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Relevant bibliographies by topics / Geography – Study and teaching

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Academic literature on the topic 'Geography – Study and teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Geography – Study and teaching"

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Knowles, Anne Kelly. "A Case for Teaching Geographic Visualization without GIS." Cartographic Perspectives, no. 36 (June 1, 2000): 23–37. http://dx.doi.org/10.14714/cp36.823.

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This article argues for the value of teaching geographic visualization to non-geography majors by having them make maps manually, using punched mylar, colored pencils, and light tables instead of computerbased geographic information systems or mapping programs. The essay contrasts the experiences of attempting to teach principles of geographic visualization using ArcView GIS in an introductory human geography course and using manual methods in an upper-level research methods course in history. Several conclusions emerge: (1) using manual methods to visualize spatial information quickly gets students thinking geographically; (2) the ease of learning the fundamental concepts and techniques of geographic visualization using manual methods makes it possible to integrate visualization into courses outside the discipline of geography; (3) geographic visualization can tremendously enrich the study of history, prompting students to think in ways they might not otherwise; and (4) teaching visualization with mylar has distinct advantages for history courses because physical map layers reinforce the notion that places are palimpsests of change. Manual methods make it possible to teach geographic visualization at colleges and universities that have no geography department or GIS courses. Their use should be encouraged as an adaptable, inexpensive, effective way to promote geographic learning and geographic literacy in U.S. higher education.

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Guan, Weihe (Wendy), and Peter K. Bol. "Embracing Geographic Analysis Beyond Geography." International Journal of Applied Geospatial Research 3, no. 2 (April 2012): 63–71. http://dx.doi.org/10.4018/jagr.2012040104.

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Without a department of geography, Harvard University established the Center for Geographic Analysis (CGA) in 2006 to support research and teaching of all disciplines across the University with emerging geospatial technologies. In the past four and a half years, CGA built an institutional service infrastructure and unleashed an increasing demand on geographic analysis in many fields. CGA services range from helpdesk, project consultation, training, hardware/software administration, community building, to system development and methodology research. Services often start as an application of existing GIS technology, eventually contributing to the study of geographic information science in many ways. As a new generation of students and researchers growing up with Google Earth and the like, their demand for geospatial services will continue to push CGA into new territories.

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Jum'ah Mohammad Alnanah, Jum'ah Mohammad Alnanah. "The effectiveness of using contemporary techniques in teaching geography from the point of view of public elementary school teachers in Marka Directorate of Jordan: فاعلية استخدام التقنيات المعاصرة في تدريس الجغرافيا من وجهة نظر معلمي المدارس الأساسية الحكومية في لواء ماركا بالأردن." مجلة العلوم التربوية و النفسية 5, no. 47 (December 28, 2021): 149–25. http://dx.doi.org/10.26389/ajsrp.n220521.

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This study aimed to identify the effectiveness of using contemporary techniques in teaching geography course in government basic schools in Marka Directorate of Jordan: 1- That (46 out of 65, and the rate of 70.76%) confirmed the effectiveness of the use of information and communication technology in teaching geography, and that (44 out of 65, and the rate of 67.7%) confirmed the effectiveness of the use of geographical maps in the teaching of geography, and that (43 out of 65, and the rate of 66.15%) They emphasized the effectiveness of the use of geographical information systems in the teaching of geography. 2- That (19 out of 65, and a percentage of 29.24%) confirmed the ineffectiveness of using information and communication technology in teaching geography, and that (21 out of 65, and a percentage of 32.3%) confirmed the ineffectiveness of using geographical maps in teaching geography, and that (22 out of 65, and a percentage of 33.85%) confirmed the ineffectiveness of using geographical information systems in teaching geography. In light of the results, a number of recommendations and suggestions were presented, including: developing the skills of geography teachers to use information and communication, geographic maps, and geographical information systems in teaching.

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Deng, Ting. "A Study on Teaching Strategies of High School Geography Centered on the “Problem Study” Section of the New Textbook." Learning & Education 10, no. 5 (March 13, 2022): 187. http://dx.doi.org/10.18282/l-e.v10i5.2731.

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The new high school geography textbook continues to use the “problem study” section, which has an important status and role in teaching. This paper first discusses the characteristics of the “Problem Study” section of the new textbook, and then focuses on the teaching strategies based on the “Problem Study” section of the new high school geography textbook, aiming to provide effective reference for front-line teachers to carry out high school geography teaching.

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Artvinli, Eyüp. "What is Innovative Geography Teaching? A Perspective from Geography Teachers." Journal of Education and Training Studies 5, no. 6 (April 23, 2017): 9. http://dx.doi.org/10.11114/jets.v5i6.2383.

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The purpose of the study is to examine views of geography teachers on innovative geography teaching. The study group consists of 15 geography teachers (8 Females, 7 Males). The study is designed in keeping with phenomenological research. Semi-structured interview form is used as a data collection tool in the study. The collected data are analyzed through content analysis based on inductive analysis technique. Themes are derived from codes. The content analysis results reveal that the geography teachers are satisfied with their professions, the teachers who can keep up with technological and methodological developments in their field, are regarded as innovative teachers, innovative geography teachers are the ones who integrate new technologies into their lessons, the internet resources are the most significant application form in following the innovations, the participants consider making innovation in geography teaching as a part of their profession, and proficiency in the use of computers plays a crucial role in becoming innovative. The research findings have been discussed in relation to the literature and some recommendations have been given.

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Satybaldieva, Ayzhan, Kulyash Kaimuldinova, Shakhislam Laiskhanov, Nurzhanat Shakirova, and Karlygash Muzdybayeva. "Study of the effectiveness of teaching cultural geography in a school’s geography course." International Journal of Innovative Research and Scientific Studies 7, no. 2 (February 1, 2024): 487–98. http://dx.doi.org/10.53894/ijirss.v7i2.2668.

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The experience of countries with developed education and the work of scientists who have conducted research in this area indicate that cultural geography is the most important factor in the formation of the worldview of students. However, an analysis of the state of teaching cultural geography in secondary schools in Kazakhstan has shown that it is insufficiently studied. The cultural geography components of geography are included in school geography textbooks, although they are not specifically taught as an independent subject or course. Therefore, an elective course on Cultural Geography was developed to fill this gap, and its effectiveness was studied through experimental research. The general secondary education school in Almaty City was chosen as the base of the experiment. The experiment, in which a total of 50 students voluntarily participated, was conducted from September 2021 to the end of May 2022. In order to determine the educational levels of students after the course, three stages of monitoring were conducted and 15 tasks of different levels were given. The experiment's findings demonstrated the significance of the elective "Cultural Geography" course in helping students develop their subject competencies and the value of implementing it in regular secondary schools.

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Yli-Panula, Eija, Eila Jeronen, and Piia Lemmetty. "Teaching and Learning Methods in Geography Promoting Sustainability." Education Sciences 10, no. 1 (December 23, 2019): 5. http://dx.doi.org/10.3390/educsci10010005.

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Understanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This qualitative study examined articles on geography teaching and SD. The material was selected using keywords related to geography education. The study describes 17 articles published in peer-reviewed scientific journals from 2008 to 2018. The focus group varied from primary to higher education. The proportion of teaching and learning methods were determined. The data were analyzed using qualitative content analysis. The foci of the analyses were the teaching and learning methods, topics, goals, and levels of thinking skills. Additionally, features of the teaching methods used in geography education, including outdoor education, to achieve the sustainable development goals (SDGs) were investigated. Different teaching methods used together and interactive learning were the most often preferred. Group work and teachers’ presentations were mentioned in 12 articles, and inquiry-based learning and argumentation in half of the articles. The most often written expressions promoting SD in geography education concerned environmental sustainability (42%), followed by social (25%), economic (19%), and cultural sustainability (14%). The most emphasized features of the current teaching methods were active participation, thinking skills, animation, evaluation, dialog, demonstrations, and information and communication technology skills. The whole school approach and forward-looking perspective in geography should be implemented in school education to reach the SDGs and to support SD.

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Macaulay, J. U. "NEW MOVEMENTS IN THE STUDY AND TEACHING OF GEOGRAPHY." New Zealand Journal of Geography 53, no. 1 (May 15, 2008): 35–36. http://dx.doi.org/10.1111/j.0028-8292.1972.tb00567.x.

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Murtini, Sri, Agus Sutedjo, Ita Mardiani Zain, and Sabrina Azharia Sabitah. "EFFECTIVENESS OF LEARNING OUTCOMES OF TOURISM GEOGRAPHY TEXTBOOK FOR STUDENT IN GEOGRAPHY EDUCATION STUDY PROGRAM." JURNAL GEOGRAFI Geografi dan Pengajarannya 20, no. 2 (December 30, 2022): 66–76. http://dx.doi.org/10.26740/jggp.v20n2.p66-76.

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This study aims to determine the effectiveness of the resulting textbook development subject Tourism Geography. Development textbook using the Borg and Gall model with five steps. The steps are (1) initial study to find problems related to geography teaching materials tourism as a product to be developed. (2) create planning development teaching materials, (3) develop products based on the problems found, ( 4 ) conduct field tests on the products being developed, and ( 5 ) revise to correct weaknesses in the field trial phase. The data were obtained from the teaching material validation team, which included material experts, linguists, and learning design experts. The validation results from the expert team showed the textbooks of tourism geography obtain values 92, 4, or category very suitable for learning. While data from the results study class of 2019 programming students subject tourism geography show effective results with an average value of 84.56 or category A-. Keywords: effectiveness, textbooks, geography tourism, learning.

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YAMAGUCHI, Yukio. "A Study on the Improvement of Geography Teaching and the Relationship of Geography and History in Senior High School Teaching." TRENDS IN THE SCIENCES 16, no. 9 (2011): 16–21. http://dx.doi.org/10.5363/tits.16.9_16.

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Dissertations / Theses on the topic "Geography – Study and teaching"

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陳淑英 and Suk-ying Eva Chan. "Teachers' conceptions of geography teaching and learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962786.

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Puttick, Steven. "Geography teacher's subject knowledge : an ethnographic study of three secondary school geography departments." Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712039.

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Ho, Shuk-yee Suky, and 何淑儀. "Advanced level geography students' perceptions of teaching pedagogies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27672566.

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Hurren, Wanda Jean. "Line dancing : an atlas of geography curriculum and poetic possibilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34556.pdf.

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Leung, Pik-sai Tracy, and 梁碧茜. "Using environmental teaching kits in teaching secondary 1-3 geography syllabus in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30218470.

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Mark, Siu-man, and 麥兆文. "Implementation of issue-based approach in teaching junior secondary geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962531.

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Kwong, Kin-ho Terence, and 鄺健豪. "An evaluation of the teaching of concepts in geography in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626603.

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Kwan, Kin-sheung, and 關健常. "Implementation of the issues-based approach in teaching certificate geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35537036.

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Yeung, Pui-ming Stephen, and 楊沛銘. "Geography teaching and environmental consciousness among Hong Kong secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31212025.

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Lafaille, Richard. "La géographie et ses marges / par Richard Lafaille." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75965.

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Geography is being more and more reduced to only one form of rationality, i.e. technical control. Such narrowness threatens all spiritual life and creativity. It calls on us to find new ways of thinking. Notwithstanding some refreshing break-throughs, especially its opening into literature, humanistic geography cannot be considered an adequate alternative to technical rationality. On the contrary, from a metaphysical perspective, humanism seems to be bordering on the very essence of technology. Its propositions partake of the system of metaphysical oppositions which determine the technological world.
From a position which can be defined as a radicalization of phenomenology, and which aims at the removal of some major obstacles to geographical creativity, some of these oppositions are deconstructed. Probing the possibilities of bringing geography and literature closer together, the oppositions set up between geography and literature, the geographical and the literary use of language, metaphorical and literal language, geographical and literary criticism, are understood as prejudices which have contributed to the elimination of all non-technologically oriented endeavors.

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Books on the topic "Geography – Study and teaching"

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Gersmehl, Phil. Teaching geography. New York: Guilford Press, 2008.

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Helmut, Schrettenbrunner, and Westrhenen J. van, eds. Empirical research and geography teaching. Utrecht: Koninklijk Nederlands Aardrijkskundig Genootschap, 1992.

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Ashley, Kent, and University of London. Institute of Education., eds. Alternative teaching strategies for geography. London: Geography Section, Dept. of Economics, Geography and Business Education, University of London Institute of Education, 1986.

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D, Williams Michael Ph, and Tilbury Daniella, eds. Teaching and learning geography. London: Routledge, 1997.

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1952-, Fisher Chris, and Binns Tony, eds. Issues in geography teaching. London: Routledge/Falmer, 2000.

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Widdowson, John. Geography. London: John Murray, 1997.

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Widdowson, John. Geography. London: John Murray, 1995.

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Arnell, Adam. Geography. London: Letts Educational, 2001.

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Lewis, Liz. Geography. Dunstable: Folens, 1997.

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Pantling, Norman. Understanding geography. Huddersfield: Schofield& Sims, 1987.

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Book chapters on the topic "Geography – Study and teaching"

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Marvell, Alan, and David Simm. "Integrating Assessment Effectively into International Fieldwork: A Case Study Using Student-Led Teaching and Learning." In Key Challenges in Geography, 101–22. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95139-9_5.

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Xuesong, Zhang, Zhang Hailin, Gong Shengsheng, and Zhong Xiaohui. "Study on Applying Google Earth to Geography Class Teaching in Middle School." In Advances in Intelligent and Soft Computing, 881–87. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29455-6_118.

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Cai, Liping A., Alastair M. Morrison, and Joseph Ismail. "Teaching Global Tourism Geography Using the Internet: A Case Study of the Paradigm Shift in Educational Technology." In The Internet and Travel and Tourism Education, 17–38. Boca Raton: CRC Press, 2023. http://dx.doi.org/10.1201/9781003417866-2.

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Raina, Ashutosh, Archana Rane, Lucian Ngeze, Sahana Murthy, and Sridhar Iyer. "From Emergency Remote Teaching to Effective Online Learning: A Teacher Professional Development Case Study from Higher Education in India." In Global Perspectives on Educational Innovations for Emergency Situations, 265–74. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_26.

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AbstractThis chapter describes the design and implementation of an educational solution to prepare teachers and instructors in India for various pedagogical and technological transitions during the pandemic. The goal was to move from an emergency remote teaching approach towards adopting effective online teaching strategies. This solution had to address the key challenge of remote professional development for the online medium while accounting for the diversity in the Indian educational context, taking into account varying needs of learners, teachers, institutions, geography, availability of technology, prior experience, and goals. The solution had two parts: i) a web-based repository for self-learning, consisting of research-based principles, pedagogical strategies and tools for effective design and development of online courses, and ii) synchronous interactive workshops to support instructors in practical implementation of the principles, strategies and tools to make domain specific instruction design decisions. Overall, emphasis was paid to learner engagement, diverse learner needs, peer learning, providing effective feedback and meaningful interaction. The resource repository and workshops guided instructors through making decisions and evaluating trade-offs in their context. This article also provides a brief analysis of the data collected from workshops on teachers’ preparedness at effective integration of technology, and the impact of the OTeach resource repository, which can found at Google Sites and has 25,000+ visitors so far. The article concludes with reflections and recommendations based on our experience.

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Bratti, Massimiliano, Giovanni Barbato, Daniele Biancardi, Chiara Conti, and Matteo Turri. "Degree-Level Determinants of University Student Performance." In Teaching, Research and Academic Careers, 267–318. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_10.

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AbstractAlthough features of the higher education degree programmes in which students are enrolled are likely to have an impact on their academic careers, primarily because of data limitations, research has mainly focused on individual, household and higher education institution drivers of student performance. To fill this knowledge gap, this chapter presents a study using administrative data on the complete supply of higher education degrees in Italy during 2013–2018 to carry out an analysis of the degree-programme determinants of university student performance, as measured by the National Agency for the Evaluation of the University System and Research (ANVUR) ‘quality’ indicators. After controlling for detailed degree subject–geographic macro-area fixed effects, our analysis uncovers several significant degree-programme predictors of university student performance, including the degree’s type of access (i.e. selectivity), language of instruction, composition of the teaching body, percentage of teachers in ‘core’ subjects, teachers’ research performance (for master degrees) and university spatial competition.

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Zhu, Huasheng, Hao Wang, Jing Liu, and Shiyang Li. "Teaching Geography in the Midst of the COVID-19 Pandemic in a Chinese University: A Case Study of Beijing Normal University." In COVID-19 and a World of Ad Hoc Geographies, 2179–90. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94350-9_118.

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Fortuijn, Joos Droogleever. "Teaching Feminist Geography." In Routledge Handbook of Gender and Feminist Geographies, 501–10. Names: Datta, Anindita, 1968- editor. Title: Routledge handbook of gender and feminist geographies/ edited by Anindita Datta, [and four others]. Description: Milton Park, Abingdon, Oxon; New York, NY: Routledge, [2020]: Routledge, 2020. http://dx.doi.org/10.4324/9781315164748-50.

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Bird, J. H. "Geography." In Key Topics of Study, 83–86. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003261599-13.

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Mikoš, Matjaž. "Landslides in Higher Education Curricula and Beyond." In Progress in Landslide Research and Technology, 167–81. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-44296-4_7.

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AbstractEducation is a human right and plays a decisive role in capacity building from the pre-school level to professional, under-, and postgraduate university study programmes in higher education institutions and beyond, such as summer schools or as a part of lifelong education for a general audience. It gives us a profession or helps the general population and diverse stakeholders (e.g., policy and decision makers) increase society’s resilience against natural hazards, such as landslides. Thus, education finds a principal place also in numerous international documents accepted by the UN organizations.The article looks at education as a topic of international strategic documents on disaster risk reduction. It uses diverse web tools and databases to assess worldwide efforts in teaching/education on landslides and their disaster risk reduction at higher education levels and beyond. The focus is on the higher education study programmes offering courses on slope stability and landslide mitigation. This topic is widely covered by study programmes in the field of disaster risk management and classical study programmes in civil, geological, geotechnical engineering, as well as in geology and geography. The second cycle covers the landslide topic, i. e. master study programmes and university programmes are prevailing. There is an apparent lack of academic programmes offered as blended programmes or distance learning programmes in disaster risk reduction, including landslide risk. Certificates and diploma levels prevail among academic programmes offered as online courses or continuing education.The web search found a few (summer) schools dedicated to landslide topics and a variety of other open-access material that can be used for education and capacity building, such as blogs, databases, teaching tools, presentations, or video lectures.The International Consortium on Landslides might offer collected information in this article on its web pages under the topic “Educational tools” and then open it up to their members and landslide community to contribute to the content by sending links to elsewhere freely available educational material in landslide disaster risk reduction.

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Puttick, Steve. "Exploration and geography." In The Geography Teaching Adventure, 13–28. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003321682-2.

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Conference papers on the topic "Geography – Study and teaching"

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Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.

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Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.

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Varjas, János. "Empirical study on environmental knowledge and attitudes of Hungarian Geography Teacher students." In World Conference on Research in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/worldte.2019.12.918.

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Kirchner, Karel, Lucie Kubalíková, Franišek Kuda, and Marek Havlíček. "Anthropogenic relief transformations – their knowledge and evaluation with regard to the uniqueness and cultural identity of regions." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-6.

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Within the development of new regional geography, the role of human geographic research in the study of regions is emphasized. Regional uniqueness, a consciousness of belonging to a particular region and regional identity also play an important role in the definition of regions. However, physical geography disciplines, e.g. geomorphology, can also contribute to the knowledge of these aspects with regard to the definition of regions. Currently, within the framework of geomorphology, attention is paid to the diversity of anthropogenic landforms. The knowledge and evaluation of these anthropogenic landforms, which are an important part of the historical elements of the landscape and are also referred to as cultural artefacts of the landscape, enables to supplement the cultural-historical values of the region and to specify the cultural identity of the region. On the example of sites – Staré Hradisko and Hostýn – we will present the specifics of secondary geodiversity with respect to the cultural identity of the sites.

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Holloway, Paul, Raymond O'Connor, Denis Linehan, and Therese Kenna. "Digital (Urban) Geography: Student-led research methodology training using smartphone apps." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.30.

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In the last decade, opportunities have emerged to deploy new digital technologies to research agendas and research-led teaching at third level. For instance, research methods such as surveys and questionnaires are shifting into the digital environment, while at the same time there is increasing evidence to support the view that people who have grown up with technology have acquired distinctive new ways of learning, and that traditional methodologies fail to maximise student engagement (Lafuente 2018). Thompson (2013) suggests that these ‘new learners’ are constantly using technology, multi-tasking in interactive environments, and collaborating online, yet research shows that many students are unaware of the potential of their smartphone to support learning (Woodcock et al, 2012). Despite a widespread interest in mobile devices facilitating teaching and learning in third-level education geography departments (Welsh et al. 2013), many research techniques are still taught using traditional ‘pen-and-paper’ methodologies. The ESRI Collector for ArcGIS is a mobile application (app) that can be used with iOS, Android, and Windows smartphones. Collector for ArcGIS is beginning to emerge as a technology to support spatial thinking in geography at second-level education and third-level education (Pánek and Glass 2018). Here we report on our strategy of integrating mobile technology in GG1015 Applied Geography, a large (250+) class introducing first year BA Arts Geography programme students to a number of techniques that we use in Geography. This module sits between GG1013 Environmental Geography and GG1014 Society and Space in the first-year programme. Both of these modules are a block of 24 1-hour lectures, with multiple choice quizzes (MCQs) and essay-based exams. Subsequently, GG1015 was developed to compliment these modules and introduce different teaching styles that facilitate learning across a range of diversities. Throughout this module, students engage directly in fieldwork, photographic activities, essay writing, presentations, and small group work. As such, this module offers an excellent case study to explore new techniques to engage students in learning, particularly in geographic research.

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Liu, Qiang, and ShengQuan Yu. "A study on IT-based geography instructional model based on digital planet teaching system." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6056761.

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Szabó, Róbert. "The usage of the battle simulation in History and Geography classes: the case study of the Battle of Nagyharsány, Hungar." In World Conference on Research in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/worldte.2019.12.919.

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Trembošová, Miroslava, Alena Dubcová, and Natália Horná. "Retail and shopping behavior in small towns in Slovakia (example study of Zlaté Moravce town)." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-17.

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In the past 15 years we have been involved in the rapid development of retail in Slovakia. Its globalization trends, materialized in shopping malls, often built on a 'green field' along major communication lines, have had a significant impact on commercial suburbanization. The “pulling” of large-scale retail centers on the outskirts of the city significantly affects the state and further development in the central part of the city, with frequent consequences (deadening) of traditional retail zones, many times leading to their disappearance. The new shopping zones change the mode of the time fund and the adopted daily cycles of shopping life for both urban and rural populations and promote consumerism. A number of elements adapt to this phenomenon, e.g. transport networks and parking facilities, opening hours of shops, monitoring the convenience of purchases through prices in leaflets between the traditional and new zone, synergy of non-commercial services, spending leisure time. Nowadays we are witnessing the penetration of foreign retail companies into the medium-sized to small towns of Slovakia and its changes in concentration, integration and internationalization. The aim of the paper is a brief description of the retail network in the typically small Slovak town of Zlaté Moravce. The next section presents the results of a survey of consumer buying behavior and evaluation of its conclusions.

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Lněnička, Libor, and Lenka Dvořáková. "Monuments of cultural heritage from the perspective residents – a case study of Mikulčice (Czechia) and Vlkolínec (Slovakia)." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-10.

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Considering and deciding of future same territory is a complicated task requiring the cooperation of a wide range of stakeholders and institutions. When it comes to deciding in the areas or sites under UNESCO patronage, it is a process sensitive to other inputs, comments, evaluations and attention from all sides. The following paper provides a description of the main results of questionnaire survey aimed at obtaining data on traditional natural and cultural values in carrying out the protection and care of UNESCO monuments. The model territory were on the Slovak side of Vlkolínec (for 25 years on the list of UNESCO World Cultural and Natural Heritage) and on the Czech side of the Slavonic fortified settlement in Mikulčice, which is a potential candidate for registration on the UNESCO list.

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Machar, Ivo, Marián Halás, and Zdeněk Opršal. "Regional biogeographical model of vegetation zones in doctoral programme Regional Biography in Olomouc (Case study for Norway spruce)." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-11.

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Regional climate changes impacts induce vegetation zones shift to higher altitudes in temperate landscape. This paper deals with applying of regional biogeography model of climate conditions for vegetation zones in Czechia to doctoral programme Regional Geography in Palacky University Olomouc. The model is based on general knowledge of landscape vegetation zonation. Climate data for model come from predicted validated climate database under RCP8.5 scenario since 2100. Ecological data are included in the Biogeography Register database (geobiocoenological data related to landscape for cadastral areas of the Czech Republic). Mathematical principles of modelling are based on set of software solutions with GIS. Students use the model in the frame of the course “Special Approaches to Landscape Research” not only for regional scenarios climate change impacts in landscape scale, but also for assessment of climate conditions for growing capability of agricultural crops or forest trees under climate change on regional level.

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Ramaila, Sam. "HARNESSING PEDAGOGICAL AFFORDANCES OF IMPROVISED RESOURCES IN GEOGRAPHY TEACHING AND LEARNING IN TOWNSHIP SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end085.

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"Meaningful teaching and learning in South African township schools is hampered by general lack of instructional resources. As key agents of educational change, teachers face the key imperative to embrace pedagogic innovation with a view to realize envisaged educational outcomes. This study explored pedagogical affordances of improvised resources as a sustainable means to enhance the quality of instruction in Geography teaching and learning in township schools. The study adopted a mixed-method approach as part of exploratory descriptive survey design and involved purposively selected teachers from South African township schools as participants. Quantitative data was collected through the administration of a survey questionnaire with the participants while qualitative data was collected through semi-structured interviews and classroom observations. Key findings demonstrated that the use of improvised resources provides meaningful platforms to address pervasive knowledge gaps through coherent development of conceptual understanding in Geography teaching and learning. Theoretical implications for pedagogic innovation are discussed."

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Reports on the topic "Geography – Study and teaching"

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Demeuov, Аrman, Zhanna Tilekova, Yerkin Tokpanov, Olena Hanchuk, Natalia Panteleeva, and Iryna Varfolomyeyeva. Use of GIS technology in geographical education. EDP Sciences, June 2021. http://dx.doi.org/10.31812/123456789/4619.

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At the present stage, digital information technologies create a new education system focused on the global educational space. In general education schools, in connection with the adoption of the updated program, the section Geoinformatics and cartography provides for the use of developing a map-scheme, modeling and conducting small studies on the topic under study. As a result, digital technology has a place in geographical education. This is due to significant changes in the pedagogical and methodological approach in teaching geography and other disciplines. As a result, the education system has changed, the content of education has been updated, a new approach has appeared, a new attitude to geoinformation technologies in schools. The article discusses the importance of computer technologies in the education system, including the effectiveness and necessity of using geoinformation technologies. The article substantiates the relevance of the use of geoinformation technologies in the teaching of geography.

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Yorke, Lynda, Simon Tate, and Martin Davis. New to teaching geography. Royal Geographical Society (with IBG), December 2021. http://dx.doi.org/10.55203/gvkz5128.

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Geography plays a crucial role in understanding our world. It makes a vital contribution to our knowledge of the rapidly changing environmental and social challenges facing us and how we should tackle them. Supporting them eﬀectively can present multiple opportunities and challenges for academic staﬀ. For those embarking on a career in geographical teaching and learning, recognising these issues, and developing a toolbox of strategies with which to address them is key to developing good teaching practice. This guide oﬀers a starting point for this process for graduate teaching assistants, teaching fellows and demonstrators.

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities

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Love, Whitney, and Joe Williams. Does Geography have an emissions problem? Royal Geographical Society (with IBG), February 2022. http://dx.doi.org/10.55203/gd_10001.

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Stojšić, Ivan, Anđelija Ivkov Džigurski, Ljubica Ivanović Bibić, Kristina Nina Ađanin, and Olja Maričić. Immersive virtual trips in geography teaching: Supplement and/or substitution for fieldwork. Peeref, April 2023. http://dx.doi.org/10.54985/peeref.2304p9004982.

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Heuer, Sarah. A case study method for teaching bioethics. Ames (Iowa): Iowa State University, January 2008. http://dx.doi.org/10.31274/cc-20240624-14.

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Souch, Catherine, and Steve Brace. Geography of geography: the evidence base. Royal Geographical Society (with IBG), November 2020. http://dx.doi.org/10.55203/xqlb9264.

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The Society, along with the wider geographical community, has known for a long time that geography attracts a disproportionately low number of young people from disadvantaged and Black and ethnic minority backgrounds to study the subject. We knew national participation trends but had little benchmark data at regional and school levels. And it is only by knowing more about who is choosing geography at school and university (and, importantly, who doesn’t), and how the rates of uptake and progression vary that we will be able to develop effective interventions to address the inequalities and ensure that geography is a vibrant discipline. The Society therefore commissioned a significant piece of independent research using the Department for Education’s National Pupil Database and linked HESA data (information on students at university) to answer our questions. Given the source of the schools data, the results are for England only for the period from 2009/10 to 2017/18.

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Clayton, Jessica Ridgway, Leslie Davis Burns, Lorynn Divita, and Sheng Lu. Case Study Teaching Method: Bringing Concepts to Life. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8294.

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Cannon, Edmund. Producing teaching material in PowerPoint (Video case study). Bristol, UK: The Economics Network, July 2020. http://dx.doi.org/10.53593/n3314a.

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Ray, Suparna. Case study from a Graduate Teaching Assistant workshop. Bristol, UK: The Economics Network, December 2012. http://dx.doi.org/10.53593/n2275a.

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