pedagogy, and calls for the development of pedagogical approaches that build upon these informal knowledges. The chapter argues for the development of a critical media literacy within geography education. Finally, in Chapter 4, some of the arguments of the thesis are used to consider how curriculum planning can reflect the concerns of postmodernism. A brief Conclusion is provided, which suggests that geography educators can use the opportunities provided by the postmodern turn in geography and education to develop challenging forms of school geography.
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Sandeman, Lauren K. "Racialised Discourses of Educational Opportunity: Neoliberal Education Reform and Community Resistance in Bronzeville, Chicago." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami161909471708297.
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Mark, Siu-man. "Implementation of issue-based approach in teaching junior secondary geography." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501042.
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Benkar, Rohan Sudhir. "Configurable Persuasive Games." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373323538.
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Tabor, Lisa Kay. "Using geography to help teach history: dual-encoding history lesson plans." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/7133.
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Master of Arts<br>Department of Geography<br>John A. Harrington Jr<br>Analysis of polling documents indicates how little most Americans know about the world. Geography education is the key to offsetting geographic illiteracy. Fortunately programs designed to improve K-12 geography education are growing in number and strength. How can we teach more and better geography within the school system? Given the dominant role of history in the K-12 social studies curriculum, use of the psychological theory of dual-encoding to integrate geography and history lesson planning is one approach to bring more geography into the classroom. As part of Kansas Geographic Alliance programmatic activity, Kansas history and geography standards, with emphasis on the tested standards, were assessed to identify candidate themes for development of dual-encoded educational units and associated lesson plans. Three workshops were delivered to share these dual-encoded units and lesson plans. The workshops were for education faculty, teachers getting in-service professional development, and for a group of pre-service teachers in a social studies methods class. Attendees at the workshops provided assessment and feedback of the material. Based on informal comments and written responses from the workshop attendees, it is concluded that dual-encoding will enable considerable progress in geography education. Not only will the knowledge provided demonstrate the impact and significance of geography to history teachers and their students, but dual-encoded lessons will advance teacher content and pedagogical knowledge, and most importantly students will learn both geography and history better.
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CORREIA, LUANA FERREIRA. "THE PIBID/PUC-RIO IN THE CONTEXT OF PUBLIC EDUCATIONAL POLICIES: EXPERIENCES OF IMPACT IN THE FORMATION OF GEOGRAPHY TEACHERS FOR BASIC EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=36188@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Nos últimos anos, a formação docente vem se destacando no cenário das políticas públicas educacionais articulando-se à ideia de que o professor exerce papel fundamental na melhoria da qualidade do ensino em nosso país. Diante deste contexto, foi criado, em 2007, o Programa Institucional de Bolsa de
Iniciação à Docência (PIBID), que tem como objetivo incentivar e valorizar a formação de professores para atuar na educação básica. Dada a amplitude e o reconhecido impacto deste Programa, selecionamos o PIBID/PUC-Rio, em particular o Subprojeto de Geografia, como objeto de estudo desta pesquisa,
buscando encontrar respostas para uma importante questão: Como a experiência formativa proporcionada pelo PIBID tem colaborado para superar o desencontro entre formação, inovação e educação geográfica? Nossa pesquisa tem como objetivo analisar as contribuições e os limites do PIBID/PUC-Rio na formação de
professores de Geografia para a educação básica. Apoiamo-nos, principalmente, na proposta analítico-pedagógica denominada Ciclo de Políticas e nos relatos de experiências dos diferentes sujeitos envolvidos no Subprojeto de Geografia (bolsistas e ex-bolsistas de iniciação à docência, supervisores e coordenadores de área), obtidos através da realização de entrevistas semiestruturadas. Os resultados nos encaminham para observações relacionadas à reaproximação da universidade com a escola, promovendo a troca dos diferentes saberes que envolvem a formação docente e a renovação das estratégias didático-pedagógicas no ensino da Geografia, proporcionado aos estudantes das escolas públicas experiências de aprendizagem mais significativas. Acreditamos que o contexto de resultados apresentados por essa pesquisa possa contribuir no desenvolvimento de experiências futuras dedicadas à formação de professores de Geografia da PUC-Rio.<br>In recent years, the teacher training is being emphasised in the educational public policies, creating the idea that the teacher plays a fundamental role in the quality of teaching in our country. Given this context, in 2007 the Institutional Scholarship Initiative Program (PIBID) was created aiming to encourage and
value teacher education to shape teachers to work in basic education. Given the breadth and the recognized impact of this Program, we selected the PIBID / PUC-Rio, in particular the Geography Subproject, as the object of study of this research, seeking to find answers to an important question: How did the formative experience provided by PIBID is overcoming the mismatch between training, innovation and geographical education? Our research aims to analyze the contributions and limits of PIBID / PUC-Rio in the Geography teacher training for basic education. We are based mainly on the analytical-pedagogical proposal called Policy Cycle and on the experience reports of the different subjects involved in the Geography Subproject (scholarship holders and former scholarship holders, supervisors and area coordinators) obtained through the realization of semi-structured interviews. The results lead us to observations related to the rapprochement of the university with the school environment, promoting the exchange of different knowledge that involve teacher training and the renewal of didactic-pedagogical strategies in the teaching of Geography, providing students of public schools experiences of more significant learning. We believe that the context of results presented by this research can contribute to the development of future experiences dedicated to the formation of geography teachers of PUC-Rio.
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Chan, San-wing Frederick, and 陳新榮. "Developing inquiry based learning in secondary geography education topic: weather forecast : an actionresearch." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3984870X.
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Lambert, David. "A study of the concept of prejudice with particular reference to geography education." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10019148/.
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The aim of this thesis is to clarify the concept of prejudice largely, though not exclusively, through the medium of geography education. This is done by combining the results of a literature-based conceptual analysis with an empirical enquiry of the pupils and teachers of one all-white suburban comprehensive school (given the name of Greenfields School). Chapter 1 introduces the broad contextual features of the research and identifies the research question which drives the thesis: can an exploration of the concept of prejudice assist in the analysis of educational goals in geography? Following a discussion of prejudice, prejudice in education and a survey of prejudice in the geographical education literature, a methodology for the study is discussed fully in Chapter 4: the approach adopted is pluralistic under a qualitative research design. This yields a multilayered account of the School (Chapter 5) and the analysis of conversational interview data derived from both pupils and teachers at the school (Chapters 6, 7 and 8). A synthesis of both the conceptual and the empirical analyses provides the basis for reporting the 'results' of the work, in the form of the creation of a conceptual map of prejudice. The map consists of seven 'dimensions' which are arranged to show the 'stnIctural foundations' and the basic 'parameters' of the concept of prejudice. The utility of the derived map is then examined (Chapter 11), with particular emphasis on an eighth 'subject specific' dimension, namely 'place'. Conversation is an important component of this thesis, not only as an element of the research methodology, but as a pedagogical device equated with the notion of an educational goal. This relates closely to what Jones (1987) called "education for conversation"; what this thesis takes us towards is the identification of conversation as a possible educational goal for geography. Identifying a conceptual map, the principal concrete aim of this research, leads us to a simple model approach to handling geographical knowledge with older pupils - one way in which conversation may be realised as a means to prepare young people for a form of effective intercultural communication. The map is also intended to form the basis for reflective conversation between geography teachers concerning the aims and purposes of geography education.
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Dlamini, Mandlenkhosi Nhlanhla. "Understanding and teaching climate change in the Secondary Education Geography Curriculum in Swaziland." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60993.
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Climate change education is globally recognised as a key approach through which to enhance the knowledge and understanding of climate change among learners and teachers. This study thus sought to investigate the understanding and teaching of climate change in the Secondary Education Geography Curriculum in Swaziland. The major goal of this study was to establish the understanding and teaching of climate change in the secondary education Geography curriculum of the country. To investigate the understanding and teaching of climate, the study employed an exploratory design comprising methods like questionnaire, focus group interviews as well as document analysis in the form of secondary records. The data was collected from 16 principals, 32 Geography teachers from 16 high schools; four from each region of Swaziland, one Senior Environmental Education Officer, one senior inspector of Geography and one senior Geography curriculum designer. Numerous gaps and misconceptions were found to exist in learners and teachers understanding of climate change education. The findings reflected that the teachers were not comfortable with the integration of climate change education into all the secondary education Geography curriculum lessons. However, they claimed to be unknowingly practising its integration to a limited extent. Although the teachers generally supported the integration of climate change education into the geography curriculum, they cited challenges like lack of proper training on climate change education, a shortage of teaching resources on CCE and the already overcrowded geography curriculum which then made it impossible for CCE integration. The study recommends that the Ministry of Education and Training need to train teachers on CCE both at in-service and pre-service level and providing the resources required for CCE, for instance, the internet and good libraries for research, since CCE requires perpetual learning.<br>Thesis (PhD)--University of Pretoria, 2016.<br>Humanities Education<br>PhD<br>Unrestricted
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Yeung, Pui-ming Stephen. "Geography teaching and environmental consciousness among Hong Kong secondary school students /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13665698.
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Ekedahl, Nils. "Lärarstudenters upplevelse av utbildningens förmåga att förbereda dem för undervisning av andraspråkselever : En intervjustudie med blivande lärare i samhällsvetenskapliga ämnen." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-113515.
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This study aims to investigate how a number of students who are at the end of a teachers’ educations program in social studies, geography, religion and history interpret that the national curriculums states that every teacher is responsible for students language development and should be supportive of language backgrounds. In the light of the curriculums the study explores how the teacher education students feel that the education has prepared them for teaching children with Swedish as a second language. The study also examines how the teacher education students think that the teacher education could improve in matters like preparing future teachers to teach social studies, geography, religion and history to second language children. The study is based on interviews with seven university students and shows that they feel a responsibility to develop their future students’ language. It also shows that the teacher education students don’t experience that their education has addressed these challenges. The study also reveals that the participants understand the difficulties with teaching second language students. A lot of their thoughts on the subject are similar to what previous research stresses as central to teaching these students despite that the teacher education students don’t feel prepared. The question of possible improvement in the teacher education shows that the participants in the study believe that there is room for improvement in the teacher education regarding second language students.
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Scoffham, Stephen. "Devising geography teaching materials for English primary schools 1980-2000." Thesis, University of Kent, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365206.
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Trend, Roger David. "Earth science and physical geography in the secondary school curriculum." Thesis, University of Exeter, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280451.
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Lång, Sara. "Exclusion from Education a Matter Beyond School : A study of girls’ experiences of exclusion from education in Uganda." Thesis, Uppsala University, Department of Social and Economic Geography, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-123076.
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