Journal articles: 'Geography educations'

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Harries, Bethan. "Geographies and educations: postmodernism and the lost geography teacher." Geography 98, no. 2 (2013): 93–99. http://dx.doi.org/10.1080/00167487.2013.12094373.

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Schulten, Susan. "Map Drawing, Graphic Literacy, and Pedagogy in the Early Republic." History of Education Quarterly 57, no. 2 (2017): 185–220. http://dx.doi.org/10.1017/heq.2017.2.

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Students in the early republic commonly stitched, drew, and painted maps of their states, nation, and world as part of their educations. Map drawing and geography were regarded as particularly appropriate subjects for girls, both as a pathway to literacy and as a means of demonstrating accomplishment. Many young girls exposed to map work in their own educations went on to become teachers themselves and carried these practices with them into an ever-growing national network of female academies and seminaries. These school maps and related penmanship journals also reveal a network and set of teaching practices around graphic literacy that has drawn little attention from historians. By drawing their country, students were making the nation manifest, inscribing its abstract boundaries and administrative units, and visualizing territory that most would never see firsthand. Map drawing was part of an intensely graphic education that significantly influenced reformers such as Emma Willard, though it also drew criticism from subsequent educators.

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Dibaba, Demie Bedada, Bekalu Ferede Tefera, and Desalegn Beyene Debelo. "E-leadership Practices and Implication for Higher Educations: A Systematic Review Protocol." International Journal of Humanities, Education, and Social Sciences 2, no. 3 (2024): 407–16. http://dx.doi.org/10.58578/ijhess.v2i3.3997.

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E-leadership practices in developed countries are employed for leadership in business and industry which is an applicable system that is advantageous for leaders and employers to connect simply through technology. However, e-leadership practices in higher education, specifically in developing countries, need further investigation. To gain insight into this gap in e-leadership practices in higher education, this systematic review will search and analyze e-leadership practices from developed to developing countries in different disciplines with different methodologies which have implications for higher education. For this systematic review, the databases GOOGLE SCHOLAR, PUBMED and IEEE XPLORE will be utilized. Articles published in the English language that focus on e-leadership practices in different disciplines will be eligible. The evidence will be searched and data will be extracted on the similarities and differences between e-leadership practices in previous research. Indicating the searched evidence in methodology, geography, and discipline will determine how many e-leadership practices exist. I will ensure that all articles are checked and address e-leadership practices in different disciplines and contexts to provide vital ideas and implications for higher educations.

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Nadir, Ayoub Khosrow, Hallat Rasheed Abdullah, and Aso Salam Majid. "Taking the natural geography book of the eleventh grade of high school under the light of the general quality measurements in the view of teachers and expert supervisors." Journal of University of Raparin 11, no. 1 (2024): 596–625. http://dx.doi.org/10.26750/vol(11).no(1).paper24.

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This research is to build a scale for evaluating the natural geography book of high school under the light of general quality criteria. Knowing theextentof having a general quality measure in the geography book of the11th grade of literary readings in the eyes of teachers and expert supervisors, according to the gender change (male and female) General quality in the booklet to achieve these goals, the researcher used the method of description and analysis as an example of the research which was made in (70) teachers and supervisors of geography in male and female gender All three educations in the east and west of Sulaimaniyah and Chamchamal education for the school year (2021-2022), which were selected in a symbolic way, research tools Which consisted of a survey form consisting of 86 sections, which was divided into (7) items, and this was the benefit of the previous research. The researcher after preparing the tool and directing it The truth and stability of using Person's partner in the rate of (0.815) then the researcher also performed it on the example of the research, after analyzing and presenting the survey to Using Person's co-ordination, appropriate center, Test (T.test) after being certain of the truth, the researcher used the(spss) statistical program. Finally, the researcher reached the goals that each (7) sections of the 11th grade natural geography book which are (objective, they were (aim, art, activity, motivation, teaching, language, subject, content) and they were not accepted.

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Vass, E. "SURVEY ON LEARNING THE SUBJECT OF GEOGRAPHY AT FERENC RÁKOCZI II LYCEUM OF VARY." Scientific heritage, no. 148 (November 10, 2024): 32–38. https://doi.org/10.5281/zenodo.14063629.

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There has not yet been a survey conducted among the students of Vári II. Rákóczi Ferenc Lyceum (Transcarpathia, Berehovo district) regarding the learning of geography. The purpose of the survey was to confirm or refute previous experiences related to students’ geography learning and its evaluated result aim to provide guidance to practicing geography teachers regarding their role and development in future education. Additionally, from the perspective of further education it is important to understand how student perceive the subject of geography, as future geography majors will emerge from among them.

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Lavruk, Mariia. "Geographic education in Lviv region." Visnyk of the Lviv University. Series Geography, no. 49 (December 30, 2015): 193–211. http://dx.doi.org/10.30970/vgg.2015.49.8628.

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In the context of reforming secondary and high school education in Ukraine, the geographic education of the region and the country as a whole should be considered as a system that includes initial, basic, preprofessional and professional level. Currently, there is no overall picture of the status and trends of development of the various segments of geographic education in the Lviv region that are necessary to consider while constructing regional education policy. The article defines quantitative indicators of the subjects of the learning process in geography on various educational levels and in territorial aspect. This study reveals that during next five years, the best prospects regarding quantitative indicators will have basic geographical education, due to relatively favorable situation with the number of pupils in primary schools of the region. The article shows in detail the educational achievements of geography students at regional and national levels; points the centers for optimal development of geographic education such as Lviv, Drohobych, Sambir, Stryi, Chervonograd; and reveals scientific and methodological improvements of teachers of geography in the region. The research analyzes the contradictory trend between quantitative growth of professional sector of geographical education (opening of new regional university departments) and the needs of secondary school in specialists, and between socially conditioned restriction of employment of young professionals because of growing proportion of retired among teachers of geography. It was found that 65% of graduate students of department of geography at Ivan Franko National University of Lviv do not mind working in education and respectively can replace within 5–7 years all teachers of geography at pre-retirement and retirement age in the region. However, the lack of effective educational policies at national and regional levels prevents replenishment of school’s segment of geographical education by young professionals, and thus slows down the process of modernization of education and its real reform. Key words: geographic education, levels of geographic education, the quality of knowledge on geography, age structure of geography’s teachers, teaching achievements of the geography teachers of the region, professional intentions of the graduates of Geography Department.

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Azad, Kurdistan Muhammed, and Nabard Jabar Hassan. "Evaluating the performance of teachers of natural geography lessons in the high schools in the view of educational supervisors and school administrators." Journal of University of Raparin 10, no. 2 (2023): 27–58. http://dx.doi.org/10.26750/vol(10).no(2).paper2.

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The aim of this study is to evaluate the performance of teachers of natural geography lessons in high schools in central Sulaymaniyah from the perspective of supervisors and managers for the year (2020-2021) based on the descriptive and analytical methods. The research community consists of all directors and education supervisors in both eastern and western educations، the study's sample of which is (47) participants. In order to collect data, the content of the closed survey form was 23 items in two scientific topics and 30 items in education, which totaled 53 items. After extracting the reliability of the scale by experts، its stability was also taken out based on the Pearson formula. Then، by applying survey upon the research sample and analyzing the collected data using tests such as (Two Way Annova without Replication، apporiate mean، weight percent) some important results were presented using the (SPSS). One of the most important results is that there is a difference between teachers' performance in terms of science and education in a way that the scientific aspects are weaker than the educational aspects، and there is no difference between supervisors and managers in their view of teachers' performance according to their level and years of experiencesgiving that the (P-value (5. 28) > 0. 05). Opening special courses، seminars and workshops are considered the best steps to eliminate teachers' scientific and educational weaknesses.

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Elena, Sochircă, and Pîntea Sorin-Adi. "The contribution of new education to the development of global education." Journal of Educational Theory and Practice DIDACTICA PRO... 22, no. 2-3 (132-133) (2022): 7–11. https://doi.org/10.5281/zenodo.6685312.

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Today, human society faces a huge number of issues, globally, regionally, and locally. These issues pose a danger both to the environment and to the present and future of humankind and may only be solved with the participation and cooperation of all world states. The importance of education is becoming increasingly obvious as we begin to recognize that the solution for the issues faced by our world is essentially related to the philosophy of education, to the educational policies of every country. Considered bearers of new goals, approaches, and messages, the new educations formed as answers to the issues of the contemporary world. It is necessary for education to prepare students for change, foresight, for participation in their preparation for life. Global education activates values, aiming at their promotion, internalization, and the development of new skills, which are necessary for the young generation in the current global society.  

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Greiner, Alyson L., Thomas A. Wikle, and Jennifer M. Spencer. "Geographic Education and Careers in Geography." Journal of Geography 101, no. 4 (2002): 153–60. http://dx.doi.org/10.1080/00221340208978491.

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10

Hermann, Dan. "Overcoming Geographic Innocence in Geography Education." Journal of Geography 94, no. 5 (1995): 527–29. http://dx.doi.org/10.1080/00221349508979359.

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Semenov, Alexander Alexeevich, and Andrey Stepanovich Yaitsky. "Preparation of future biology teachers to their educational upbringing functions." Samara Journal of Science 6, no. 4 (2017): 251–55. http://dx.doi.org/10.17816/snv201764312.

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An upbringing of the younger generation is an important task of modern education. Faculty of Natural Sciences and Geography of Samara State University of Social Sciences and Education has shaped a system of training of future biology teachers to prepare them for implementation of upbringing functions. The developed system includes psychological, pedagogical and methodological disciplines, on-the-job practices and research work, as well as final State attestation. All components of the system are interrelated; they influence and complement each other. Within a framework of disciplines of Theory and Technology of Education and Pedagogical Psychology, future teachers are learning the essence of upbringing, its purpose and tasks, subject matter, principles, patterns, directions, methods, technologies and evaluation criteria. While studying the Methodology of biology teaching discipline students get acquainted with a system of upbringing education and master methodical approaches to the formation of various elements of bringing up: formation of ideology and patriotic education, morals and aesthetics, ecology and hygiene, labor and sex educations, etc. Magistracy course of Methodology of biology teaching is supplemented by optional Upbringing and socialization of students in process of biology learning. The latter is designed to prepare students to yield upbringing and socialization of students by means of biology education. Future teachers are gaining practical skills on acquired knowledge during the periods of on-the-job practices, research work and final State attestation.

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Fadjarajani, Siti, Ruli As’ari, and Anita Eka Putri. "Model of Problem-Based Learning in Geography: Focusing on Societal Dynamics to Enhance Spatial Thinking Skills." E3S Web of Conferences 600 (2024): 02011. http://dx.doi.org/10.1051/e3sconf/202460002011.

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This article explores how problem-based learning (PBL) can enhance geography education by improving spatial thinking through social dynamics. Spatial thinking is crucial for understanding geography’s social complexity and advancing STEM education quality. Geographic Information Systems (GIS) and the Spatial-Based Learning (SBL) model are utilized to develop these skills, vital for disaster management and emergencies. The study employs participatory action research, involving students, teachers, and communities in solving real-world problems, assessing PBL’s impact on spatial thinking in geography education. The community dynamics framework emphasizes active student engagement with local communities, deepening their geographical understanding. Internet-based GIS technology facilitates collaborative spatial data analysis, promoting civic participation and social responsibility. PBL in studying societal dynamics fosters critical thinking, relevance, and authenticity in learning. By addressing real-world challenges, students improve critical thinking, problem-solving, and motivation. In conclusion, integrating PBL in geography education, focusing on societal dynamics to enhance spatial thinking, significantly improves teaching effectiveness and develops critical thinking skills crucial for geographic education.

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Viola, João, and Júlio Faria Correa. "A Geometric As A Carrier Bag Of Fiction." Revista Eletrônica de Educação Matemática 18 (June 30, 2023): 1–23. http://dx.doi.org/10.5007/1981-1322.2023.e94397.

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In this essay, we fable an geometry as a carrier bag of fiction. It is not a search for explanations and possibilities of institutionalized geometries for mathematics teacher education or for the mathematics school classroom. It is about tasting things, life stories, concepts, ideas, geometric inventions, when it is placed inside a carrier bag, in an inventive movement, in an attempt to operate helplessness. Then, we go through some investigation works that invent geometries, use works of art and make use of headlines as modes of possibilities and transfigurations of our gaze and our body. We also flirt with the geography of maps, with which we destabilize geometric colonialities. In a Circuit of Affections, data were collected through helplessness in the face of geometric educations and placed in our fiction bag. Among visualities, decrystallizations and map productions, we invented (always in a draft) a scholarship geometry that presents itself as a possibility to inhabit professional practices of math educators, from Kindergarten to Graduate courses. Thus, a geometry as a carrier bag of fiction happens in a possibility of other schools, having the helplessness as constitutive of a political project.

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Sukmayadi, V., and A. H. Yahya. "Geographic media literacy for indonesian geography education." IOP Conference Series: Earth and Environmental Science 683, no. 1 (2021): 012038. http://dx.doi.org/10.1088/1755-1315/683/1/012038.

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OKABE, Atsuyuki. "Education for Geographic Information Science and Geography." E-journal GEO 1, no. 1 (2006): 67–74. http://dx.doi.org/10.4157/ejgeo.1.67.

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Japir Bataineh, Mohammed Ahmed, Matina Ghasemi, and Mazyar Ghadiri Nejad. "The Role of Green Training in the Ministry of Education’s Corporate Environmental Performance: A Mediation Analysis of Organizational Citizenship Behavior towards the Environment and Moderation Role of Perceived Organizational Support." Sustainability 15, no. 10 (2023): 8398. http://dx.doi.org/10.3390/su15108398.

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Recently, the relationship between green human resource management (GHRM) and environmental performance has received a lot of attention from scholars. Teaching, training, and research and development carried out in higher education institutions, which are crucial sources for the promotion of sustainability, encourage GHRM. Using signaling theory, this study aimed to deal with the different roles of green training in the Ministry of Education’s corporate environmental performance. The mediation analysis of organizational citizenship behavior towards the environment was considered and the moderation role of perceived organizational support was evaluated. A survey was prepared to analyze the opinions of managers and staff of the Ministry of Education in Iran. After collecting the surveys, 211 complete responses were analyzed and the most important results from these surveys concluded that: (1) the important tools in adopted strategies for green training improve organizational citizenship behavior towards the environment (OCB) and the Ministry of Educations’ environmental performance; (2) the role of OCB in mediating the effects of training on corporate environmental performance (CEP) is essential; (3) perceived organization support (POS) has a moderation role between green training and CEP.

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Cheng, Li, and Lynn White. "The Sixteenth Central Committee of the Chinese Communist Party: Hu Gets What?" Asian Survey 43, no. 4 (2003): 553–97. http://dx.doi.org/10.1525/as.2003.43.4.553.

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This essay offers data about China's Central Committee, Politburo, and Standing Committee, e.g., turnover rates, generations, birthplaces, educations, occupations, ethnicities, genders, experiences, and factions. Past statistics demonstrate trends over time. Norms of elite selection can be induced from such data, which allow a broad-based analysis of changes in China's technocracy. New findings include evidence of cooperation among factions and swift promotions of province administrators.

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Al-Awaji, Ibrahim. "Bureaucracy and Development In Saudi Arabia: The Case of Local Administration." Journal of Asian and African Studies 24, no. 1-2 (1989): 49–61. http://dx.doi.org/10.1163/15685217-90007222.

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This paper examines the role of the Saudi bureaucracy in development by focussing on local administration. It points to several shortcomings of the Saudi local administrative system, including diverse organizational structures, low educations qualifications of local public officials, imbalance between the executive authority and the assigned responsibilities of local agencies, a high degree of duplication, and lack of co-ordination of services. All of these constitute serious obstacles to the Saudi local administration playing an effective role in promoting socio-economic and political development. Despite these shortcomings, however, the Saudi local administrative system has been active in the dynamic development of the Saudi Kingdom. This active role has been strengthened by national development plans which emphasize the development of the Kingdom's geographic regions through the establishment of regional development centres.

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Maskiell, Michelle. "Social Change and Social Control: College-Educated Punjabi Women 1913 to 1960." Modern Asian Studies 19, no. 1 (1985): 55–83. http://dx.doi.org/10.1017/s0026749x00014554.

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Kinnaird College alumnae who did not work often expressed regret for having been ‘just’ wives and mothers, and a feeling of not having lived up to expectations. In some cases, these women's parents planned for them to have professional careers, but more often, such women mentioned the expectations of their college teachers that alumnae would contribute to their society in some concrete way.Educated women, in short, left Kinnaird with a sense that their education implied obligations to society. Women with careers, whether or not they had married, were satisfied that they had ‘used’ their educations fittingly. Women without careers often expressed dissatisfaction, at least to a foreign observer, butat the same time, they justified their education by pointing with pride to the way they had reared their own children, recognizing that mothers are active transmitters of social identities within the family. Alumnae who remained in primarily domestic roles as wives and mothers frequently expanded their world to include non-domestic social work and other activities beyond their immediate kin group.

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Gauger, Bri. "‘We don’t want you here’: gender discrimination and women’s responses in American planning, 1970-1990." Town Planning Review: Volume ahead-of-print ahead-of-print (August 1, 2020): 1–21. http://dx.doi.org/10.3828/tpr.2022.16.

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The first generation of women planners faced a daunting climate in their educations, professional roles and academic posts. They experienced structural disadvantage, discrimination and marginalisation in a male-dominated field. Despite the challenges, women created spaces for solidarity and opportunities for collective action within national planning organisations. This article shows how American women kept both professional and substantive gender concerns in view while striving to make planning more equitable. While they succeeded at instituting structural supports for women and making gender a common topic of planning research, further work remains to empower women of colour and the most marginalised planners.

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TERAMOTO, Kiyoshi. "University Education of Geography. Social functions of geography. Understanding of Foreign Culture through Geographic Education." Journal of Geography (Chigaku Zasshi) 106, no. 6 (1997): 869–74. http://dx.doi.org/10.5026/jgeography.106.6_869.

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Vasileva, Maya. "The map - "evergreen" in geography education." Journal of the Bulgarian Geographical Society 41 (August 22, 2019): 94–100. http://dx.doi.org/10.3897/jbgs.2019.41.17.

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The geographic map is a diagrammatic symbolic depiction of the earth's surface or a part of it, typically represented on a flat surface. The maps are widely used in geography science as a model of the studied territories and phenomena. At the same time, the importance of maps as a learning tool in geography education is immense. The maps are labeled as "the second language of geography", "alpha and omega of geography"; "litmus paper that shows what is geographic" The map for geography is what is the microscope for biology. So why and what is it all about? What is so special about the geographic map? The current paper will try to find the answers of these difficult questions. It will be presented an up-to-date interpretation and the most general didactical and methodological characterization of the geographic map as a "special source" of information in geography education. Also the author explores map essence, its meaning and peculiarities, and the place of map in regard to the goals, content and methodology of geography training. In the paper is presented an open for discussion model of cartographic competence achieved by pupils in the training process. Consequently, the stages of cultivation of cartographic competence are explored: reading the map - decoding the graphic images and map description; map interpretation – reading and evaluation of the map.

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Vasileva, Maya. "The map - "evergreen" in geography education." Journal of the Bulgarian Geographical Society 41 (August 22, 2019): 94–100. https://doi.org/10.3897/jbgs.2019.41.17.

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The geographic map is a diagrammatic symbolic depiction of the earth's surface or a part of it, typically represented on a flat surface. The maps are widely used in geography science as a model of the studied territories and phenomena. At the same time, the importance of maps as a learning tool in geography education is immense. The maps are labeled as "the second language of geography", "alpha and omega of geography"; "litmus paper that shows what is geographic" The map for geography is what is the microscope for biology. So why and what is it all about? What is so special about the geographic map? The current paper will try to find the answers of these difficult questions. It will be presented an up-to-date interpretation and the most general didactical and methodological characterization of the geographic map as a "special source" of information in geography education. Also the author explores map essence, its meaning and peculiarities, and the place of map in regard to the goals, content and methodology of geography training. In the paper is presented an open for discussion model of cartographic competence achieved by pupils in the training process. Consequently, the stages of cultivation of cartographic competence are explored: reading the map - decoding the graphic images and map description; map interpretation – reading and evaluation of the map.

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Eck, Kristine. "Nepal in 2021." Asian Survey 62, no. 1 (2022): 193–200. http://dx.doi.org/10.1525/as.2022.62.1.19.

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The COVID-19 pandemic hit Nepal harder in 2021 than in the previous year, resulting in thousands dead, millions of livelihoods lost, food access constricted, educations upended, and social and economic devastation. In the midst of this, political leaders were preoccupied with power politics, leaving the country ill-equipped to manage the COVID-19 crisis. Fragile democratic institutions and norms were undermined by the inability of leaders to prioritize governance. Environmental problems, an economic downturn, and continued human rights violations further exacerbated the country’s woes.

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Bondarenko, O. V., O. V. Hanchuk, O. V. Pakhomova, and I. M. Varfolomyeyeva. "Digitalization of geographic higher education: problems and prospects." Journal of Physics: Conference Series 2611, no. 1 (2023): 012015. http://dx.doi.org/10.1088/1742-6596/2611/1/012015.

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Abstract The article addresses the relevant issue of today – digitalization of geographic higher education. The future of geographic education in the digital world depends on the use of digital technologies, which are dramatically changing approaches to teaching geography. The generalization of scientific literature and the analysis of pedagogical experience allow the authors to define the concept digitalization of geographic. The article explores some challenges in the implementation of digital technologies in geographic disciplines in higher education: narrowing geographic education digitalization to the use of various gadgets; the application of general purpose digital technologies; underestimation of GIS technologies during the study of geography; occasional use of VR, AR technologies and mobile applications of geographic and cartographic content; the lack of educational and methodological support and proper technological availability. The authors pay special attention to the prospects for the development of geographic education digitalization, which are envisioned in the introduction of “Digitalization of geographic education” into the curriculum of future geography teachers training; the use of high-quality free educational resources (ArcGIS Online, QGIS); the creation of own geo-information platforms (“Digital Geography”); and updating of the material and technical base of the scientific research laboratory on the methodology of teaching geo-information technologies.

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Giannangelo, Duane M., David J. Sergeant, and Rosestelle B. Woolner. "The Whatever Factor: Geographic Literacy of Teachers." Journal of Social Studies Research 13, no. 2 (1989): 34–41. https://doi.org/10.1177/235227981989013002004.

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This study helps document the geographic illiteracy of a sample of undergraduate and graduate students in teacher education at a major southeastern university. What makes this study unique is that the samples were tested using the National Council for Geographic Education’s elementary and secondary forms of a test which measured map skills plus understandings of physical and cultural geography. In the sample of 268, students in elementary education courses outperformed secondary education students. Further, inspection of the data suggests that only 71.6% of the items were answered correctly, this group of present and prospective teachers were woefully inadequate in geographic knowledge .

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Lee, Jeong-Min, and Young-Hoon Kim. "Exploration of the Practice and Effectiveness of Teaching Geography Using Statistical Geographic Information Service(SGIS)." Convergence Education Research Institute, Korea National University of Education 10, no. 2 (2024): 121–44. http://dx.doi.org/10.69742/cer.2024.10.2.121.

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This research paper investigates the use of the Statistical Geographic Information Service (SGIS) within the context of a digital geospatial platform in high school geography classes in Korea. The platform supports creative thinking and competency development in the 2015 revised national curriculum. The study proposes SGIS-integrated teaching modules and evaluates their effectiveness in enhancing geography education. Our findings indicate that SGIS serves as a valuable pedagogical tool, promoting student-centered learning and motivation while improving geographical knowledge. The research highlights SGIS's interdisciplinary relevance in visualising geospatial data and its broad applicability in geography instruction. Additionally, it suggests further research on SGIS's role in enhancing teacher competencies and its alignment with the 2022 revised curriculum's emphasis on digital literacy and critical thinking. Overall, the paper concludes that the integration of SGIS into geography classes has been successful and indicates a promising future for incorporating digital tools in social scientific education.

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Bailey, William H., and Cyrus B. Dawsey. "Roundball Geography: A Successful Grass Roots Geographic Education Program." Journal of Geography 91, no. 6 (1992): 247–51. http://dx.doi.org/10.1080/00221349208979105.

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Dittmer, Jason. "Towards a Regionally Balanced Geographic Education Beyond Geography Class." Journal of Geography 104, no. 5 (2005): 223–24. http://dx.doi.org/10.1080/00221340508978987.

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Berglund, Leo. "Sociologiska kritikbegrepp för utbildningsvetenskapen." Educare, no. 3 (September 1, 2016): 14–37. http://dx.doi.org/10.24834/educare.2016.3.991.

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Critique plays an important role within the educational field; yet it seems to function within a framework that is considerably limited by the presuppositions of its objects. Studying the debate on critique that takes place within the sociological field makes it possible to understand the forms and roles critique can take, and how to handle its immanent contradictions. It is argued that while social science can make way for critique by using totalizing theories, actors can be critical by referring to lived experience. But the latter form of critique risks to be neutralized by institutional instances of expertise. The theoretical framework presented is illustrated by an analysis of how two educations in pedagogy on an advanced level interpret their cause to equip their students with an ability to think critically. The comparison shows that one education tends to focus on expertise, and the other one is critical in a more reflexive manner. The article is concluded with a reflection on the need for a radical critique within the educational field.

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SAFRIANI, Eka Wulan, Iwan SETIAWAN, and Nanin TRIANAWATI. "A Systematic Literature Review: Utilization of Geographic Information Systems (GIS) in Geography Education in the 21st Century." Eurasia Proceedings of Educational and Social Sciences 33 (January 3, 2024): 96–103. http://dx.doi.org/10.55549/epess.1413320.

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Nowadays, the development of information and communication technology is running very rapidly. Geography education has a prominent role in ecosystem sustainability and cultural development, which is influenced by geographic data. Learning in the 21st Century with technological developments has increased. Geographic Information Systems (GIS) have become essential in changing how geography is understood and supported in the 21st century. Therefore, this research was conducted to investigate the role of Geographic Information Systems (GIS) in improving the quality of geography education. This research uses the PRISMA 2020 systematic literature review method using Scopus and Google Scholar as the database. A total of 101 articles were collected, but only 12 articles met the criteria for qualitative-thematic analysis. Research findings based on a systematic literature review state that there are two subject areas for using GIS in geography education: secondary schools and higher education. GIS in secondary school-level geography teaching, focuses on the output of increasing students' understanding and knowledge of spatial thinking. The aim of implementing GIS in higher education places greater emphasis on practical benefits in future geographic education development.

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Nekby, Lena, Roger Vilhelmsson, and Gülay Özcan. "Do Host Country Educations Even Out the Playing Field? Immigrant-Native Labor Market Gaps in Sweden." Journal of Immigrant & Refugee Studies 6, no. 2 (2008): 168–96. http://dx.doi.org/10.1080/15362940802198850.

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Carneiro, Rosalvo Nobre. "Contemporary challenges of teaching education." Terrae Didatica 15 (September 17, 2019): e019035. http://dx.doi.org/10.20396/td.v15i0.8655111.

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In the public space of the theoretical renewed discourses, the geographic knowledge expands itself from the university world for the school world, with criticism as a key word of the teacher education. Thus, the objective of this paper is to discuss the challenges of teacher education, particularly the one of the teacher of Geography, based on the concepts of communicative competence and universal ethical principles, from the theory of communicative action of Jürgen Habermas. It started from our experience as a professor in Geography College, when questioning the reason for the low participation of undergraduates in establishing a dialogue or an argumentative discourse in the classroom. From the literature review, we identified the current predominant themes in geographic education on the education of teachers in Geography. It was observed the domain of the themes: researcher teacher and citizenship. An understanding of professional and human formal education is defended, associated to the action, around universal ethical principles of geographic base.

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Büyükgebiz, Benal, Necla Çevik, and Olcay Oran. "Factors Related to the Duration of Breast-Feeding in Ankara, with Special Reference to Sociocultural Aspects." Food and Nutrition Bulletin 14, no. 4 (1992): 1–5. http://dx.doi.org/10.1177/156482659201400410.

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A questionnaire designed to elicit information on the relationship between certain sociocultural factors and the duration of breast-feeding was administered to 1,500 mothers. Giving colostrum, demand feeding, night feeding, feeding with both breasts, rooming-in, and planned pregnancy were factors found to have a positive effect on the duration of breast-feeding. Factors having a negative association included the use of prelacteal foods, mothers’ educations, smoking, and maternal employment. For employed mothers, paid maternity leave before and after delivery did not affect the duration of breast-feeding, but unpaid maternity leave and milk leave had a positive effect.

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DeMers, Michael. "Exploring Abandoned GIS Research to Augment Applied Geography Education." International Journal of Applied Geospatial Research 10, no. 2 (2019): 1–10. http://dx.doi.org/10.4018/ijagr.2019040101.

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Applied geography has enjoyed a revival in large part due to the increased availability of geospatial software often resulting in its wholesale adoption in applied geography programs throughout academia. One unintended consequence of this adoption is that much of the conceptual content responsible for the historical development of GIS is largely not covered in the applied geography coursework. When applied geography programs focus on software application without considering its limitations, the applied geography student gets the misconception that the geographic underpinnings upon which the software is based are thoroughly understood and tested. A result of this, applied geography students often employ the tools with little or no understanding of their limitations for modeling real geographic processes. This article proposes that one aspect of an applied geography curriculum must include the study of the underlying principles upon which the software is based, and perhaps more importantly, the study of concepts that were abandoned in the early days of tool development.

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Qismət qızı Həsənova, Nərmin. "Analysis of Geographical Education in Secondary Education in the United States." SCIENTIFIC WORK 66, no. 05 (2021): 181–84. http://dx.doi.org/10.36719/2663-4619/66/181-184.

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The article addresses issues related to the teaching of Geography at the secondary level in the United States. The historical approach to the teaching of geography is reflected. The role of knowledge of geography in the education system was discussed. The article also explores and highlights the importance of Geographic Standards. The importance and goals of today's Geographical Education have been explored. The article also emphasizes the importance of the work carried out in this field throughout history in the development of modern geographical education. Ways to improve geography teaching were analyzed. Key words: Secondary education, Geographical education, National Geographical standards, land forms, climate

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Kurniawan, Muhamad. "SINKRONISASI PEMBELAJARAN PENDIDIKAN GEOGRAFI DALAM PENDIDIKAN VOKASIONAL DI KURIKULUM MERDEKA." Jurnal Analisa Pemikiran Insan Cendekia 7, no. 1 (2024): 77–95. https://doi.org/10.54583/apic.vol7.no1.164.

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Vocational education has many forms and sectors, it can also cultivate diverse skills talents, inherit skills and promote employment and entrepreneurship. The position of geographic education in the field of remote sensing and Geographic Information Systems is vital in the study of geographic education which is used to analyze data on objects depicted in images that will be displayed in map form. Geography education is closely related to GIS technology and identifies characteristics that contribute to engaging students in the use of geospatial technology (GIS) in the classroom. The aim of this research is to explore the contribution of geography education in educating GIS at vocational high schools in Indonesia, especially in the Merdeka Curriculum. The result is that there are 3 skill competencies/expertise concentrations that are consistently based on the application of their knowledge in direct contact with geography education in the K13 curriculum and the Merdeka Curriculum, namely Geomatics Engineering, Geospatial Information Engineering and Forestry. Regardless of geography education and whether geography is natural knowledge or social knowledge, geography itself is a multidisciplinary science that is able to encourage and motivate students in the fields of career and science.

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NAKAGAWA, Koichi. "University Education of Geography. Institutional Short History of Geographic Education in Japan." Journal of Geography (Chigaku Zasshi) 106, no. 6 (1997): 772–75. http://dx.doi.org/10.5026/jgeography.106.6_772.

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Cox, Kevin R. "Physical Geography and the Geographic Thought Course." Journal of Geography in Higher Education 30, no. 3 (2006): 373–88. http://dx.doi.org/10.1080/03098260600927120.

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Downs, Roger M. "Being and Becoming a Geographer: An Agenda for Geography Education." Annals of the Association of American Geographers 84, no. 2 (1994): 175–91. http://dx.doi.org/10.1111/j.1467-8306.1994.tb01733.x.

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Oberle, Alex, Fabian Araya, and Sandra Alvarez. "Priorities for Pan-American Geography Education: Needs and Trends." Education Sciences 14, no. 1 (2024): 64. http://dx.doi.org/10.3390/educsci14010064.

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Geography education research in Latin America is uneven in terms of its thematic focus and country-level contributions. Research demonstrates the necessity for a region-wide prioritization of geography education themes that builds on existing scholarship and adapts to emerging needs and trends. The Pan-American Institute for Geography and History, a scholarly society, established a research team with a four-year charge of advancing geography education in the region. Titled “Geographic Literacy for the Countries of the Americas”, the initiative develops research agendas that encompass the diversity of definitions and criteria, scholarly activities, and curricular resources across countries. The purpose of this study is to follow the process of identifying geography education research priorities involving scholars representing most countries in the region; describe the priorities and activities identified by project team members; and discuss emerging long-term research agendas. The study uses a descriptive research design to describe the process in general and to specify the outcomes. Results show the prioritization of the four areas as follows: teaching geography online, teaching geography face-to-face, methodological foundations of geographic education, and connecting geography and education stakeholders. Activities and research agendas within these categories include both traditional, longstanding themes and emerging themes related to recent global crises and technological innovations.

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Stoltman, Joseph P., C. Sonia Wardley, and Pavan Kandi. "Lauching Geographic Education in to the 21st Century : The View from the United States." Cahiers de géographie du Québec 43, no. 120 (2005): 413–35. http://dx.doi.org/10.7202/022847ar.

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Geographic education in the United States has experienced an unprecedented resurgence in the schools during the past two decades. There are several compelling reasons for a revival of the discipline, among them a thoroughly documented level of geographic illiteracy in the school age population that raised the ire of politicians, parents, and geographers alike (The Gallop Organization, 1988). This paper discusses the way that educational reform has addressed the problems facing geographic education on the eve of the new millennium. A successful approach to the issues necessitated being able to move geography education forward in three phases. They were: 1) awareness of the problems facing the discipline; 2) the development of rigorous content standards to guide geography education nationally, and 3) national and state assessments of student performance in geography and teacher preparation initiatives. The significance of each of the three phases is discussed within the context of geographic education within the United States.

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Binimelis Sebastián, Jaume, Alejandro Gómez Gonçalves, Isabel María Gómez Trigueros, and Joan Jordi Muntaner Guasp. "GEOGRAPHIC LITERACY IN THIRD-YEAR COMPULSORY SECONDARY EDUCATION STUDENTS." Journal of Baltic Science Education 23, no. 6 (2024): 1119–33. https://doi.org/10.33225/jbse/24.23.1119.

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Poor geographic knowledge among students and citizens, in general, has been one of the main research concerns in the area of geography education. This study is part of a project aimed at determining compulsory secondary education students’ level of geographic knowledge and providing tools to improve learning. Following quantitative research methods, the geographic knowledge and competences of the participating students have been assessed through an online test. Additionally, the circumstances associated with the students’ personal and academic environment that contribute to explaining the results have been established. The findings show the participating students’ scarcity of geographic knowledge, both regarding specific curricular contents and spatial competence. The results obtained suggest the pressing need to find a new geography teaching approach that is more clearly linked to the language of maps. Keywords: geographic literacy, geographic knowledge, online map editor instrument, place location knowledge, pre-test data evaluation

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Suzuki, Luis Eduardo Akiyoshi Sanches, Liz Cristiane Dias, Moisés Ortemar Rehbein, and Edvania Aparecida Corrêa. "O ENSINO DE SOLOS NOS DIFERENTES NÍVEIS DE EDUCAÇÃO EM GEOGRAFIA." REVISTA GEONORTE 11, no. 37 (2020): 1–21. http://dx.doi.org/10.21170/geonorte.2020.v.11.n.37.01.21.

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Gaudelli, William, and Elizabeth Heilman. "Reconceptualizing Geography as Democratic Global Citizenship Education." Teachers College Record: The Voice of Scholarship in Education 111, no. 11 (2009): 2647–77. http://dx.doi.org/10.1177/016146810911101104.

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Background Geography education typically appears in school curricula in a didactic or disciplinary manner. Yet, both the didactic and the disciplinary approach to geography education lack a serious engagement with society, politics, and power, or democratic theory. We suggest, from Dewey, that most students, the social studies, and indeed society are not well served by these approaches, particularly as we confront global challenges that demand geographic knowledge and insight. Purpose We propose that geography can and should reflect the interests of students and society and thus be what Dewey calls psychologized through a democratic vision of global citizenship education (GCE). Toward that end, we develop a typology of global education to identify those types most congruent with democratic citizenship (cosmopolitan, environmental, and critical justice) and those less congruent (disciplinary, neoliberal, and human relations). Drawing on our typology, we show how GCE can be a point of synthesis in practice, bringing together global education and reconstituted geographic knowledge. Research Design The method of this article is a secondary analysis of literature in democratic theory, global citizenship education, and geography education that synthesizes points of overlap. Conclusions Based on this analysis, we recommend that geography curriculum should be remade within a vision similar to GCE so that space and place can be socially understood.

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Aydin, Abdullayev S. Elvin. "Science and Education: The Problem of Geography." International Journal for Research in Applied Science and Engineering Technology 11, no. 12 (2023): 1436–38. http://dx.doi.org/10.22214/ijraset.2023.57439.

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Abstract: Geography plays a significant role in our lives. It is crucial in researching and understanding the cultural, political, economic, and social issues of the world. Geographic research and education are critical resources in addressing global problems. However, one of the contemporary challenges of geography is its further integration with other scientific fields and the need for increased integration.

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Yusoff, Safiah @. Yusmah Muhammad. "Geospatial Based Coastal Ecotourism Management for Geography Teaching Material Development." Sumatra Journal of Disaster, Geography and Geography Education 1, no. 1 (2017): 1. http://dx.doi.org/10.24036/sjdgge.v1i1.29.

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Geospatial has been widely and extensively used as a research tool across the human activity spectrum. Education sector is no exemption with geospatial being taught in all education institutions, secondary or tertiary. In geography education, tourism courses are among courses that employ geospatial in their teaching and learning material to define the data collection and associate the data with technology which has geographic and locational component. Coastal ecotourism, for example, utilize geospatial in its management where geographic information can be stored in layers and integrated with geographic software program. The information can then be created, stored, manipulated, analyzed and visualized. More interestingly, the result of the spatial information can be integrate with various other research discipline. This paper reviews: 1) geospatial as one of the tools used in geography teaching material; 2) the application of geospatial in coastal ecotourism management; and 3) geospatial based coastal ecotourism management for geography education. A review from geospatial based coastal ecotourism management for geography teaching material development was established. Hence, its effectiveness and efficiency is also discussed.

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De Miguel González, Rafael. "Geografía y tiempo contemporáneo: educación geográfica y enseñanza de las ciencias sociales para el mundo global." REIDICS. Revista de Investigación en Didáctica de las Ciencias Sociales, no. 2 (March 13, 2018): 36–54. https://doi.org/10.17398/2531-0968.02.36.

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This article is a state of the question about geographic education from the scope of the educational purposes and its reflection in the curriculum. Later, it analyses the most recent contributions -either from the epistemology of geography, either from geography education theory-, which demonstrate the importance of geography in the school curriculum. After a comparative analysis of different curricula with the Spanish case, we suggest a new curricular proposal for geography education, based on six contemporary approaches.

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Ikhsan, Fahrudi Ahwan, Fahmi Arif Kurnianto, Bejo Apriyanto, and Elan Artono Nurdin. "GEOGRAPHY SKILLS DOMAIN TAXONOMY." Geosfera Indonesia 2, no. 1 (2018): 54. http://dx.doi.org/10.19184/geosi.v2i1.7525.

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This study aims to explain the geography student skills domain. The focus of this research is the domain of geography skills possessed by students. The research method with the a qualitative approach. Subjects were students of Jember University geography education consisting of 2 men and 2 women with indicators of academic ability value of the national geography exam results. Data collection techniques by observation and interview. Data were analyzed using the processing unit, categorization and interpretation of data. The findings show that the skills of geography for prospective teachers of geography and geographers to be possessed composed as follows: 1st level thinking skills geography (space, phenomena, location and place, region, environment, coordinate, and humans), level 2 skills of analysis geography (scale, distribution, patterns of interaction, interrelation, connectivity, corologi, descriptions, and agglomeration), and level 3 skills of geographic applications (mapping/cartography, remote sensing, geographic information systems, surveying and mapping of the area, and Global Position systems (GPS). This level difference is used to distinguish the use of knowledge and application of the science of geography. Keywords: Students of geography education, geography Skills

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WithamBednarz, Sarah. "Geographic Information Systems: A Tool to Support Geography and Environmental Education?" GeoJournal 60, no. 2 (2004): 191–99. http://dx.doi.org/10.1023/b:gejo.0000033574.44345.c9.

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Journal articles on the topic 'Geography educations'

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