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Academic literature on the topic 'Geography textbooks'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Geography textbooks"

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Islami, Zukya Rona, Fadhil Sidiq, and Rizkei Kurniawan. "Constructing Students Environmental Sensitivity Through Literacy." Jurnal Penelitian Pendidikan IPA 9, no. 9 (September 25, 2023): 7731–39. http://dx.doi.org/10.29303/jppipa.v9i9.5146.

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Sensitivity to the environment is an ability that must be possessed by students to be able to find alternative solutions that are right for solving environmental problems. Therefore, the study aims to develop a SETS-based environmental geography textbook using the ADDIE development model and environmental geography course students as respondents. Data was collected using validation sheets and FGD narratives by experts to maintain textbook quality and descriptive analysis. Using a geographical approach, environmental geography textbooks were developed on the basis of SETS. The textbook contains topic sub-chapters, illustrations in tables and graphs, assignments, and activity-based exercises. Based on SETS, practical steps are used to develop environmental geography textbooks, including presenting contextual science materials; presenting local, national, and international environmental issues; presenting examples of the use of technology in overcoming environmental problems; describing the impact of technology use on the environment and society; and designing evaluations of problem-based textbooks with student activities including SETS elements and involving a geographic approach. This textbook is intended to be used by lecturers of Indonesian environmental geography and subsequent studies as reference material.

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Hilander, Markus. "Classifying Geography Textbook Visuals According to the Concept of Direct, Indirect, and Symbolic Experience of Nature." Education Sciences 13, no. 6 (May 27, 2023): 553. http://dx.doi.org/10.3390/educsci13060553.

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Geography textbooks have many visuals, such as maps, graphs, tables, photographs, and illustrations, which makes geography a highly visual school subject. However, previous studies show that geography students can pay surprisingly little attention to textbook visuals. In this article, it is asked what sorts of visuals are there in geography textbooks if they do not attract students’ attention. In order to answer the research question, a visual method to approach textbook visuals is developed. The visual method is motivated by Stephen Kellert’s concept of direct, indirect, and symbolic experience of nature. Based on the three types of experience of nature, three categories for geography textbook visuals are established respectively: snapshot visuals (deriving from direct experience), landscape visuals (deriving from indirect experience), and abstract visuals (deriving from symbolic experience). The sample covers eight Finnish geography textbooks for grades 7–9 and for one upper secondary school course. The results show that most of the visuals depict landscapes. In addition, there are many abstract visuals, such as maps and illustrations, depicting geographical processes. Instead, only a few snapshots of people in action and snapshots of geographical hazards were identified. In the article, it is suggested that enhancing the role of snapshot visuals in geography education could increase students’ interest towards textbook visuals, as well. This is because snapshot visuals can draw students’ attention and enable students to express their own feelings and thoughts.

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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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Sefer, Jasmina, Emilija Lazarevic, and Jelena Stevanovic. "Textbook language: Incentive or obstacle." Zbornik Instituta za pedagoska istrazivanja 40, no. 2 (2008): 347–68. http://dx.doi.org/10.2298/zipi0802347s.

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The criticism of the current language in school textbooks indicates the gravity of this problem in our environment and the need to solve it. The first step in approaching this problem is studying the reception of primary school textbooks. In the first part of the paper we discuss all primary school textbooks from the fifth to the eighth grade with regard to the frequency of textbook usage and the perception of the difficulty of textbook language. In the second part of the paper there is an additional analysis of history, geography, biology, physics and chemistry textbooks from the fifth to the eighth grade with regard to the reasons for which pupils find them difficult. This preliminary research comprised in total 120 pupils from an urban school, thirty from each fifth to eighth grade. We analyzed the textbooks of the Institute for Textbook Publishing and Teaching Aids, which are used most frequently in our educational practice, and hence can represent the general situation of the problem. Bearing in mind the limited size of the sample of pupils, the results are used only as an illustration and should encourage new studies on a more extensive sample. Textbook language is often difficult since it is mostly insufficiently comprehensible, longwinded and with many data. In natural sciences, physics and chemistry, pupils give up studying from the textbook. The textbooks in narrative subjects lead the way with respect to their usage, among which everybody finds history textbooks most difficult. Geography and biology textbooks were evaluated differently, depending on the grade and success of the pupils declaring themselves. The results present a guideline to the current and new writers of our textbooks, critics and publishing houses.

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Purwanto, Edy, Ach Fatchan, Purwanto, and Hadi Soekamto. "Development of Geography Text Books Used by Senior High School Teachers Case Study at East Java-Indonesia." Journal of Education and Learning 5, no. 1 (December 15, 2015): 60. http://dx.doi.org/10.5539/jel.v5n1p60.

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<p>The aim of this study was to analyze the geography text book for: (1) identify and describe the errors in the organization of geography textbooks, and (2) identify and describe the content of the textbook standard errors of geography. The text book is currently being used by teachers of Senior High School in East Java. To analyze the contents of the textbook errors using indicators blend of organizing textbook of Beck and McKeown and content standard textbooks of National Education Standards Agency of the Republic of Indonesia. Data collected by survey techniques against various geography text books used by teachers in Malang, East Java Province. The results showed that the errors found in the textbook Geography: first, errors in organizing textbook includes: (1) aside that overwhelm the purpose amounted of 28.69%, (2) inagequate examples and comparisons amounted of 30.65%, (3) poorly odered components of an explanation of 22.85% and, (4) inadequate explanation of 17:35%. Second, the standard error of the contents of the textbook includes: (1) exposure draft of 54.80%, (2) exposure of the facts of 57.10%, (3) exposure generalization of 28.60%, (4) the use of language of 21.40%, and (5) the effective functioning media amounted of 59.50%. Found media functionality in geography text book shows the worst, which is equal of 59.50. It would be bad for the implementation of the national curriculum in 2013 that is currently being used by teachers. Describing the content of bad geography textbooks in the exposure draft (error of 54.80%) and the fact (error of 57.10%) will result in a weak student mastery of concepts and facts in learning geography material at the Senior High School.</p>

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Prasetya, Sukma Perdana Prasetya, Sarmini Sarmini, and Agung Setiawan. "COOPERATION CAPABILITIES USING INDONESIAN HISTORICAL GEOGRAPHY TEXTBOOK WITH STAD STRATEGY." JURNAL GEOGRAFI Geografi dan Pengajarannya 19, no. 2 (December 31, 2021): 27–36. http://dx.doi.org/10.26740/jggp.v19n2.p27-36.

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GKI textbooks are arranged into guide notes thinking so that the discussions that are applied can lead to understanding student material. As a source of learning using the STAD type of cooperative learning strategy, the GKI textbooks are structured to present rich, interesting, easy-to-read, varied, subject matter tailored to the needs and interests of students. The research subjects were Social Studies Education students, Faculty of Social Sciences and Law, State University of Surabaya, class of 2020 who programmed the Indonesian Historical Geography (GKI) course for 16 students through the application of cooperative learning textbooks with the STAD type. Data was collected using documentation, observation, and questionnaires. The feasibility of GKI textbooks is assessed according to the Likert scale by expert validators (materials and media), while student responses use the Gutman scale. Data analysis in this study was carried out through percentages and average values. The results showed: 1) the assessment was very feasible from the expert validator, 2) the response was very good from the students who used the GKI textbook, and 3). The student's cooperation ability is in the sufficient category after carrying out learning with GKI textbooks with the STAD type of cooperative learning strategy.

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Varjas, Janos. "The Presence of Sustainability in Hungarian Geography Textbooks." European Journal of Geography 13, no. 1 (February 17, 2022): 22–46. http://dx.doi.org/10.48088/ejg.j.var.13.1.22.46.

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The Lucerne Declaration on Geographical Education for Sustainable Development recommends including the subjects of Education for Sustainable Development and sustainability in Geography teaching all over the world. One possible way to examine the practical implementation of education for sustainability is through textbook analysis. The present study investigates how Hungarian textbooks published after 2015 perform in terms of ESD. In order to do that, it conducts content analysis the help of the MAXQDA 2020 programme, looking for the presence of Sustainable Development Goals and competencies related to sustainability in the analysed educational media. The results show that Geography in Hungary has an ecological approach to teaching about sustainable development. Sustainability issues relevant to society are less emphasized. Textbooks written in a modern, problem-centric spirit pay a lot of attention to competence development. However, ESD only appears in the studied textbooks sporadically; there is no evident competence development concept present in them in a planned, structured format.

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Ершова, Татьяна Владимировна, and Елена Юрьевна Петрова. "MODERN SCHOOL GEOGRAPHY TEXTBOOKS: PROS, CONS AND WAYS OF MODERNIZATION." Pedagogical Review, no. 5(33) (October 26, 2020): 30–40. http://dx.doi.org/10.23951/2307-6127-2020-5-30-40.

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Приводится критический анализ школьных учебников по географии на соответствие предъявляемым Федеральным государственным образовательным стандартом основного общего образования методическим, психологическим, эстетическим, гигиеническим требованиям. Выявлено, что наряду с положительными моментами имеются и отрицательные. Рассмотрен национальный проект «Цифровая школа», в соответствии с его требованиями описаны способы использования в образовательном процессе учебника географии совместно с другими средствами обучения, в том числе и цифровыми. Доказывается, что учебник географии играет важную роль в формировании географического мировоззрения школьников, способствует достижению личностных, метапредметных и предметных результатов обучения. На основе анализа состояния школьного российского географического образования выявлены пути модернизации учебников географии. A critical analysis of modern school textbooks on geography is given in the article. The analysis is related to the compliance of the Federal state educational standard of basic General education with the following requirements: methodological, psychological, aesthetic and hygienic. The presented positive aspects of geography textbooks were identified: wellbuilt methodological apparatus; colorful design, the presence of maps, schemes, diagrams, drawings; a system of questions and tasks aimed at organizing independent cognitive activity of pupils through the use of research methods; integration of physical-geographical and economic-geographical branches of geography. The authors of the article revealed the given below negative points in geography textbooks: simplification of scientific geographical information; insufficient description of physical-geographical processes in solving practical problems; lack of connection between the simplified theory of initial courses of geography and practical tasks that are given in Russian exams (the Basic State Exam and the Unified State Exam) in geography; incomplete reflection of the local history approach. Specific examples from existing geography textbooks were provided to confirm the established disadvantages. The national project «Digital school» was reviewed. This project suggests using geography textbooks in the educational process together with other teaching tools, including digital ones. Thus, the geography textbook plays an essential role in shaping the geographical outlook of pupils. In addition, textbooks contribute to the achievement of personal, metasubject and subject learning outcomes. Ways to modernize geography textbooks were defined based on the analysis of the state of Russian school geographical education, namely, the converting textbooks to digital format using interactive applications, videos, demonstrations of experiments and observations, electronic maps and electronic test tasks.

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Trahorsch, Petr, Jan Daniel Bláh, and Kristýna Ryčlová. "Conceptual mapping of geography textbook content on the example of the desert biome." European Journal of Geography 13, no. 4 (July 5, 2022): 45–64. http://dx.doi.org/10.48088/ejg.p.tra.13.4.045.064.

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The aim of this study is to identify the key terms used by textbook authors when presenting desert biomes and, subsequently, to visualise the relationships between them using a conceptual map. To achieve this objective, we assessed geography textbooks using conceptual maps, which can be used to conceptualise this topic. The method used is innovative in textbook research and can be used to present results in a visual form with added value. A total of eleven university students created conceptual maps for each of the five analysed textbooks, and this was followed by a synthesis and comparison of the created maps. The effectiveness and clarity of the analysed content is one of the advantages of this visual form of analysis. The data were analysed qualitatively and quantitatively. The results show that the presentation of desert biomes in the textbooks we analysed is somewhat superficial, as the authors do not strive to interconnect concepts from different areas, and their conceptual maps lack higher hierarchy levels. Therefore, textbook authors should opt for a different conceptual approach to explanatory texts instead of the traditional coverage of the individual components of geographical environments.

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Lee, Jongwon, and Simon Catling. "Some perceptions of English geography textbook authors on writing textbooks." International Research in Geographical and Environmental Education 25, no. 1 (November 2, 2015): 50–67. http://dx.doi.org/10.1080/10382046.2015.1106204.

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Dissertations / Theses on the topic "Geography textbooks"

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Hopkin, John William. "The worldview of geography textbooks : interpretations of the National Curriculum." Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322725.

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Norvenius, Mats. "Images of an Empire : Chinese Geography Textbooks of the Early 20th Century." Doctoral thesis, Stockholms universitet, Institutionen för orientaliska språk, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-75397.

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In 1901 the Qing regime, in power 1644-1911, took wide-ranging measures to reform the Chinese Empire. Fundamental changes were carried out within the field of education, resulting in the completion of China’s first modern educational system in 1904. Modern schools mushroomed across China and modern textbooks introducing non-traditional knowledge became common reading in the classrooms. Modern geography textbooks informed schoolchildren about the circumstances within the Empire and, to some extent, about the conditions in foreign countries. Thus these textbooks gave them an idea of their own nation in relation to the rest of the world. The thesis examines the images of the inhabitants of the multiethnic Qing Empire, as encountered in a wide range of textbooks and other teaching materials, on the school subject of geography, used at various institutions of modern learning during the closing years of the Qing era. The focus is on the Han Chinese majority of China Proper (i.e. the eighteen provinces), although the images of the other major ethnicities of the Qing Empire are also examined, as well as the peoples of neighbouring Korea and Japan. This study highlights the extent to which the late Qing era was influenced by Japanese approaches towards reforms and modernization, especially in the field of education. During the process of introducing modern school geography in China, Chinese textbook compilers largely relied on Japanese sources on geography, thereby facing a Japanese, nationalistic and colonial discourse, which implied that Japan, as the most civilized nation in the East, was also in her right to dominate the region. Although Chinese educationalists hardly accepted Japan’s self-proclaimed position as the rightful leader of Asia, they were nevertheless influenced by Japanese descriptions of the continent and its peoples.

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Chau, Yuk-lin, and 周玉蓮. "Teachers' use of senior secondary geography textbooks in Hong Kong : implications for meaningful learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206514.

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Given the current availability of newly-designed textbooks for senior secondary geography teachers and the limited focus on their role in promoting students’ ‘meaningful learning’ advocated in the curriculum reform, a study of teachers’ use of geography textbooks in Hong Kong is particularly timely. Seeking to know the teachers’ practice of using geography textbooks, this study aims at describing and explaining how teachers use the two sets of textbooks, and exploring how their use might be improved in the context of particular classrooms to bring about meaningful learning among students. Two single cases of teacher participants were chosen for study. A holistic case study approach was adopted with a wide range of qualitative research techniques, namely observation, interviews, documentation and journal-writing. Drawing on Remillard’s model of teachers’ role in curriculum development (1999), data collected for each case was analyzed to understand teacher’s activity of using textbooks in curriculum mapping, design and construction arenas. The findings showed that teachers may have different levels of engagement with the textbooks in different dimensions of teaching. Textbooks were generally used as a major source of knowledge in the content determination. Yet, teachers neither used them alone nor followed them slavishly. Driven by the advocacy of constructivist approach to learning, they not only chose relevant tasks from textbooks for students to undertake, but also used the textbooks as one of the sources of geographical ideas or stimulus materials to design the tasks with a focus on different levels of cognition for in-class activities. During the lessons, the PowerPoint files which came along with the prescribed textbooks were widely used for an exposition or reinforcement of students’ work. They were also flexibly used and adapted according to teachers’ spontaneous decisions to varying extents. Teachers’ diversity in their ways of using geography textbooks stemmed from the interaction between their different individual characteristics in terms of experience, knowledge and beliefs, and the textbooks in varying contexts. To a broader context, their diverse ways of using textbooks could be attributed to their different degrees of being influenced by public examination, lesson time, institutional polices and organization norms, professional development opportunities and computer infrastructure, as well as their attitudes towards students’ characteristics. It was worth noting that the constraints in the circumstances of teaching, such as time constraints for lesson preparation, sometimes made teachers difficult to perform their ideal teaching and learning roles. According to the three principles proposed by Hooper and Rieber (1999:258-260), certain ways of using the textbooks could generate the opportunities for supporting students’ meaningful learning were unveiled in this study. First, teachers who chose the essential content, selected important tasks and designed meaningful tasks based on the text and illustrations could provide opportunities for students to have active processing of lesson content. Next, the use of multitext approach in the group enquiry tasks, oral presentation and debriefing sessions could allow students to expose to information from multiple perspectives. Third, the presentation of content in the form of cases or examples, and the use of tasks or case studies in the textbooks for authentic work, issue-based or case-based enquiry learning could build upon students’ knowledge and life experience in meaningful contexts. Teachers’ interaction with textbooks did not guarantee the generation of meaningful learning outcome. To improve the ways of textbook use for students’ meaningful learning, several feasible strategies were identified. To cope with students’ limited capacity of working memory, teachers may slow down the pace of presentation, avoid students doing unnecessary tasks, and use suitable modes and structures of the presentation of information for students with different cognitive styles. Selective use of materials and props provided by the publishers could avoid the repetition of content and increase students’ interest in processing of lesson content. To increase students’ mental engagement in the tasks, their learning attitudes should be improved through interesting tasks in the textbooks, rewarding practice, team competition and small group work. It was also important to connect the content in the tasks to their existing knowledge through providing conditional knowledge, making the text more comprehensible to students and using visual images with more explicit information. Some higher-order questions should be added in the ready-made tasks to cater for diverse students’ abilities. Group work could be used to help the lower achievers in these tasks. Regarding the use of supplementary materials, teachers should use PowerPoints and their own resources together to sustain students’ engagement in the cognitive tasks. Since it was not easy to transfer knowledge through animations, words should be better presented as narration than on-screen text. To increase group engagement in the tasks, group work should be properly managed. Finally, teachers should make students familiar with real-life contexts before they started engaging them in tasks. In conclusion, teachers can use the textbooks to provide opportunities for students’ meaningful learning, but this sometimes became unattainable because of difficulties in the circumstances of teaching. Findings suggested that more efforts should be made to improve initial teacher education programme, increase teachers’ professional development opportunities, provide more useful offerings in the textbooks, relieve the problems of time constraints for lesson preparation and inadequate lesson time, and teach students’ enquiry skills and collaborative skills.
published_or_final_version
Education
Doctoral
Doctor of Education

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Gerike, Matthew J. "Explorations in historiographies of geographical knowledges." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/15043.

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Doctor of Philosophy
Department of Geography
John Harrington, Jr.
Geographers, as part of their work as scholars and academics, continually “do” geography. Geography is practiced as research when tools, perspectives, and techniques are applied to problems or areas of study, exploring, understanding, and building geographical information. Geography is practiced as a social discipline when geographers interact with those around them, sharing geographical knowledge through writing, publishing, presenting, teaching, and discussion so others can read, listen, and engage. In doing geography – continuously practicing research and engaging in the documentation and communication of geographical knowledge – geographers also actively continuously construct the history of geography. These incidences, slides, and pages of knowledges are the foundation and structure of geography as a practiced discipline. Research explored the historiographies of geographical knowledges in presidential addresses of the Association of American Geographers, thematic conceptualizations of the subfield of cultural geography, and representation of women across editions of introductory human geography textbooks through content analysis and spatial. Conclusions strongly support the contention that geographic knowledges and the nature of geographic thought actively evolve as contemporary scholars practice their profession. By paying attention to these constructive processes and understanding their interactive role in it, geographers are better informed of the history of their specialty and their direct and vested role in the enterprise.

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NASCIMENTO, FABIO JOSE DA SILVA. "WATERS OF DISCORD: THE REPRESENTATIONS OF HYDROELECTRICITY IN GEOGRAPHY TEXTBOOKS FOR THE BRAZILIAN HIGH SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32135@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Essa pesquisa analisa as abordagens mais presentes sobre a hidroeletricidade em livros didáticos atuais de Geografia, referendados pelo Ministério da Educação para o Ensino Médio. Para esse fim, foram selecionadas as seguintes obras: Magnoli (2012); Araújo et al. (2015); Moreira e Sene (2012); Lozano et al. (2012). Neles são identificados discursos sobre os usos e apropriações das águas de bacias hidrográficas, em particular na Amazônia. Também reconhece a pluratividade dos usos em ambientes de bacia, como realidade na dinâmica regional amazônica concernente à relação território-territórios (Haesbaert, 2010) e indica quais fontes geradoras de eletricidade são apontadas como as mais promissoras substitutas da hidroeletricidade. O início das investigações é destinado às pesquisas telematizada (Yin, 2005) e documental, ambas concatenadas à revisão de literatura. Foram realizadas entrevistas por pautas com docentes da rede pública do Maranhão e Pará, áreas historicamente influenciadas pela edificação de grandes barramentos fluviais. Esses procedimentos forneceram subsídios voltados à indicação de oportunidades de aperfeiçoamento dos impressos didáticos examinados, no encerramento das discussões.
This research analyzes the most current approaches to hydroelectricity in current Geography textbooks, endorsed by the Ministry of Education for Secondary Education. For this purpose, the following works were selected: Magnoli (2012); Araújo et al. (2015); Moreira and Sene (2012); Lozano et al. (2012). In them are identified discourses on the uses and appropriations of waters of watersheds, in particular in the Amazon. It also recognizes the pluracy of uses in basin environments, as a reality in the Amazon regional dynamics concerning the territory-territory relationship (Haesbaert, 2010) and indicates which electricity generating sources are identified as the most promising substitutes for hydroelectricity. The beginning of the investigations is destined to telematicized (Yin, 2005) and documentary research, both linked to the literature review. Interviews were conducted with teachers from the public network of Maranhão and Pará, areas historically influenced by the construction of large riverbanks. These procedures provided support for the indication of opportunities for improvement of the didactic forms examined at the close of the discussions.

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Rulashe, Turbner Mnyamezeli. "An analysis of the suitability of prescribed geography textbooks for Ciskei pupils in standard 6." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003303.

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Research has shown that in the South African school context textbooks are perceived as the most important guide to subject content. It is essential, therefore, that pupils and teachers should possess skills and strategies that they can use to interpret and understand the textbook. Equally, textbook writers ought to be aware of the cues pupils need to facilitate the learning process. Problems that hinder the learning of geography subject content from textbooks may arise from, among other things, the style in which the text is written, the way in which concepts are developed, the presentation of visual materials and elements of bias and stereotyping. This study scrutinises and analyses two standard 6 geography textbooks prescribed for Ciskei schools to assess the extent to which these textbooks consider the language competence of the pupils, explain and develop concepts, and in general promote the geographical education. Interviews with Ciskei teachers revealed that Standard 6 pupils encounter difficulties in the geography textbooks which are attributed to the fact that they are second language learners and they lack the requisite skills for interpreting visual materials. The analysis of the textbooks revealed that despite efforts made in recent years to rectify the most blatant aspects of bias and stereotyping and to improve the presentation of textbooks, a number of serious problems continue to exist particularly with regard to the Standard 6 learner of geography. The study attempts to alert writers of texbooks and teachers to factors which need to be taken into consideration to assist second language speakers toward effective learning.

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Chau, Yuk-lin, and 周玉蓮. "A comparison of the environmental curricula in Guangzhou and Hong Kongas demonstrated in senior secondary geography textbooks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960704.

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Chau, Yuk-lin. "A comparison of the environmental curricula in Guangzhou and Hong Kong as demonstrated in senior secondary geography textbooks." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190586.

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Peters, Emilene. "Power discourse and the curriculum : silences in the high school geography curriculum of South Africa /." Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-08042009-040509/.

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Costa, Leila Barbosa. "Uma leitura sobre a geografia escolar de Hilton Sette Correia." Universidade Federal da Paraíba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/7530.

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The dissertation is a reading on the school Geography Hilton Sette and Manuel Correia de Andrade aims to discuss the teaching of geography from the first authors of textbooks and the Northeast Hilton Sette Manuel Correia de Andrade. These manuals were published in the 1950s, in a social and educational context in which it is thought new directions for education in Brazil. We began the first chapter of this work, defending the idea of school textbooks as historical documents, for both did research on work by leading scholars of the textbook issue and brought its main contributions. Even this first stage of the thesis, we emphasize the importance of textbooks to the understanding of school subjects. The reading marks, left by students who studied with school books Sette Hilton and Manuel Correia de Andrade were also significant for the study of the methodology applied by teachers in the period that the books were used. We also performed a thorough analysis in textbooks of other authors of geography, such as: Aroldo de Azevedo, Moses Gicovate, Renato Stempniewski in partnership with Eli Piccolo, and Geraldo Sampaio de Souza with Jose Armando Sampaio de Souza, published in the same time cutting it the textbooks on the Sette Hilton and Manuel Correia de Andrade. The second chapter on geography and school manuals Sette Hilton and Manuel Correia de Andrade, we propose a brief history of the discipline in which, on occasion, we treat the configuration of secondary education in Brazil during the 1950s. The scientific debates on contemporary textbooks Sette Hilton and Manuel Correia de Andrade, likewise, were part of the composition of this text. In the last chapter, discussing, specifically, the teaching of geography from the content of textbooks in the authors' study as well as school culture that involve education in the period in which the authors Sette Hilton and Manuel Correia de Andrade were in classroom teaching Geography in schools in the state of Pernambuco.
A dissertação uma leitura sobre a Geografia escolar de Hilton Sette e Manuel Correia de Andrade tem por objetivo discutir o ensino de Geografia a partir dos primeiros manuais escolares dos autores nordestinos Hilton Sette e Manuel Correia de Andrade. Esses manuais foram publicados na década de 1950, em um contexto social e pedagógico em que se pensavam novos rumos para a educação no Brasil. Iniciamos o primeiro capítulo, deste trabalho, defendendo a idéia dos manuais escolares como documentos históricos, para tanto fizemos uma pesquisa nos trabalhos desenvolvidos pelos principais estudiosos do tema livro didático e trouxemos suas principais contribuições. Ainda nesta primeira etapa da dissertação, enfatizamos a importância dos manuais para a compreensão das disciplinas escolares. As marcas de leitura, deixadas pelos alunos que estudaram com os manuais escolares de Hilton Sette e Manuel Correia de Andrade também foram significativas para o estudo da metodologia aplicada pelos professores no período que os livros foram utilizados. Também realizamos uma análise criteriosa em manuais escolares de outros autores da Geografia, tais como: Aroldo de Azevedo, Moisés Gicovate, Renato Stempniewski em parceria com Éli Piccolo, e Geraldo Sampaio de Souza com Armando José Sampaio de Souza, publicados no mesmo recorte temporal que os manuais didáticos de Hilton Sette e Manuel Correia de Andrade. No segundo capítulo, sobre a Geografia Escolar e os manuais de Hilton Sette e Manuel Correia de Andrade nos propomos a fazer um breve histórico dessa disciplina, em que, na ocasião, tratamos da configuração do ensino secundário brasileiro nos anos de 1950. Os debates científicos contemporâneo aos manuais escolares de Hilton Sette e Manuel Correia de Andrade, de igual modo, fizeram parte da composição desse texto. No último capítulo, debatemos, de forma específica, o ensino de Geografia a partir do conteúdo dos manuais escolares dos autores em estudo, bem como da cultura escolar que envolvia a educação no período em que os autores Hilton Sette e Manuel Correia de Andrade estavam em sala de aula ensinando Geografia nas escolas do Estado de Pernambuco.

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Books on the topic "Geography textbooks"

1

Gross, Herbert Henry. World geography. Newton, Mass: Allyn and Bacon, 1986.

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E, Gabler Robert, ed. Physical geography. 9th ed. Belmont, CA: Brooks/Cole, Cengage Learning, 2009.

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Rubenstein, James M. Introduction to contemporary geography. Upper Saddle River, NJ: Pearson, 2012.

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William, Norton. Human geography. 7th ed. Don Mills, Ont: OUP Canada, 2009.

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Monteith, James, and James] [from old catalog] [Monteith. The elementary geography. Toronto: Canada Pub. Co., 1993.

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McIntyre, Michael P. Physical geography. 4th ed. New York: Wiley, 1985.

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Rubenstein, James M. Contemporary human geography. 2nd ed. Boston: Pearson, 2013.

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Hayes, Charles. New complete geography. Dublin: Gill & Macmillan, 1994.

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Hayes, Charles. New complete geography. Dublin: Gill & Macmillan, 1990.

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Wayne, Andrew, Duncan Bert, and Roth Angie, eds. Geography now. Toronto, Ont: Thomson Nelson, 2006.

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Book chapters on the topic "Geography textbooks"

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Yuda, Minori. "Textbook Approval System and Geography Textbooks in Japan." In Geography Education in Japan, 49–62. Tokyo: Springer Japan, 2014. http://dx.doi.org/10.1007/978-4-431-54953-6_5.

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Bagoly-Simó, Péter. "Landscapes in Geography Textbooks." In RaumFragen: Stadt – Region – Landschaft, 371–85. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-30956-5_21.

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Morgan, John. "Imagined Country: National Environmental Ideologies in School Geography Textbooks." In Life's Work, 27–46. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781444397468.ch1.

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Kowasch, Matthias, and Sylvie Joublot Ferré. "Geography Textbooks as a Political Tool to Promote Energy Transitions?" In Textbooks and Educational Media: Perspectives from Subject Education, 147–70. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_12.

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Bagoly-Simó, Péter. "Science and Geography Textbooks in Light of Subject-Specific Education." In The Palgrave Handbook of Textbook Studies, 141–55. New York: Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-53142-1_10.

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Mikander, Pia. "Racism in Finnish School Textbooks: Developments and Discussions." In Finland’s Famous Education System, 289–302. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_18.

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AbstractWhile the Finnish education system has been celebrated for promoting equality, recent reports point to problems concerning racism within Finnish schools. Kristín Loftsdóttir suggests looking at racism from three angles: everyday racism, prior immobility, and structural racism. This chapter draws on this idea, showing how racism is present in Finnish school textbooks in history, social science and geography. Many textbooks seem to deviate from the curricular core values of equality by portraying the West as superior to the rest of the world. This is visible in different ways. While old racist or colonial words are removed from textbooks, the perspective may still only promote a Western worldview. Changes in textbooks might stay on a superficial level, rather than reaching the epistemological perspective. History textbook passages about colonial times might include images of racist caricatures to express the explicit racism of this era. Similar caricatures are being removed from consumer products, and we might ask whether they belong to history teaching, particularly if they do not encourage a discussion about continued racism. Using textbooks with racist content requires that teachers are aware of racism. The teacher needs to know how to lead critical reflection, while keeping the classroom safe from racist remarks. During a pandemic, when students are alone with textbooks, there is a particular concern about the democratic task of educating for anti-racism. This is especially important in a world largely influenced by a media discourse that makes certain racist opinions unremarked or seen as a matter of common sense.

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Bajjali, William. "Introduction to GIS." In Springer Textbooks in Earth Sciences, Geography and Environment, 1–10. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-61158-7_1.

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Bajjali, William. "Site Suitability and Modeling." In Springer Textbooks in Earth Sciences, Geography and Environment, 153–76. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-61158-7_10.

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Bajjali, William. "Geocoding." In Springer Textbooks in Earth Sciences, Geography and Environment, 177–89. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-61158-7_11.

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Bajjali, William. "Working with Raster." In Springer Textbooks in Earth Sciences, Geography and Environment, 191–217. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-61158-7_12.

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Conference papers on the topic "Geography textbooks"

1

Strišková, Michaela, Dáša Oremusová, and Magdaléna Němčíková. "Didactic Aspect of Teaching Environmental Geography (The Draft of Environmental Geography Textbook for Primary Schools)." 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.p210-9694-2020-15.

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Nowadays, we can observe that there is still not sufficient amount of textbooks in various areas of Education. One of these areas is also Environmental geography which is an important part of geography lessons at primary school. Therefore, our main intention in this contribution is to introduce design of the textbook for Environmental geography. Textbook that we have created introduces and solves environmental problems on global, regional and local level in a very detailed way. The aim of the textbook is to applicate all of the dimensions of environmental geography into each class at the second grade of primary schools in Slovakia. We have created didactic material which helps teachers during their teaching, as well as material interesting and engaging for students. The proposed textbook could be motivating because of many additional illustrations, various games and tasks using not only classical, but also modern didactic methods.

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Doerfel, Leoni. "Dimensions of Diversity in German Geography Textbooks." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2006821.

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Doerfel, Leoni. "Dimensions of Diversity in German Geography Textbooks (Poster 34)." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2006821.

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Zhuang, Xiuqin. "Teaching Thinking on qactivityq in Middle School Geography Textbooks." In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.293.

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Trahorsch, Petr, and Roman Kroufek. "Environmental visualization of selected Czech regions: analysis of geography textbooks." 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.p210-9694-2020-16.

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The aim of this paper is to evaluate the quality of environmental visualization of selected regions in Czech geography textbooks for primary and lower secondary schools. The method of quantitative content analysis of visuals was used. The categories of quantitative analysis were defined based on the content of the environmental and geographical curriculum, for example landscape type, emotional charge etc. The results show a relatively similar structure of environmental visualization between textbooks: emotionally positive visuals showing the protection of cultural-historical heritage and protection of nature dominate. The exception is the Moravskoslezský kraj, which is visually presented in a negative way compared to other regions. In textbooks there are a minimum of abstract visuals or visuals showing the tendencies of environmental components.

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Oremusová, Daša, Magdaléna Nemčíková, Hilda Kramáreková, and Zita Jenisová. "LOCAL LANDSCAPE GEOGRAPHY TEXTBOOKS IN THE SLOVAK REPUBLIC EDUCATIONAL PRACTICE." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0576.

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Luferov, A. N., and D. N. Luferov. "Innovation and technological learning in teaching of elective courses "The geography of medicinal plants" in the I.M. Sechenov First Moscow State Medical University." In Растениеводство и луговодство. Тимирязевская сельскохозяйственная академия, 2020. http://dx.doi.org/10.26897/978-5-9675-1762-4-2020-128.

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The article shows that the traditional approaches to the teaching of elective "Geography of medicinal plants" (lectures, practical training, excursions) are actively complemented by elements of electronic education based on information and electronic technologies (distance learning, the use of electronic textbooks, plant photos ("Virtual herbarium"), video lectures, remote testing). Knowledge gained by students in the classroom "Geography of medicinal plants" during classroom sessions and on excursions, as well as independently as a result of distance interactive learning, will make a significant intellectual contribution to the development of modern specialists-pharmacists.

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Mamirova, Kulash Nurbergenovna. "SCIENTIFIC AND DIDACTICAL APPROACHES TO DESIGNING THE CONTENT OF GEOGRAPHY TEXTBOOKS IN KAZAKHSTAN." In Международный педагогический форум "Стратегические ориентиры современного образования". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-190.

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Satokangas, Henri. "Curriculum Goals Embodied: Constructed Groups as Identity Options in Geography and Religion Textbooks." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1570320.

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Золотарева, Виктория Александровна. "LANDSCAPE PHENOMENON: INTERPRETATION OPTIONS." In Science. Research. Practice (Наука. Исследования. Практика): сборник статей LXX International scientific conference (Санкт-Петербург, Июнь 2023). Crossref, 2023. http://dx.doi.org/10.37539/230616.2023.24.45.005.

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В статье рассмотрены некоторые позиции авторов современных школьных учебников по географии и ВУЗовских по философии, связанные с понятием ландшафта. Ландшафт является неотъемлемой частью окружающего мира, вследствие чего вопрос о взаимном влиянии человека и ландшафта можно отнести и к числу философских вопросов. The article considers some positions of the authors of modern school textbooks on geography and university textbooks on philosophy, related to the concept of landscape. The landscape is an integral part of the surrounding world, as a result of which the question of the mutual influence of man and landscape can be classified as a philosophical issue.

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