Relevant bibliographies by topics / History and geography teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'History and geography teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "History and geography teaching"

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Keighren, Innes M., Jeremy W. Crampton, Franklin Ginn, Scott Kirsch, Audrey Kobayashi, Simon N. Naylor, and Jörn Seemann. "Teaching the history of geography." Progress in Human Geography 41, no. 2 (July 9, 2016): 245–62. http://dx.doi.org/10.1177/0309132515575940.

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

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This article argues for the value of teaching geographic visualization to non-geography majors by having them make maps manually, using punched mylar, colored pencils, and light tables instead of computerbased geographic information systems or mapping programs. The essay contrasts the experiences of attempting to teach principles of geographic visualization using ArcView GIS in an introductory human geography course and using manual methods in an upper-level research methods course in history. Several conclusions emerge: (1) using manual methods to visualize spatial information quickly gets students thinking geographically; (2) the ease of learning the fundamental concepts and techniques of geographic visualization using manual methods makes it possible to integrate visualization into courses outside the discipline of geography; (3) geographic visualization can tremendously enrich the study of history, prompting students to think in ways they might not otherwise; and (4) teaching visualization with mylar has distinct advantages for history courses because physical map layers reinforce the notion that places are palimpsests of change. Manual methods make it possible to teach geographic visualization at colleges and universities that have no geography department or GIS courses. Their use should be encouraged as an adaptable, inexpensive, effective way to promote geographic learning and geographic literacy in U.S. higher education.
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양정현. "Historical Geography and Intercultural approach in History Teaching." Teacher Education Research 52, no. 2 (August 2013): 325–35. http://dx.doi.org/10.15812/ter.52.2.201308.325.

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Hise, Greg. "Teaching Planners History." Journal of Planning History 5, no. 4 (November 2006): 271–79. http://dx.doi.org/10.1177/1538513206293715.

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Kachina, Olga A. "Teaching A Geographical Component In World History Curriculum." Contemporary Issues in Education Research (CIER) 4, no. 12 (December 1, 2011): 19. http://dx.doi.org/10.19030/cier.v4i12.6658.

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This article is devoted to the topic of teaching a geographical component in World History curriculum in American public high schools. Despite the fact that the federal legislation entitled No Child Left Behind (2001) declared geography as a "core" academic subject, geography was the only subject dropped from federal funding. As a result, geography as a separate subject in the majority of public schools around the country ceased to exist. California, New Mexico, and Rhode Island have adopted state standards of combined course of World History and Geography. However, a small geography segment included within the World History course has not been sufficient to provide students with a satisfactory level of geographical literacy. American students show their lack of geographical knowledge in one study after another even though the 21st century is an era of globalization and increasing international relationship. The geopolitical approach to teaching the World History course promoted in this paper can improve the situation significantly in a relatively short period of time. This geopolitical approach stresses the connection between history and geography. It involves an analysis of a countys economy, culture, domestic and foreign policies as directly connected to its geography. This approach improves students analytical thinking and conceptual understanding.
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Bezvoda, Václav. "Geography and Teaching of Programming." Geografie 94, no. 1 (1989): 47–53. http://dx.doi.org/10.37040/geografie1989094010047.

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The urgent need of computers in natural and social sciences will strongly influence the modification of the curricula at our universities and colleges. On the basis of an analysis of the history of application of computers at the Faculty of Natural Sciences of the Charles University, Prague and the situation in teaching mathematical programming and computer art, the paper formulates one of the most probable variants of teaching the above-mentioned subjects in geographical sciences. A special attention is paid to the role of microcomputers as the basic yet still problematic device in the computer art.
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Sena, Carla Cristina Reinaldo Gimenes de. "The importance of History of Cartography in the Geography teaching." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-329-2019.

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<p><strong>Abstract.</strong> Cartography and Geography have always been interconnected. In basic education, they are often mistaken as one, since maps materialize the most diverse topics approached by the geographic science. However, for many years the maps used in schools were considered simple illustrations, working as accessories to help in location and memorization.</p><p>Even though the studies about learning through the map and not only of the map (OLIVEIRA, 2007) are from the 1970 decade, it was only in the 1990’s, with the publication of the Brazilian Curriculum Parameters (Parâmetros Curriculares Nacionais – PCN), that the concern about the formation of critical reader students and, primarily, producers of maps has left the academia and provoked the insertion of specific cartography themes in textbooks and official curriculums in Brazil.</p><p>Scale, orientation, geographic coordinates, etc. have become part of the Geography classes on a daily basis, or at least they should have. The same has happened to the history of Cartography, which started to be inserted in textbooks, although in the form of illustration and curiosity.</p><p>This thematic, when worked in the basic education, helps in the students’ reflection about the different world perspectives that the humankind built along millenniums. The presentation of maps from ancient age, such as the Babylonians and Greeks, allows the establishment of parameters for the discussion of their influence in social groups. The representation of the Middle Age and the great leap of Cartography with the navigations of the XV and XVI demonstrate the capacity of maps to serve the interests of dominant groups from that time and their strategic power.</p><p>Thinking about the importance of this kind of map, History and Geography textbooks used in the last years of elementary school and in high school were analyzed to identify the presence of old maps and how they are approached. The research concluded that most old maps are used as illustrations, as there are not meaningful activities related to the analysis of these maps and that, when those activities existed, they were restricted to the chapters that dealt specifically about the history of cartography and the origin of maps.</p><p>In this way, the teacher needs elements to go beyond of what is proposed by the textbook, and in order to do that, they need to be in touch with the history of Cartography not just as simple curiosity, but as a possible content to be used in the spatial dynamic comprehension. Helping students to elaborate critical analyses about what used to be represented on the maps and how it used to be done. Hence, it is possible that those students understand that, as a human product, maps are full of intentions and ideologies.</p><p>This paper presents a reflection about the importance of the discussion of the history of Cartography in Geography undergraduate courses from the experience of approaching this theme in the School Cartography class, raising questions about the power of the maps in the context in which they were produced and the “load of information they broadcast in human terms” (HARLEY, 2009 p. 10), valuing the potential of working with maps in different periods during the teacher’s education.</p>
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Ward, Robert M., and Chica McCabe. "Plat Maps as a History and Geography Teaching Tool." History Teacher 33, no. 2 (February 2000): 153. http://dx.doi.org/10.2307/494965.

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Fischler, Raphaël. "Teaching History to Planners." Journal of Planning History 5, no. 4 (November 2006): 280–88. http://dx.doi.org/10.1177/1538513206293711.

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Qismət qızı Həsənova, Nərmin. "Analysis of Geographical Education in Secondary Education in the United States." SCIENTIFIC WORK 66, no. 05 (May 20, 2021): 181–84. http://dx.doi.org/10.36719/2663-4619/66/181-184.

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

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Gao, Yan. "SECONDARY HISTORY/SOCIAL STUDIES TEACHERS’ SELF-EFFICACY REGARDING GEOGRAPHY TEACHING." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/274.

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Teacher education remains a significant issue affecting the quality of geography instruction in the United States. Teachers’ self-efficacy has been identified as a crucial factor for improving teacher education and promoting educational reform. This study intended to develop a better understanding of the relationships between teacher education programs and secondary history/social studies teachers’ self-efficacy regarding teaching geography, and other demographic factors that could be a possible influence on geography teachers’ self-efficacy. A quantitative research methodology was employed to measure geography teacher efficacy and to explore factors that influence geography teachers’ efficacy in order to identify ways in which preservice and in-service education might better prepare geography teachers. The instrument, the Geography Teaching Belief Instrument (GTEBI), used for data collection was an online survey that was modified from a Science Teaching Efficacy Belief Instrument (STEBI_A) to assess secondary history/social studies teachers’ perceptions of their self-efficacy in geography teaching. Data were gathered from secondary history/social teachers in Virginia. Critical influential factors, geography-related conferences (p<.014), approved teacher licensure education programs (p<.038), and years of teaching experience in geography (p<.004) were found to have a statistically significant relationship with personal geography teaching efficacy. Only the factor, years of teaching experience in geography (p<.002), was found to have a significant relationship with geography teaching outcome expectancy. Findings could result in better teacher education programs for secondary history/social studies teachers in geography teaching and lead to more effective curriculum and instructional practices in teaching geography, thus benefiting student achievement.
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Acun, Ismail. "Changing history and geography teaching with ICT : the impact of the Internet." Thesis, University of Leicester, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275450.

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Cheng, Wai-mun Vivian, and 鄭慧敏. "Implementation of environmental education through the teaching of S4 -S5 biology, geography and history in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957080.

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Cheng, Wai-mun Vivian. "Implementation of environmental education through the teaching of S4 - S5 biology, geography and history in Hong Kong secondary schools." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834307.

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Carvalho, Maria Deus Lima. "As Tecnologias de Informação e Comunicação no processo de ensino e aprendizagem da História e da Geografia." Master's thesis, Universidade Portucalense, 2015. http://hdl.handle.net/11328/1525.

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Dissertação de Mestrado em Ensino de História e Geografia.
O desinteresse dos alunos pelas atividades letivas é uma constatação com a qual o professor se depara muitas vezes no seu dia a dia. A motivação para a aprendizagem tornou-se uma prioridade na prática docente, sendo cada vez mais premente que o professor se socorra do vasto leque de ferramentas inovadoras que existem no campo educacional e delas possa tirar proveito. O uso das Tecnologias de Informação e Comunicação em contexto de sala de aula afigurou-se como uma ferramenta valiosa ao possibilitar a realização de aulas mais dinâmicas e criativas sustentadas na natural apetência dos alunos para a sua utilização. O presente relatório foca-se na utilização das Tecnologias de Informação e Comunicação no processo de ensino e aprendizagem da História e da Geografia como forma de motivar os alunos para a sua aprendizagem. Resulta do estágio pedagógico realizado no Agrupamento de Escolas de Calendário na Escola EB2,3 Dr. Nuno Simões a alunos do 3º ciclo do Ensino Básico e reflete a súmula das atividades inerentes à prática pedagógica.
The student’s lack of interest for academic activities is an observation frequently faced by the teacher every day. The motivation for learning has become a priority in teaching practice, as it has been increasingly urgent that teachers use the wide range of innovative tools that exist in the educational field and take advantage of them. The use of Information and Communication Technologies in the classroom context appears itself as a valuable tool to support achievement of more dynamic and creative classes held in the natural appetite of the students for their use. This report focuses on the use of Information and Communication Technologies in the teaching and learning process of History and Geography as a way to motivate students to their learning. It results of the educational research and practice at the Calendário Group of Schools in the EB2,3 Dr. Nuno Simões School to students of the 3rd cycle of basic education and it reflects the summary of activities related to teaching practice.
Orientação: Prof. Doutora Marta Abelha.
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Austin, Renee Winifred. "An ethnographic investigation into English across the curriculum with particular reference to first year primary history and geography at teacher training college level." Thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/23147.

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Godoy, Adriana Cristina de. "As imagens na sala de aula: produção de conteúdo visual no ensino de História e Geografia local." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/59/59140/tde-19022014-173117/.

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A pesquisa envolve uma escola da Rede Pública Municipal de Ribeirão Preto-SP que participou de um Projeto denominado Curtas de Animação, promovido pelo Núcleo de Cinema de Animação de Campinas-SP e financiado pelo Instituto Algar, no ano de 2010. Um dos produtos finais gerados nessa escola foi um curta de animação de quatro minutos e onze segundos de duração. O referido projeto teve duas fases. A primeira incluiu vários alunos do Ensino Fundamental que foram envolvidos por pesquisas e aulas sobre a localidade. Aspectos históricos, culturais e relacionados ao meio ambiente foram priorizados. Na segunda fase, participaram treze alunos e esta pesquisadora (que atuava como professora de História na escola). Junto com a equipe do Núcleo de Cinema de Animação de Campinas, esse grupo iniciou um processo de produção de um curta de animação denominado pelos alunos como Ribeirão Preto - terra do café. A pesquisa foca no contexto do estudo da imagem e da produção imagética feita pelos próprios alunos no Projeto. As questões principais são: Como a leitura e a produção de material imagético pelos alunos podem colaborar (ou não) com o aprendizado e o interesse pelo estudo da História e Geografia local? Passado o tempo da realização do projeto, o que ficou do conhecimento de História e Geografia da localidade para os alunos participantes? A pesquisa busca estudar como a produção de material pelos alunos pode colaborar na aprendizagem de conhecimentos da História e Geografia local, possibilitada pelo Projeto Curtas de Animação, além de descrever e compreender todas as etapas do processo de produção do curta de animação, analisar, sob a ótica dos alunos, quais os impactos na aprendizagem dos conhecimentos de História e Geografia local e compreender as habilidades na leitura de imagens diversas. O referencial teórico abrange tanto as pesquisas realizadas no âmbito do estudo das imagens como as pesquisas relativas ao seu uso no ensino de História e Geografia. Três questionários abrangendo as três fases do processo de produção do curta de animação foram aplicados a quatro alunos participantes do Projeto. O resultado dos mesmos é analisado à luz das referências, com foco na questão do Ensino de História e Geografia local. A imagem faculta a percepção do espaço em suas mudanças e permanências, semelhanças e diferenças, tendo em vista seu uso para o estudo da localidade. No entanto os livros didáticos não viabilizam este uso, devido ao fato de estamparem representações de espaços, muitas vezes, distantes da realidade do aluno, principalmente daquele que não vive nos grandes centros urbanos. Os resultados obtidos procuram apontar para uma abordagem da questão das imagens no Ensino de História e Geografia, passando pelo pensar sobre a imagem, por si, e pelo caminho percorrido pelo seu uso e assimilação como documento histórico e das representações da paisagem geográfica, assim como da sua produção em sala de aula.
The present research involved a school from the public network of the city of Ribeirão Preto, which took part in a Project called Curtas de Animação (Animated shorts) in 2010. The project was promoted by the Núcleo de Cinema de Animação de Campinas SP (Center of Animation Movies of Campinas SP) and sponsored by Algar Institute. One of the final products at the aforementioned school was an animated short four minutes and eleven seconds long. The project consisted of two phases. In the first phase, several middle school students had classes and carried out researches about the municipality. The focus was on historical, cultural and environmental aspects. The second phase had the participation of thirteen students and the researcher (who worked as a History teacher at the school). Along with the staff of the Núcleo de Cinema de Campinas, this group began the production of an animated short named by the students Ribeirão Preto terra do café (Ribeirão Preto the land of coffee). This research focuses on the context of such production. The main questions are: How can reading and producing visual material help (or not) students to learn and get interested in studying local History and Geography? After the project ended, what knowledge of the local History and Geography remained for the participating students? The research looks at how the production of material by the students, as it was made possible through the Project Curtas de Animação, can help the learning process and improve the knowledge about local History and Geography. It also describes and explains all the steps in the process of the production of the animated short; analyses, from the students perspective, what were the impacts on the acquisition of knowledge about the local History and Geography and looks at the skills used for reading different images. The theoretical frame of reference covers both researches on the use of images, as well as the ones about the use of images in History and Geography classes. Three questionnaires covering the three steps of the production process of the animated short were applied to four students who participated in the Project. The results were analyzed according to the references, with special emphasis on the issue of teaching local History and Geography. Images provide a perception of the way the space shifts or stays the same, of its similarities and differences, in view of their use for studying the locality. However, textbooks do not enable this use, since they often picture representations of spaces that are far from the students reality, especially from those who do not live in large urban centers. The results seek an approach for the use of images in teaching History and Geography by reflecting about the image itself and about the path taken during its use and its assimilation as a historical document or a representation of the geographical landscape, as well as its production in the classroom.
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Oliveira, Geórgia Stefânia Picelli Laubstein. "História do ensino de Geografia como campo de investigação : contribuições de Livia de Oliveira /." Rio Claro : [s.n.], 2012. http://hdl.handle.net/11449/104394.

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Orientador: João Pedro Pezzato
Banca: Amanda Regina Gonçalves
Banca: Renata C. Oliveira Barrichelo Cunha
Banca: Rosangela Doin de Almeida
Banca: Bernadete Ap. Caprioglio de Castro Oliveira
Resumo: Esta pesquisa tem como principal objetivo compreender a institucionalização do Ensino de Geografia como uma área de pesquisas e a contribuição da professora Lívia de Oliveira nesse processo. Nossas investigações utilizam a metodologia proposta pela História Oral, a qual nos ajudou a trabalhar com as entrevistas realizadas com a professora Lívia. Os relatos biográficos da professora Lívia, são, portanto, o ponto de partida de nossas análises. No decorrer da pesquisa procuramos discutir temas sobre a Geografia e seu desenvolvimento como uma disciplina acadêmica e escolar, bem como a participação da professora Lívia na estruturação de uma vulgata para o Ensino de Geografia no contexto histórico e social estudados. As reflexões presentes nesta pesquisa nos mostram a existência de uma relação muito importante entre a produção acadêmica da professora Lívia e sua busca por inserção e manutenção no âmbito acadêmico. Tal consideração é para nós relevante pois nos ajudou a estabelecer diversos vínculos entre sua atuação docente e o desenvolvimento das pesquisas sobre a geografia da sala de aula
Abstract: This research has as main objective to understand the institutionalization of Geography Education as an area of research and the contribution of teacher Livia de Oliveira in the process. Our investigations using the methodology proposed by the Oral History helped us to work with the interviews with teacher Lívia. The biographical accounts of teacher Lívia , are, therefore, the starting point of our analysis. In the course of research we seek to discuss themes of geography and its development as an academic discipline and school, as well as the participation of teacher Livia in structuring a vulgate for teaching geography in historical and social context. The reflections on this research show us the existence of a very important relationship between the academic production of teacher Livia and her quest for insertion and maintenance under academic. Such consideration is relevant for us because helped us to establish several links between his acting teacher and the development of research about the geography of the classroom
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Oliveira, Geórgia Stefânia Picelli Laubstein [UNESP]. "História do ensino de Geografia como campo de investigação: contribuições de Livia de Oliveira." Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/104394.

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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Esta pesquisa tem como principal objetivo compreender a institucionalização do Ensino de Geografia como uma área de pesquisas e a contribuição da professora Lívia de Oliveira nesse processo. Nossas investigações utilizam a metodologia proposta pela História Oral, a qual nos ajudou a trabalhar com as entrevistas realizadas com a professora Lívia. Os relatos biográficos da professora Lívia, são, portanto, o ponto de partida de nossas análises. No decorrer da pesquisa procuramos discutir temas sobre a Geografia e seu desenvolvimento como uma disciplina acadêmica e escolar, bem como a participação da professora Lívia na estruturação de uma vulgata para o Ensino de Geografia no contexto histórico e social estudados. As reflexões presentes nesta pesquisa nos mostram a existência de uma relação muito importante entre a produção acadêmica da professora Lívia e sua busca por inserção e manutenção no âmbito acadêmico. Tal consideração é para nós relevante pois nos ajudou a estabelecer diversos vínculos entre sua atuação docente e o desenvolvimento das pesquisas sobre a geografia da sala de aula
This research has as main objective to understand the institutionalization of Geography Education as an area of research and the contribution of teacher Livia de Oliveira in the process. Our investigations using the methodology proposed by the Oral History helped us to work with the interviews with teacher Lívia. The biographical accounts of teacher Lívia , are, therefore, the starting point of our analysis. In the course of research we seek to discuss themes of geography and its development as an academic discipline and school, as well as the participation of teacher Livia in structuring a vulgate for teaching geography in historical and social context. The reflections on this research show us the existence of a very important relationship between the academic production of teacher Livia and her quest for insertion and maintenance under academic. Such consideration is relevant for us because helped us to establish several links between his acting teacher and the development of research about the geography of the classroom
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Morais, Jonathas Eduardo Domingos. "A geografia nos anos iniciais do ensino fundamental: um olhar a partir da formação e da prática pedagógica dos professores do município de Alagoa Grande PB." Universidade Federal da Paraí­ba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/5862.

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The Geography in the early years of elementary school in a perspective from the training and practice of a group of six teachers in Alagoa Grande, PB, is presented as the central theme of this research. We aimed, in this text, to understand the teacher training of the two first years in the elementary education and the pedagogical practice in Geography from the teachers who were subjects in this research, connecting the different formative processes that, respectively, were the Magisterium - through the Normal School - and the degree in Pedagogy, trying to understand how Geography and its teaching methodologies were shown in these different times of training. We sought to know the route of teachers training from their life experiences and training through the contributions of qualitative research in education and elements of life history, that provides to the researcher knowing the past of his subjects over their speeches, the history of life itself and their professional careers, such elements of the choice of the teaching profession and the phases of the training process. A study that enables a better understanding how the teaching methodologies to Geography are treated in training courses, under the reflections of the city where the research took place and how the experiences of this training can be noticed in the teachers practice. A question of major importance in this work is around the issue about the relationship between theory and practice that need to be valued in the training process of teachers. Then, we conclude that many of the gaps and difficulties in everyday practice of teachers are the result of theoretical and methodological problems totally unresolved in the training process. Concerning to Geography in the early years and the relationship of the discipline with these professionals, this is based on the recognition of its importance in students training and, at the same time, in the difficulties discovered in the finding of a good educational practice.
A Geografia nos anos iniciais do Ensino Fundamental vista a partir da formação e prática de um grupo de seis professores do município de Alagoa Grande-PB se apresenta como o tema central dessa pesquisa. Objetivamos nesse texto compreender a formação do professor dos anos iniciais do ensino fundamental e a prática pedagógica em Geografia a partir dos professores sujeitos da pesquisa relacionando os distintos processos formativos que, respectivamente, foram o Magistério, através da Escola Normal, e o curso superior em Pedagogia, procurando assim entender como a Geografia e suas metodologias de ensino foram apresentadas nesses momentos distintos da formação. Procuramos conhecer o percurso de formação dos professores através de suas experiências de vida e formação por meio das contribuições da pesquisa qualitativa em educação e elementos da História de Vida que propiciam ao pesquisador conhecer o passado dos seus sujeitos através de suas falas e a própria história de vida de cada um deles se aproxima de suas trajetórias profissionais, como ,por exemplo, ao retomar elementos da escolha da carreira docente e as fases do processo de formação. Um estudo que possibilita entender melhor como as metodologias de ensino para a Geografia são tratadas nos cursos de formação sob as reflexões no caso do município sede da pesquisa e como as experiências dessa formação podem ser percebidas na prática dos professores. Uma questão relevante nesse trabalho está em torno da preocupação com a relação teoria e prática que necessita ser mais valorizada no processo formativo dos professores, logo, concluímos que muitas das lacunas e dificuldades na prática cotidiana dos professores são reflexos de problemas teórico-metodológicos não resolvidos em sua totalidade no processo de formação. Em relação à Geografia nos anos iniciais e a relação da disciplina com esses profissionais está baseada no reconhecimento de sua importância na formação dos alunos e ao mesmo tempo nas dificuldades encontradas na busca de uma prática educativa de qualidade.
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Books on the topic "History and geography teaching"

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Kathleen, McNaughton, and Alpha Omega Publications, eds. History & geography: Unit 10- People Depend on Each Other (Lifepac History & Geography Grade 9 Unit 5). Chandler, Ariz: Alpha Omega Publications, 1996.

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Kathleen, McNaughton, and Alpha Omega Publications, eds. History & Geography: Grade 9, Unit 7. Chandler, Ariz: Alpha Omega Publications, 1996.

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Kathleen, McNaughton, and Alpha Omega Publications, eds. History & Geography: Grade 9, Unit 1. Chandler, Ariz: Alpha Omega Publications, 1996.

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Kathleen, McNaughton, and Alpha Omega Publications, eds. History & geography. Chandler, Ariz: Alpha Omega Publications, 1996.

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Osakwe, Emman. Geography: Its history, thought, and teaching. Enugu, Nigeria: Fourth Dimension Pub., 1994.

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Primary geography, primary history. London: D. Fulton, 1993.

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Clark, DuPré Judith, ed. Global history and geography. [Upper Saddle River, N.J.]: Pearson, 2010.

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Bennet, William. History, geography, and citizenship: The teacher's role. Washington, D.C: Ethics and Public Policy Center, 1986.

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Teaching history and historical geography of Bible lands: A syllabus. Jerusalem: Carta, 2010.

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The Alabama journey: State history and geography. Tuscaloosa, Ala: Yellowhammer Press, 1998.

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Book chapters on the topic "History and geography teaching"

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Bandrova, Temenoujka. "Cartographic Response to Changes in Teaching Geography and History." In Lecture Notes in Geoinformation and Cartography, 203–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19522-8_17.

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Nursey-Bray, Melissa, and Robert Palmer. "Adapting to Change: A Reflective History of Online Graduate Certificate and Its Implications for Teaching Geography." In Handbook of Mobile Teaching and Learning, 1–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-642-41981-2_99-1.

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Nursey-Bray, Melissa, and Robert Palmer. "Adapting to Change: A Reflective History of Online Graduate Certificate and Its Implications for Teaching Geography." In Handbook of Mobile Teaching and Learning, 1043–57. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2766-7_99.

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Clark, J. Spencer, G. Sue Kasun, and F. Fallon Farokhi. "Engaging ELLs’ Positionality Through Critical Geography and History in the Social Studies Classroom." In Teaching the Content Areas to English Language Learners in Secondary Schools, 265–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02245-7_17.

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Claus, Peter, and John Marriott. "Geography." In History, 405–19. Second edition. | Abingdon, Oxon ; New York : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315684673-22.

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

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Hirotsugu, Fujita. "Geography in history and history in geography." In Routledge Handbook of Premodern Japanese History, 13–22. Abingdon, Oxon; New York, NY: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315170473-2.

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Duplass, James A. "Geography Education." In The Essence of Teaching Social Studies, 129–36. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003095682-16.

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Telbisz, Tamás, and Gábor Tóth. "History of Glaciokarst Research." In Springer Geography, 1–21. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97292-3_1.

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Henze, Paul B. "Geography and History." In The Horn of Africa, 12–38. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-21456-3_2.

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Conference papers on the topic "History and geography teaching"

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Ribeiro, Vitor, Isilda-Bragadacosta Monteiro, and Margarida Quinta e Costa. "GEOGRAPHY, HISTORY AND NATURAL SCIENCES: AN INTERDISCIPLINARY TEACHING APPROACH WITH GIS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1729.

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Kubalíková, Lucie, Emil Drápela, Aleš Bajer, Dana Zapletalová, Marie Balková, Kamil Zágoršek, Karel Kirchner, František Kuda, and Pavel Roštínský. "Geological paths – their use for the regional geography teaching." 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.p210-9694-2020-9.

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Geological paths (geopaths, geotrails) represent a type of educational paths that connect sites which are interesting from the Earth-sciences point of view. These sites (e.g. outcrops, old quarries, historical buildings built of local stone or viewpoints) often represent the links between geodiversity and other phenomena within a region (which is in accordance with a holistic approach to geotourism). Thus, they can give complex information not only about the abiotic nature but also about biodiversity, history or culture of the region, usually through narrative. Suitable interpretation of geodiversity and its relationships to the biodiversity and cultural heritage allows to identify regional specifics, it helps to find the mutual connections between particular phenomena within the region and it supports the holistic perception of a given region. The contribution presents an example from the Brno city where the urban geopath can be used for teaching regional geography of Brno and its surroundings.
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Szabó, Róbert. "The usage of the battle simulation in History and Geography classes: the case study of the Battle of Nagyharsány, Hungar." In World Conference on Research in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/worldte.2019.12.919.

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Dostál, Ivo, Petr Anděl, Marek Havlíček, and František Petrovič. "Landscape Fragmentation Around Us – Integrating the Issue into Educational Processes at Primary and Secondary 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.p210-9694-2020-1.

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The steadily increasing landscape fragmentation and the reduction of permeability for wildlife are among the most negative impacts of human activity on the environment. In terms of education, theseproblems appear to be rather demanding, withthe difficulty corresponding tosecondary school standards. Considering the multiple interdisciplinary connections, the entire process cannot be sufficiently understood without a relevant amount of preliminary knowledge. Such a corpus of information is acquired especially through biology/ecology, geographyand history classes, but links to other subjects can be found too. The paper presents didactic methods facilitating the actual presentation of the theme to pupils/students; in this context, the authors discuss the possibilities of integrating the given problems into applicable schoolsubjects andoutline the risks arising from the proposed modification and/ or expansion of the teaching procedures. Also the links to data and supporting methodological materials are included that will allow the teacher to obtain enough information on the topicsto comprehend all the aspects and complexities of the innovated classes. In the corresponding sections, the papercharacterizes individual topics to be combined with selected teaching methods, especially as regards worksheets, project-oriented education, anda case study relating to afield trip targeting one of the areas of high importance for wildlife migration in the Czech Republic.
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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
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Bujdosó, Gyöngyi, Erzsébet Jász, Zsuzsa M. Császár, Andrea Farsang, János Kapusi, Ernő Molnár, and Károly Teperics. "VIRTUAL REALITY IN TEACHING GEOGRAPHY." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0215.

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Vojteková, Jana, Karina Pitoňáková, and Matej Vojtek. "VIRTUAL REALITY IN GEOGRAPHY TEACHING." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0940.

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Vojteková, Jana, Matej Vojtek, and Michaela Žoncová. "GEOGRAPHY TEACHING IN PRE-PRIMARY EDUCATION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0937.

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Trencan, Pavel, and Václav Kohout. "USING MATHEMATICA IN INTERACTIVE GEOGRAPHY TEACHING." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0448.

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Bavkum, Lyudmila Aleksandrovna. "Using regional natural history games at geography lessons." In VIII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111929.

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Reports on the topic "History and geography teaching"

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Blaine, Richard. The teaching of history in the secondary schools of Australia. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2284.

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Brown, E. Transportation Sector Market Transition: Using History and Geography to Envision Possible Hydrogen Infrastructure Development and Inform Public Policy. Office of Scientific and Technical Information (OSTI), August 2008. http://dx.doi.org/10.2172/937341.

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THE MODEL OF TOURISTIC EDUCATION AMONG STUDENTS-SPORTSMEN USING INFORMATION TECHNOLOGIES (BY THE EXAMPLE OF “REGIONAL GEOGRAPHY” AND “GEOGRAPHY” COURSES TEACHING). Kotlyarova O. V., September 2015. http://dx.doi.org/10.14526/01_1111_30.

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