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Journal articles on the topic 'Geography – Study and teaching'
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1
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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Jochecová, Kateřina, Michal Černý, Zdeněk Stachoň, Hana Švedová, Natálie Káčová, Jiří Chmelík, Vojtěch Brůža, et al. "Geography Education in a Collaborative Virtual Environment: A Qualitative Study on Geography Teachers." ISPRS International Journal of Geo-Information 11, no. 3 (March 8, 2022): 180. http://dx.doi.org/10.3390/ijgi11030180.
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The presented study aspires to utilize the gradually validated immense potential of collaborative immersive virtual environments (CIVEs) in higher education when designing and conducting geography lessons. These particular lessons focused on hypsography. A Research through Design approach and relevant qualitative methodology were used as we engaged two groups of domain experts (experienced geography teachers) to validate both the learning scenarios and the virtual environment we used. The lessons were administered via eDIVE—a novel platform for collaborative learning and teaching in virtual reality of our own design. The teachers underwent a hypsography virtual lesson and were randomly divided into two groups to be compared, which differed in the level of structure given to the lesson (one group received detailed instructions on what task they were to solve, while the other was given a free hand in exploring the environment and activities it afforded). The teachers’ experiences were then summarized in a post-lesson reflection and a subsequent focus group following the tasks. The participants’ expertise allowed insights to be gained into their first-hand experience as students, as well as their expert view of the lesson from an educational point of view. Virtual reality’s implementation into teaching practice was the key topic of the discussion.
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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 (January 5, 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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Thang, Ha Van. "Applying micro – teaching and jugyou kenkyuu (lesson study) to enhance students’ teaching skills through the module of Geopraphy teaching methodology at high school." Tạp chí Khoa học 15, no. 5b (September 20, 2019): 105. http://dx.doi.org/10.54607/hcmue.js.15.5b.115(2018).
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This article provides some basic theoretical statements about micro-teaching and lesson study, and suggests how to combine these methods to develop the teaching skills of students in a High School Geography Teaching Methodology module in a Department of Geography. After trailing this combination, the author analyzed data from the trial to assess the feasibility of applying these two methods to teacher training programmes
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刘, 龙龙. "Study on Teaching Reform of Field Practice Teaching System of Geography Excellent Talents Cultivation." Creative Education Studies 09, no. 05 (2021): 1530–36. http://dx.doi.org/10.12677/ces.2021.95254.
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Koelsch, William A. "G. Stanley Hall, Child Study, and the Teaching of Geography." Journal of Geography 101, no. 1 (January 2002): 3–9. http://dx.doi.org/10.1080/00221340208978461.
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Dickson Sura, Dakur. "Guide to Teaching Geography for Achieving Analytical Thinking Skills Among Secondary School Students." British Journal of Education, Learning and Development Psychology 6, no. 3 (November 14, 2023): 110–19. http://dx.doi.org/10.52589/bjeldp-cdkapc1w.
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Geography is a discipline which has witnessed evolution in purpose, content, method of study and application of knowledge, being a reflection of the changing philosophy and thought of scholars of different periods of time. Geography during the ancient, mediaeval and even the pre-modern periods was largely concerned with the description of places, discoveries of geographical phenomena and drawing of route and place maps. Modern geography’s foundation was built on Darwin’s theory of evolution, which idea was applied to human society. Consequently such concepts as anthropogeography, social Darwinism, political geography, agricultural geography, economic geography, medical geography, environmental determinism, cultural determinism, applied geography, electoral geography, behavioural geography and quantitative geography, just to mention a few, have emerged as themes of study in the discipline. Hence, geography today is no longer a passive science of description of places on the earth’s surface, but an active scientific study immersed in finding solutions to a plethora of human problems. The solution to human problems are only achievable through active teaching of the subject using apposite instructional methods, curriculum contents and objectives, instructional materials and methods of evaluation for teaching and learning. This paper therefore discusses the relevance of some active methods in the context of students’ thinking process, particularly higher-order thinking skills, with specific focus on analytical thinking skills. The paper proposes experiential spatial problem based learning (ESPBL) as an instructional model for the teaching of geography at the secondary school level of learning as a means of enhancing analytical thinking skills of students. The author believed that this has the potential for actualizing the objective of geography education in the twenty-first century, which aims is to achieve the sustainable development goal.
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WEILAND, ULRIKE. "TEACHINGS ON ENVIRONMENTAL IMPACT ASSESSMENTS IN GEOGRAPHY REFLECTING DEMANDS OF THE WORKING PRACTICE: A GERMAN CASE STUDY." Journal of Environmental Assessment Policy and Management 14, no. 03 (September 2012): 1250019. http://dx.doi.org/10.1142/s1464333212500196.
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Environmental Impact Assessments (EIAs) are applied in many project approval procedures, and many experts from various disciplines are engaged in this, among them environmental consultants and geography graduates. In this paper, teaching on EIA in German geography programmes is analysed and evaluated with respect to the demands of the working practice. The results are used to advice on further environmental assessment related teaching programmes. The analysis reveals the small number of geography programmes teaching EIA at universities, a large breadth of teaching, and discrepancies between teaching and actual demands from the profession. Agreement between teaching and working practice exists only in some areas, e.g. with respect to knowledge on EIA processes, knowledge on environmental factors considered, and the minor importance of the history of EIA. Finally, conclusions are drawn for teaching EIA, based on the demands from practitioners as well as results from the literature. The teaching-practice-gap is discussed.
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Timotijević, Srđan, Anđelija Ivkov Džigurski, Ljubica Ivanović Bibić, Milica Solarević, and Milena Sekulić. "Student’s perceptions of bilingual teaching of geography: A case study – the Republic of Serbia." South African Journal of Education 43, Supplement 2 (December 31, 2023): S1—S13. http://dx.doi.org/10.15700/saje.v43ns2a2337.
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As our classrooms become more heterogeneous due to migration, education, geography and bilingualism have become the creators of international needs. Through a closed-ended questionnaire we sought to examine quantitative information about the advantages of teaching geography bilingually. With this research we studied 5 secondary schools in Serbia where geography was presented bilingually. The lack of similar research and the freshness of this learning model led us to the subject for the article, which is based on revealing the motives and preferences of students for this type of teaching. Using comparison with standard teaching in the mother tongue as method, the interest of students in bilingual teaching was determined. We also investigated the possibility of applying didactic-methodical principles for organising study without time limiting learning. A certain number of students found language competencies, more diversity in the teaching process and significant individual work activities as a step towards academic and personal achievement – almost as an employment advantage. This justifies the aim with our study by emphasising the benefits and the need to study geography bilingually.
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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 (October 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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Lamanauskas, Vincentas, and Rytis Vilkonis. "THE USAGE OF THE INTERNET IN TEACHING GEOGRAPHY: THE ANALYSIS OF A SITUATION AND PREDICTIONS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, no. 2 (August 15, 2006): 5–16. http://dx.doi.org/10.48127/gu-nse/06.3.05a.
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Modern geography - one of the most integrated and systemic spheres of scientific knowledge. On the other hand a subject of geography complex enough, difficultly studied. The basic purpose - to create good conditions the student for successful studying questions of geography at a modern level. One of ways - application of modern technologies. Now it is applied two basic technologies: Geographic Information Systems (GIS) and Earth Observation (EO). Very good opportunities for studying geography are created with the Internet. It is obvious, that use of the Internet for teaching/learning still on a low level for the different objective and subjective reasons. First of all it is necessary to create conditions for teachers to raise qualification. It has to be stated that the Internet possibilities in the teaching process are insufficiently used. On the other hand, in principal there are no reliable studies, which would reveal the actual situation in this field. Therefore, the object of our study is the usage of the Internet for teaching geography. The main aim of the study is to analyse the situation of the usage of the Internet for teaching geography and highlight the hindering/encouraging factors of its usage in the teaching process. The most important study tasks have been formulated: • To analyse the situation of the usage of the Internet for teaching geography; • To identify the hindering/stimulating factors of Internet usage for teaching geography; • To highlight the experts’ opinion about the expected development perspectives of Internet usage for teaching geography in the nearest five years period. The study employed expert inquiry. The type of expert inquiry – “Delphi study”, containing several experts’ inquiries (stages). The data of every round are generalised and repeatedly submitted to the experts. Such procedure is repeated several times, most often 3-4 times. The study was carried out in September – December 2005. In opinion of 20% of experts use of the Internet the nearest five years considerably will grow up. Other experts (80%) have expressed opinion, that the increase will be insignificant. Experts are uniform in opinion, that the establishment of computers at schools yet does not solve a problem. Teachers of different subjects should have access to the Internet in classrooms. The opportunity to create search system in the Lithuanian language is important too. Some conclusions were indicated: • For last five years a situation in use of the Internet has a little changed. On the one hand on the Internet it is a lot of information on geography, with another - lack of the information in the Lithuanian language is obvious. Moreover the information authentic (valid) only partially. • It is established, that main hindering factors in use of the Internet are: Lack of computers and connections to a network of the Internet, poor knowledge of foreign languages, poor school technical possibilities, lack of modern techniques (methodics) of use of the Internet for teaching geography etc. • It is established, that main stimulating factors in use of the Internet are: the opportunity to interest pupils geography, opportunities of an exchange of the modern information, application of different methods of teaching, the possibility to take part in different international projects etc. • It is predicted, that use of the Internet should grow a little the nearest five years. Positive influence will render change of the content of education and improvement of professional skill of teachers of geography. On the other hand the material resources of schools constantly improves, the level of living standards grows in the country. Keywords: teaching geography, Internet usage, expert inquiry
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Guo, Xiaojia, and Xueling Wu. "Study on the Application of Bilingual Teaching Mode in Geography Courses in Normal Universities." Scholars Journal of Arts, Humanities and Social Sciences 12, no. 04 (April 8, 2024): 110–16. http://dx.doi.org/10.36347/sjahss.2024.v12i04.001.
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Urban geography is an interdisciplinary subject involving urban planning, urban economics, social geography and so on. It is imperative to set up bilingual courses to understand the frontier trends and improve the international academic exchange ability of college students. This paper quantitatively analyzes the cognition of college students' bilingual curriculum construction through questionnaires. The results show that: (1) the students' sense of identity in the bilingual course of urban geography is generally positively related to their future professional ability improvement, English learning interest and career planning. (2) The effect of bilingual teaching quality of urban geography is mainly weakly positively correlated with the teaching method, the proportion of oral English and the proportion of English courseware. The effect of teaching method on teaching effect is obviously higher than that of other aspects. (3) The results of students' choice of the key factors of teaching quality are ranked as follows: teaching methods and means > students' current level > teachers' English ability, but the choice of teaching methods generally tends to be dominated by teachers' teaching and supplemented by students' participation. Therefore, the construction of bilingual courses is carried out from two aspects: for students, pay attention to the cultivation of students' interest in English learning, and strengthen the guidance of students' future professional ability improvement and career planning, as far as teachers are concerned, paying attention to improving their English level and professional quality, the initial teacher of bilingual classroom is undoubtedly the key.
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Guo, Fengtao, Yushan Duan, Shanbo He, Qi Zhang, Qiangqiang Xu, and Sheng Miao. "An Empirical Study of Situational Teaching: Agricultural Location in High School Geography." Sustainability 14, no. 14 (July 15, 2022): 8676. http://dx.doi.org/10.3390/su14148676.
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In China’s most recent round of curriculum reform, the “one situation to the end” (OSTE) situational teaching method has been successfully introduced in geography classes to improve students’ ability to solve problems in real-life situations. Taking an agricultural location course as an example, this study analyzes the implementation of situational teaching and discusses the effect of the OSTE method on the topic of sustainable development in the teaching of geography. Using a quasi-experimental design and by distributing a questionnaire to teachers in a Chinese high school, the following findings were obtained: (1) almost all teachers use some form of situational teaching, and the OSTE method has been widely used; (2) OSTE contributes to students’ awareness of sustainable and circular development, but it is not associated with an improvement in geographical skills; and (3) students are mostly interested in the promotion of higher-order thinking, a positive emotional experience, active learning, and the acquisition of systematic knowledge instead of fragmented knowledge. In short, OSTE is an efficient teaching method for geography classes, especially given how it fosters students’ sustainable development ideas. We suggest enriching the understanding of OSTE through teaching-training, jointly developed situations using students’ existing experiences, and well-designed question chains with more opportunities for interaction.
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Berezhnaya, G. S. "Improving the teaching of economic geography in geography departments of universities for sustainable development." E3S Web of Conferences 291 (2021): 05014. http://dx.doi.org/10.1051/e3sconf/202129105014.
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The paper considers the major aspects of improving the teaching of economic and geographical courses for students of the field 05.03.02 “Geography” in the interests of sustainable development. The study of the course “Economic and social Geography of Russia” is considered in detail as an example. Based on the analysis of documents regulating the learning process, scientific and pedagogical literature and generalization of the experience in teaching the course, current trends in selection of academic content, organization of educational process, system of evaluation of students’ achievements were revealed. Attention to the issues of sustainable development in the capture of all topics, an integrated approach to the study of industries and regions, the activation of students’ cognitive activity in all types of classes, the appropriate use of electronic, including distance teaching methods, ensuring evaluation transparency and accounting of students’ learning achievements meets the interests of sustainable society development.
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Tenha, John. "The Effecitveness of Fieldwork in the Teaching and Learning of Geography at Rukariro Secondary School in Zimbabwe." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 5, no. 2 (February 28, 2019): 36–42. http://dx.doi.org/10.36344/ccijhss.2019.v05i02.003.
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Fieldwork has long been central to the teaching and learning of geography at school and university levels. The purpose of fieldwork in geography stems from how geography was constructed as a discipline and how it was used to understand and make sense of the world. Fieldwork is at the heart of geography just as clinical practice is to medicine. For a geographer, the laboratory is the world outside. This study aimed at assessing the effectiveness of field work in the teaching and learning of geography at ordinary level in secondary schools. using the qualitative methodology. The main finding reveals that fieldwork was very beneficial to the learners and yet faced a number of challenges like lack of time, lack of resources as well as lack of experienced teachers. The researcher recommends that teachers should get adequate training on the fundamentals of fieldwork so that they properly guide the learners.
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Andjelkovic, Sladjana, and Dragana Pavlovic. "New media in teaching of geography: Literature review." Glasnik Srpskog geografskog drustva 95, no. 4 (2015): 173–95. http://dx.doi.org/10.2298/gsgd1504173a.
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This paper provides an overview of published scientific papers in refereed journals on the use of new media in teaching geography. Relevant previous research on the application of GIS in the process of teaching at the secondary and higher education is considered from critical aspects. The main objective of this theoretical study is to systematically and chronologicaly point to the central themes that were dealt with by researchers in the context of the study of GIS in teaching geography. Research has shown that the interest of researchers for GIS in education studies is growing in line with the development of information and communication technologies, that study topics of the problem varied, and that the number of research and range of topics increases after 2000.
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Manfio, Vanessa. "O O ENSINO DE GEOGRAFIA E O APRENDIZADO SOBRE O CONCEITO DE ESPAÇO GEOGRÁFICO: NOTAS SOBRE PRÁTICAS PEDAGÓGICAS." REVISTA GEONORTE 11, no. 38 (December 18, 2020): 18–34. http://dx.doi.org/10.21170/geonorte.2020.v.11.n.38.18.34.
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The study of space in the school discipline of Geography is very important for the development of a clear interpretation of the various spatial nuances. With this in mind, this article had the research initiative to address the concept of geographic space in geographic education, going beyond the student's everyday reality and going beyond other spatial analyzes, and also to demonstrate didactic practices for teaching this concept with students. This study is based on a literature review, qualitative approach and dialogue on practical interventions applied in the school context. In this expectation, the work intends to contribute with a richer and more geographic thinking, teaching and learning. Since the teaching of geographic space brings the dimension of other themes and concepts, the expression accurately the relationship between society and nature and establishes a vision of the lived, conceived and represented, allowing the georeferenced vision of the student.
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Simm, D. J., and C. A. David. "Effective Teaching of Research Design in Physical Geography: a case study." Journal of Geography in Higher Education 26, no. 2 (July 2002): 169–80. http://dx.doi.org/10.1080/03098260220144694.
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Bradbeer, John, Mick Healey, and Pauline Kneale. "Undergraduate geographers' understandings of geography, learning and teaching: a phenomenographic study." Journal of Geography in Higher Education 28, no. 1 (March 2004): 17–34. http://dx.doi.org/10.1080/0309826042000198611.
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Al-lasaqa, Fatma Mahmoud. "Teaching methods used by geography teachers in Libya: Qualitative analysis." African Educational Research Journal 10, no. 4 (November 8, 2022): 419–30. http://dx.doi.org/10.30918/aerj.104.22.050.
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One of the important elements of the teaching process is the teaching methods and the other is the teachers who determine these methods and put them into practice. While determining the teaching methods, various factors such as the general or specific objectives of the course, the characteristics of the subject to be taught, the characteristics of the student group, the material and the cost are effective, but especially the competence of the teachers in the teaching method is also an important issue. Because the planning and implementation of the teaching process in the classroom environment are directly related to the characteristics of the teacher. Based on what has been stated, in this study, the teaching methods used by geography teachers in Libya in teaching geography are discussed. The study aims to determine the opinions of teachers about the teaching methods used in geography teaching in Libyan schools. The research was carried out using the data obtained by the focus group interview method with 10 teachers working in educational institutions in Libya. According to the data obtained in the study, it was determined that geography teachers in Libyan schools mostly used traditional teaching methods and the education they received during university education had a significant effect on their choice of method. The geography teachers who participated in the study emphasized that the lack of auxiliary materials played an important role in determining the teaching method regarding the subject. Geography teachers stated that the problems related to the use of information and communication technology in schools and the realization of out-of-class learning activities are effective in determining the teaching methods.
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Widener, Jeffrey M., Travis Gliedt, and Ashlee Tziganuk. "Assessing sustainability teaching and learning in geography education." International Journal of Sustainability in Higher Education 17, no. 5 (September 5, 2016): 698–718. http://dx.doi.org/10.1108/ijshe-03-2015-0050.
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Purpose This study aims to understand if geographers, who teach in a new sustainability program, are conveying new knowledge, understanding, skills and competence about the integrated and holistic concept of “sustainability”, rather than individual human-environmental issues to the students. In other words, are geography professors creating effective sustainability courses in a department with a rich history in geography education? Design/methodology/approach This study utilizes the McKeown–Ice and Dendinger comprehensive assessment tool for sustainability teaching to examine how geographers teach sustainability from an integrated and holistic perspective. Surveys with students are used to evaluate and compare how effective three geography courses were at teaching sustainability. Findings The results suggest that each course was effective in teaching students the main concepts of sustainability. There were, however, differences in teaching practical solutions to achieve sustainability and in the coverage of the causes of sustainability problems. Geographers might consider altering their curriculum or pedagogy to build stronger interdisciplinary linkages to teach the integrated concepts of sustainability rather than its individual parts. Research limitations/implications This initial study focuses on one research university in the USA. Its proof of concept will be expanded to evaluate international sustainability education programs nested in existing departments and degree programs. Originality/value Sustainability education programs are being created across the globe and are often attached to existing degree programs exhibiting components of sustainability. How effective are they in teaching this interdisciplinary concept? This study validates a framework for assessing sustainability teaching and learning. It recommends changes to enhance the ability for integrated sustainability education programs to comprehensively teach sustainability.
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Bharati, Benita. "Exploring Bhutanese Geography Teachers’ Perception on the Use of Information and Communications Technology in Teaching before, during and Beyond Pandemic." Asian Journal of Education and Social Studies 46, no. 2 (June 29, 2023): 1–13. http://dx.doi.org/10.9734/ajess/2023/v46i2997.
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The study was conducted to explore the perception of geography teachers on the use of ICT in teaching before, during and beyond the pandemic. The study was carried out for the secondary geography teachers in the western region of Bhutan. The researcher employed pragmatism paradigm and sequential explanatory design in this study. The quantitative data were collected through survey questionnaire from 84 secondary geography teachers and focus group discussions with 12 teachers. The quantitative data were analysed using Descriptive statistics, SPSS 22 and the qualitative data were analyzed using thematic analysis. The collation of quantitative and qualitative results indicated the positive perception of teachers in using ICT in teaching and learning. The study revealed that the use of ICT enhances teaching and learning geography. Further, the study revealed the challenges of using ICT in teaching and learning. The study communicated that teachers use of ICT in teaching Geography was minimal before the Pandemic, however due to online teaching and learning the use of ICT expedited during Pandemic. The use of ICT in teaching enhanced teachers knowledge and skills as it was more of exploratory and experiential learning.
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Mkhize, Thulasizwe Fredrick. "Teachers’ Perceptions of Paper-Based GIS Implementation in The Rural Learning Ecology." Journal of Curriculum Studies Research 5, no. 2 (June 18, 2023): 118–35. http://dx.doi.org/10.46303/jcsr.2023.20.
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In South Africa, paper-based geographic information system (PBGIS) was introduced as a strategy to resolve the hindrances in schools without computers in implementing GIS. This study explores the geography teachers’ perceptions of implementing PBGIS in a rural learning ecology. In this context, PBGIS is defined as teaching and learning of GIS utilising topographic and orthographic maps, while rural learning ecology refers to a school in a rural environment consistent with how learners learn in a particular context. The unified theory of acceptance and use of technology (UTAUT) constituted the theoretical framework used to understand the geography teachers’ perceptions in this inquiry. Qualitative research methods, and semi-structured interviews were used to generate data to answer the research question. Two geography teachers from a rural learning ecology were purposively selected to participate in this study. The data generated from the field was then analysed thematically utilising a deductive and inductive approach. The findings showed the following: inadequate teacher training; teachers are unsure about the resources required for PBGIS; lack of teaching time; and the complexity of PBGIS concepts, and improper PBGIS examination setting. This study proposes that the Department of Basic Education (DBE), in association with universities, train teachers and provide resources; support teachers by reviewing the time allocated in the Annual Teaching Plan (ATP) for teaching PBGIS; engage teachers about ways to simplify PBGIS concepts when teaching; and guide teachers on the approaches that must be used when teaching PBGIS.
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Kurniawan, Edi, Banowati Eva, Muchamad Dafip, and Sriyanto S. "A teaching based technology in geography learning." Cypriot Journal of Educational Sciences 15, no. 4 (August 31, 2020): 766–76. http://dx.doi.org/10.18844/cjes.v15i4.5058.
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This study aims to identify the ability of teachers to use technology and teacher competencies towards technology-based learning processes. This research involved 35 high school geography teachers in Semarang City. Variables analyzed include technological skill (TS); pedagogic competence (PED); professional competence (PRO); and technology-based learning (TBT) developed by teachers. The questionnaire was used in this research was closed questionnaire model. The collected data was tabulated and continued with Kolmogorov-Smirnov test, ANOVA test, Pearson correlation test and regression test. Based on the result, teacher’s capability in using technology, has no connection with the technology-based learning that designed by them. While professional competency has no significant impact on the implementation of TBT (p = 0.801), with a partial negative value and R2 of only 4%. It can be assumed that the technology-based learning was conducted based more on the ability of teachers to manage class and learning, rather than developing learning technology. Technology-based geography learning compiled by respondents is based more on the ability to manage classrooms and learning rather than developing learning technology. Based on the result, we recoment to stakeholders to facilitate teacher by providing technology training, instruments before moving to technology based teaching, and socialization.
Keywords : pedagogic competence, teaching technology, technology skill
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Athumani, Mushi Saumu, Ismail Sheikh Ahmad, and Nik Suryani Nik Abdul Rahman. "Teachers’ conceptual understanding of inquiry-based approach (IBA) at secondary schools in Tanzania." International Journal of Education and Learning 3, no. 3 (December 29, 2021): 175–82. http://dx.doi.org/10.31763/ijele.v3i3.159.
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The purpose of this qualitative study was to explore conceptual understanding of geography teachers of Inquiry-Based Approach (IBA) for teaching Geography subject. The researcher adopted the case study research design, and the study was conducted on eleven geography teachers from four Secondary schools at Morogoro Municipality, Tanzania. The findings indicate a mixed conceptual understanding of the interviewed geography teachers on the meaning of IBA although some of them seems to experience the use IBA features in their teaching. A lesson can be drawn from this study to inform the area of teaching and teachers development in Tanzania. The study recommended that to make the most use of inquiry-based approach of teaching and learning especially in geography subject, teachers have to be updated now and then on how to effectively use it in the classroom.
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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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Menezes, Victória Sabbado. "A HISTORIOGRAFIA DA GEOGRAFIA ACADÊMICA E ESCOLAR: UMA RELAÇÃO DE (DES)ENCONTROS / The Historiography of Academic and School Geography: the Relation of Meetings and Disencounters." Geographia Meridionalis 1, no. 2 (December 18, 2015): 343. http://dx.doi.org/10.15210/gm.v1i2.6188.
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O presente artigo tem o intuito de apresentar a historiografia da Geografia acadêmica e escolar, uma vez que suas trajetórias estão interligadas. Tem-se como objetivo compreender o ensino de Geografia no Brasil no contexto hodierno a partir de um resgate histórico da relação de encontros e desencontros entre Geografia escolar e acadêmica. Para tanto, realizou-se uma revisão bibliográfica concernente à epistemologia da Geografia visando analisar como as correntes do pensamento geográfico e as discussões teóricas desenvolvidas em âmbito acadêmico refletiram-se no espaço escolar. Portanto, (re)pensar o ensino de Geografia na contemporaneidade está associado a uma questão epistemológica e pressupõe (re)pensar o diálogo estabelecido entre universidade e escola.ABSTRACTThis article aims to present the history of academic and school geography, since their paths are related to each other. It has been aimed to understand the geography teaching in Brazil in today's context from a historical review of the relation between school and academic geography. To this end, we carried out a biographic review through a survey and study of works concerning especially the epistemology of geographical science and geography teaching in order to analyze the currents of geographic thought and theoretical discussions triggered in academic location that reflected in the school. It was found that there was progress in the geographical academic production over the decades with the development of different theoretical lines, but aspects such as Humanistic Critical and Cultural are nonexistent or barely visible in school practices. So rethink the teaching of geography in contemporary times is associated with an epistemological question and requires rethinking the dialogue between university and school.Keywords: School Geography; Academic Geography; Epistemology; Geography Teaching
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Svobodová, Hana, Michaela Spurná, and Petr Knecht. "The perspectives of geography, and geography teaching, in secondary pre-service teachers in Czechia." Geografie 125, no. 4 (2020): 501–26. http://dx.doi.org/10.37040/geografie2020125040501.
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The position of geography in Czechia at all levels of education has been declining. In order to improve this situation, it is necessary to innovate university pre-service teachers’ training. It is necessary, however, to first examine Czech pre-service geography teachers’ perspectives of geography as a discipline – and their perspectives of geography teaching. The analytical framework of the study is based on Simon Catling’s typology of geography perspectives. The survey was conducted with 183 pre-service geography teachers at nine geography departments in eight Czech universities. In the questionnaire survey the respondents ranked seven statements belonging to the perspectives of geography as a discipline and to geography teaching. In general, the most commonly held perspectives of geography as a discipline were “Interactionist”, “Earthist”, and “Globalist”. The “Globalist” perspective predominantly concerns perspectives of geography teaching. Research findings are used to formulate recommendations for the remedy of the image of geography.
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Ferizat, Mizambayeva, and Baimyrzayev Kuat. "The effectiveness of interactive teaching methods in the professional training of pre-service geography teachers." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1976–96. http://dx.doi.org/10.18844/cjes.v16i4.6066.
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The pre-service training of competent geography teachers requires searching for effective teaching methods to increase their professional competence. The study aims to determine the effectiveness of interactive teaching methods for teaching geography during the pre-service teacher training. The ideas of transactional analysis and interactionism underlay the interactive teacher training of 260 students from Kazakh universities. The survey revealed interactive teaching methods positively influence the readiness of pre-service teachers to enhance their professional competence. This research confirms the importance of using interactive teaching methods to promote students’ engagement and cooperation during the pre-service teacher training.
Keywords: pre-service teacher training; professional competence; pre-service geography teacher; interactive teaching methods; methods for teaching geography;
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Krohmer, Maxim, and Alexandra Budke. "Teaching Routines in German Geography Classrooms: A Case Study in North Rhein-Westphalian Gymnasiums." Advances in Social Sciences Research Journal 8, no. 3 (March 28, 2021): 432–51. http://dx.doi.org/10.14738/assrj.83.9909.
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Teachers develop their professional competence throughout their careers through education, experience, and reflection. To achieve this, routines are a vital factor, which can be described by short sequences of teacher actions with specific functions within a lesson. These short sequences of teacher behavior within a lesson can be observed particularly well in German geography classes, because already during the academic education and the subsequent traineeship a specific lesson sequence, consisting of three phases, is taught to the prospective teachers. This article focuses on the question of what routine in everyday teaching by geography teachers looks like with the aim of contributing to the understanding of professional teaching in geography education. To achieve this, 112 geography lessons of 45 minutes and 38 teachers were observed in German Gymnasiums in North Rhine-Westphalia via observation sheets. Subsequently, the collected data was analyzed by frequency analysis. The results show that the observed teachers have patterns of routine within specific phases in class, such as in the use of teaching methods, material and media, and classroom management.
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Zhang, Ling, Qian Jia, Shaojun Liu, Ling Ruan, and Yi Long. "New patterns for geography field practice education based on location services." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-432-2019.
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<p><strong>Abstract.</strong> Geography field practice plays an important role in the training of professionals for geographical science. Many universities in China even entire world with geography-related majors have planned it into the teaching program as a core of practical course. However, in the aspect of teaching pattern, it is still based on the traditional indoctrination teaching method, which is mainly taught by teachers and accepted by students. There are some problems in this teaching pattern, such as the poor practice quality due to the serious imbalance between teachers and students. It is urgent to adopt more powerful information technology to improve the traditional teaching pattern by starting from the practice process.</p><p>At present, there are few studies both on geography field practice patterns and its informatization. The informative teaching pattern for geography field practice has not been proposed yet. The field practice teaching activities are closely related to the spatial location, so the rapid development of geographic information technology with LBS as the core brings an opportunity to solve the problems existing in the traditional pattern. Therefore, this study makes full use of the support advantages of location service to the geography field practice process, builds geography field practice patterns based on LBS, and promotes the new patterns into practical application by designing the Lushan geography field practice system. Based on the above ideas, this paper has mainly completed the following aspects:</p><p>First, new patterns for geography field practice based on LBS are proposed. Based on the analysis of the traditional geography field practice process and related supporting technologies, the "dominant-subject" teaching theory is used as the theoretical basis for the pattern construction. In order to the transforming of the subject in geography field practice from teachers to students, GIS and LBS technologies are used to support it. Three geography field practice patterns, teacher-dominated, cooperated and student-dominated patterns, are proposed, and for each pattern, a typical spatial scenario is given. New patterns can reflect the characteristics of online-offline collaboration, teacher-student collaboration, and process-result collaboration.</p><p>Second, implementation methods for above three patterns are designed. Lushan, China is selected as a typical research area for the application of geography field practice patterns. The application requirements of interns, tasks and processes for geographic information and location services are analyzed. The mechanism and implementation of LBS for three patterns are discussed. In the teacher-dominated pattern, the real-time position of teachers and students can be used to know the practicing status of students and provide support for the rational control of field practice progress. In the cooperated pattern, geography field practice can be effectively carried out by location-based explanation services, geographic information inquiry and real-time communication services between teachers and students. In the student-dominated pattern, points and routes inquiries with location-based and spatial analysis , as well as records of practicing trajectories and process, are important aids for students to carry out independent inquiry and for teachers to evaluate students’ practice results. In addition, this thesis designs the functional framework of the LuShan Geographic Field Practice Platform, and it is a solid foundation to apply new patterns in real scenes.</p><p>Third, the application effects of the new practice patterns in Lushan geography field practice are analyzed. Based on the application of the Lushan geography field practice platform, online Q&A, practice points works and practice trajectory data during the practice process are analyzed. It can find the areas where problems are concentrated in, and it also can assess the completion of the practice task. Finally, the reasonable evaluation of the geography field practice effects for each pattern is given, and the improvement suggestions for the person control, task arrangement and schedule management of the follow-up field practice are also provided.</p>
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Niu, Jiqiang, Zhinuo Zhang, Chenguang Zhang, and Jiao Chen. "Research on Integration of Education for International Understanding in High School Geography Based on the “Big Concept”." Scientific and Social Research 5, no. 7 (July 27, 2023): 20–32. http://dx.doi.org/10.26689/ssr.v5i7.5098.
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Education for international understanding helps students learn about international cultures and listen to international voices, and it plays an important role in the teaching of geography in high school. In this study, the structure of high school geography is reconstructed by integrating education for international understanding under the “big concept.” This model includes three teaching concepts, four teaching objectives, and four teaching methods. Overall, the results of this study showed that the integration of education for international understanding can improve the students’ understanding about international issues and cultures and it can be used as a reference for teaching geography in high schools.
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Dhakal, Keshav Raj. "Teaching Geography in Secondary School: Teachers Perceptions and Experiences." Geographic Base 6 (October 27, 2019): 32–41. http://dx.doi.org/10.3126/tgb.v6i0.26165.
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Geography has the feature of being a science by examining the relationship of human and nature. Geography occupies very important role in school education. In secondary level education within Nepal there is a provision of selection of geography as an optional subject. This paper examines the perception and experiences about geography as an academic discipline from the teacher of secondary levels. Qualitative research method is used in this study and the semi structured interview method is applied. A semi structured interview guideline is applied for the participant in this study. Data are categorized into seven different groups and the analysis is carried out through the interpretations. The Research findings are discussed in relation to the theme and some recommendations have been given. This article provides useful information on the topic of perceptions and experiences of geography teachers on geography teaching in secondary school of Nepal.
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Dhakal, Keshav Raj. "Availability and Utilization of Instructional Materials in Teaching Geography in Secondary Schools." Third Pole: Journal of Geography Education 17 (May 23, 2018): 51–58. http://dx.doi.org/10.3126/ttp.v17i0.19982.
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This study examines the availability and utilization of instructional materials in geography teaching in community secondary schools in Kathmandu district. There are altogether sixteen community secondary schools offering geography as an optional subject. Out of sixteen secondary schools offering geography as an optional subject eight schools are selected for the study on the basis of random sampling. The sample for this study comprised of one hundred seventy four students from selected secondary schools. The survey and observation are used for primary data collection. The data are analyzed using percentage. The results reveal that printed and graphic instructional materials for teaching geography in secondary schools are available and their utilization is of high extent while audio, visual and audio-visual instructional materials for teaching geography are not available sufficiently and they are used less often in the classrooms for teaching geography. The local materials are rarely utilized in schools by the teachers. All stakeholders in education must rise to the challenges of making instructional materials are available and utilized in secondary schools.The Third Pole: Journal of Geography Vol. 17: 51-58, 2017
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Kosha, Raed, and Ahmad Talafha. "The Effectiveness of a Proposed Educational Program Based on Infographics on Developing Spatial Thinking Skills in Geography for Tenth Grade Students in Jordan." Educational and Psychological Sciences Series 2, no. 1 (June 15, 2023): 9–40. http://dx.doi.org/10.59759/educational.v2i1.124.
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This study aimed to reveal the effectiveness of applying a proposed educational program based on infographics in teaching geography on developing spatial thinking skills for tenth grade students in Jordan. To achieve the purpose of the study, the two researchers prepared a spatial thinking exam, and a proposed educational program based on infographics for teaching geography for the tenth grade, and the validity and reliability of the study tools were verified. The sample of the study consisted of (70) students, where they were randomly distributed into two groups: experimental group, and control group and each consisted of (35) students. The researchers applied the guide of the proposed educational program based on infographics in teaching geography for the experimental group, while the conventional way was used for the control group. The results of the study revealed that there is a statistically significant effect of applying the proposed educational program based on infographics in teaching geography on developing spatial thinking skills among the tenth grade students in Jordan. The researchers recommended applying the proposed educational program based on infographics in teaching geography to develop spatial thinking skills among the tenth-grade students in Jordan.
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Popjaková, Dagmar, and Petra Karvánková. "Modern School Geography and Inquiry Education." Annales Universitatis Paedagogicae Cracoviensis Studia Geographica 12 (December 1, 2018): 166–79. http://dx.doi.org/10.24917/20845456.12.13.
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School geography is a subject which has more possibilities to modernize the teaching than other subjects. It is thanks to the interdisciplinary and cross-disciplinary character of the geography science in general. Modern geography could benefit mainly from the cross-curricular links. At the same time it applies modern, but concurrently established and verified concepts as for example inquiry-based education, philosophy for children, global development education or the use of mobile applications et al. The inquiry-based education (IBE) methods deepen pupils’ interest with exploration, they develop their critical thinking and teach them to orientate within the information smog, and they make school and teaching closer to real life. Presented case study is an example of use of the IBE teaching activity at the border geography and biology. The direct and real contact of pupils with the observed animals indicates that this kind of education awakes pupils’ interest in living nature. The teaching activity motivated the pupils to develop affection for animals and to get to know their zoogeographic area of habitat. At the same time, the activity is a perfect example of the so-called “inadvertent learning” (Petty, 2013).
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Shynkarenko, Hanna, and Alexander Zhemerov. "Methods of theaching geography in profile 10th grades." 34, no. 34 (December 31, 2021): 59–65. http://dx.doi.org/10.26565/2075-1893-2021-34-08.
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Introduction. The study of geography in modern conditions is very important for the development of youth and the nation as a whole. There is a growing need in the society to study geographical science at a level higher than the standard one. At present, there is an opportunity to study geography in senior classes in depth at the profile level. The purpose of this article is to highlight the methods of teaching geography for students of specialized 10th grade. Main material. The authors consider the method of teaching profile level geography for 10th grade students. The article analyzes curriculum, the main tasks and nature of geography study, singles out directions of practical activity in different kinds of work, as well as the teacher’s work in different employment conditions. Practical activities for the 10th grades of the profile level have a fairly large workload in hours, so most work should be done independently to demonstrate the results and knowledge to the teacher and the class. During the study, the authors made a list of requirements for the study of geography, including approaches, types, technologies, methods of teaching students. The article analyzes practical works on the course of profile geography in the 10th grade and the main forms of conducting lessons during the study. Conclusions. The curriculum in geography is aimed at developing students in various fields. Teachers need to adapt quickly to the latest conditions in teaching geography and help students learn about the world. The curriculum of the profile level for the 10th grade contains a rather large workload for geography teachers and students, so it is aimed at effective study of the course and a large amount of work done. The basic requirements for the study of geography, levels of mental activity, types of learning and different methods of cognitive activity in teaching geography were analyzed in the course of study. During the analysis of two practical works, the authors have singled out basic knowledge and skills that students consolidate and develop during the task. Each student develops research skills and the ability to achieve the expected result while completing the task.
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Rich, David C., Andrew J. Pitman, and Maree V. Gosper. "Integrated IT-based Geography Teaching and Learning: A Macquarie University case study." Journal of Geography in Higher Education 24, no. 1 (March 2000): 109–15. http://dx.doi.org/10.1080/03098260085180.
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Bilgili, Münür. "The Lack of Interdisciplinarity in Undergraduate Geography Teaching in Turkey." Journal of Education and Training Studies 6, no. 2 (January 27, 2018): 114. http://dx.doi.org/10.11114/jets.v6i2.2957.
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The aim of this study is to understand and explore interdisciplinarity in geography and undergraduate geography courses in geography teaching departments in Turkey. There is a growing literature in science underscoring the importance of interdisciplinary approach and its beneficial outcomes. Increasing body of knowledge on social theory, on philosophical and theoretical movements and paradigms have made easier communication among disciplines which give rise to more perceptible interdisciplinarity specifically in social sciences and humanities.At the second part of the present study we focused on relationships between geography courses, interdisciplinary approach and course selection. Because in the study course selection is seen as the most important point to analyze and understand the extent to which whether interdisciplinarity finds a place in geography teaching. Lastly, it is given some conclusions by making suggestions.
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Machado Neto, Epaminondes Pinheiro, and Cleire Lima Costa Falcão. "AULA DE CAMPO COMO RECURSO DIDÁTICO NO ENSINO DE GEOGRAFIA AMBIENTAL: ESTUDO A PARTIR DA METODOLOGIA DE ANÁLISE DO RELEVO." Revista da Casa da Geografia de Sobral (RCGS) 21, no. 2 (September 30, 2019): 1333–45. http://dx.doi.org/10.35701/rcgs.v21n2.606.
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O estudo de geografia ambiental possibilita diversas abordagens, sendo importante levantar discussões de como aprimorar o ensino das temáticas ambientais. Nesta perspectiva este ensaio apresenta resultados de reflexões sobre a temática ambiental embasada em uma aula de campo. Antecedente a mesma o esboço teórico e metodológico se fizeram presente considerando reflexões sobre o relevo, a atividade em campo e o ensino da Geografia. Após quatro meses de pesquisa a disciplina Geografia Ambiental propiciou uma análise integrada da paisagem absorvendo elementos norteadores ora influenciando ora sendo influenciada pelas ações da sociedade, despertando um conteúdo interativo e dinâmico ao conhecimento geográfico.Palavras-chave: Geografia Ambiental; Trabalho de Campo; Ensino de Geografia. ABSTRACTThe study of environmental geography allows several approaches, and it is important to raise discussions about how to improve the teaching of environmental topics. In this perspective this essay presents results of reflections on the environmental theme based on a field class. Background the same the theoretical and methodological outline were made present considering reflections on the relief, the activity in the field and the teaching of Geography. After 4 months of research, the Environmental Geography course provided an integrated analysis of the landscape, absorbing the guiding elements of nature, influencing the influence of all the actions of society, awakening an interactive and dynamic content to geographic knowledge.Keywords: Environmental Geography; Fieldwork; Geography Teaching
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Сукманова, Нина Юрьевна, and Екатерина Александровна Сукманова. "GEOGRAPHY TEACHING: USING CASE TECHNOLOGY IN PROBLEM-BASED LEARNING." Вестник Тверского государственного университета. Серия: География и геоэкология, no. 3(39) (September 23, 2022): 105–18. http://dx.doi.org/10.26456/2226-7719-2022-3-105-118.
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Рассмотрен метод кейс-стади как составная часть технологии кейсов. Проанализированы достоинства метода как инструмента реализации проблемного обучения в преподавании географии. Содержательно кейсстади понимается как метод ситуативного анализа. Его использование соответствует системно-деятельностному принципу обучения. Предложены авторские разработки кейсов. The case study method is considered as the main part of the case technology. In the article the advantages of the method as a tool for implementing problem-based learning in geography teaching are analyzed. The case study is understood as a method of situational analysis. Its use corresponds to the system-activity principle of learning. The author's developments of cases used are proposed.