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Dissertations / Theses on the topic 'Geography educations'

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Published: 7 June 2025

Last updated: 2 August 2025

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1

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

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2

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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3

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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4

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 w

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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

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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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8

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 s

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9

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 s

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10

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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11

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 o

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12

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

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13

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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14

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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15

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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16

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

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17

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, an

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18

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 t

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19

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

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20

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 frame

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21

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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22

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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23

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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24

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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25

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’

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26

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 v

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27

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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28

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

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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 institutio

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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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31

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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32

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 Anal

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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 withi

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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 studie

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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/.

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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 studie

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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

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38

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

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42

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

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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? Followin

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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

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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 educatio

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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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