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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 PezzatoBanca: 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
Doutor
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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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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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Sjöberg, Erik. "Realia i textböcker : En undersökning av realia i textböcker i spanska för årskurs 7–9." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-74285.
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The purpose of this study is to find out to what extent and what frequency realia is highlighted in Spanish textbooks for year 7–9. As realia is a wide concept this study has focused on geography, history and music. For this study, a content analysis of both texts and images in teaching materials for year 7-9 has been conducted in order to detect what types of realia are being highlighted and how. The results showed that both teaching materials give a large amount of realia hence a comparison has also been made. In conclusion, all the books in both series do highlight realia, however, they do so in different ways. This means that it matters for the realia education which teaching material is used on an everyday basis, but also that, regardless of what series is used for teaching, the other can serve as a complement.Syftet med den här studien är att få reda på i vilken bredd och med vilken frekvens man tar upp realia i textböcker i spanska för årskurs 7–9. Då realia är ett vitt begrepp har studien fokuserat på geografi, historia och musik. För undersökningen har en innehållsanalys av både texter och bilder i läromedel i spanska för årskurs 7–9 genomförts för att ta reda på vilken typ av realia som tas upp och hur. Resultatet visade att båda läromedelsserierna ger en stor mängd realia och en jämförelse mellan läromedlen har också gjorts. Som slutsats kan man se att alla böcker i serierna tar upp realia men att det görs på olika sätt. Detta bidrar till att valet av läromedel för den vardagliga undervisningen spelar roll för undervisningen av realia men även att oberoende av vilken av dessa serier man använder kan den andra fungera som komplement till undervisningen.
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De, Sousa Luiza Olim. "The integration of digital video discs (DVDs) and multimedia in the learning area social sciences / L.O. de Sousa." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2304.
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Gracioli, Filipe Rafael. "A identidade nacional e a formação do espaço-nação na experiência literária da geografia de Dona Benta, de Monteiro Lobato /." Rio Claro, 2013. http://hdl.handle.net/11449/90134.
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Orientador: João pedro PezzatoBanca: Bernadete Aparecida Caprioglio de Castro
Banca: Maria Augusta Hermengarda Wurthmann Ribeiro
Resumo: O período representativo da Primeira República (1889-1930) significou para o Brasil o esforço de construção de uma ideia de nação e de uma identidade nacional, até então bastante difusos para o brasileiro. Por meio dos livros, didáticos ou não, e por meio de uma cultura escolar nascente, estas ideias passaram a povoar o imaginário popular do estudante e do cidadão brasileiros, fixando símbolos e princípios para a sustentação de um território genuinamente nacional. Neste sentido, o propósito deste estudo concentrou-se em investigar a expressão do conteúdo relacionado à identidade nacional na formação geográfica do estudante de nível primário da escola do período republicano, associando os conhecimentos veiculados pelos livros didáticos utilizados à época aos conhecimentos geográficos expressados na Geografia de Dona Benta (1935) de Monteiro Lobato. Buscando responder às questões que perguntam: "quais são as concepções de conhecimento geográfico expressadas na obra em questão?" e "quais as contribuições da obra para a construção das representações do espaço geográfico e para a produção da identidade nacional no período da Primeira República no Brasil?" desenvolvemos uma análise dos indícios textuais e gráficos trazidos por Lobato na construção da sua Geografia. Partindo do pressuposto de que a experiência funda novas perspectivas, entendemos que a Geografia proposta por Lobato cria novas espacialidades a partir da experiência vivida do espaço pelo leitor, por meio de uma literatura que resgata um poder de criação e de imaginação próprios da língua, subvertendo os padrões da escrita e dos usos da palavra em uma época de intensas e significativas transformações na vida cultural do Brasil. Na sua Geografia desliteraturizada, Lobato cria um novo modo de se relacionar com os espaços... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The representative period of the First Republic (1889-1930) meant to Brazil the effort to build a sense of nation and national identity, hitherto quite diffuse for the brazilian. Through books, textbooks or not, and by means of a spring school culture, these ideas began to populate the popular imagination of students and brazilian citizen, setting symbols and principles for support of a genuinely national territory. In this sense, the purpose of this study focused on investigating the expression of content related to national identity in shaping the geographical student primary school Republican period, combining the knowledge conveyed by textbooks used at the time to the geographical knowledge expressed in Geografia de Dona Benta (1935) by Monteiro Lobato. Seeking to answer the questions they ask: "what are the conceptions of geographical knowledge expressed in the work in question?" and "what are the contributions of the work for the construction of representations of geographic space and the production of national identity in the period of the First Republic in Brazil?" develop an analysis of textual and graphic evidence brought by Lobato in the construction of its geography. Assuming that the fundamental experience new perspectives, understand that geography proposed by Lobato creates new spatialities from the experience of space by the reader, through a literature that rescues a power of creation and imagination own language, subverting standards of writing and uses of the word in a time of intense and significant transformations in the cultural life of Brazil. In his Geography desliteraturizada, Lobato creates a new way of relating to geographical spaces, founds a geographicity, especially Brazil, to think of it from their own identity forms, allowing your reader to imagine and design these spaces to their so without, however... (Complete abstract click electronic access below)
Mestre
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Bonifácio, Welberg Vinicius Gomes. "A história, a cultura negra e as relações raciais na escola: da percepção dos docentes às possibilidades de trabalho com a temática racial." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6257.
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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
Lately, it has been each time more evident the importance of lectures regarding racial topics when it comes to different social fields, mostly educational ones, fact based on Brazilian Law 10,639/03, which establishes the obligatoriness of the insertion of “História e Cultura Afro-Brasileira” (Afro-Brazilian History and Culture) in the official national educational curriculum. This law came as a complement of Lei de Diretrizes e Bases da Educação Nacional – Lei 9.394/96 (Law of National Education Instructions and Base – Law 9,394/96) and brings up the importance of the history and traditions of African origins and the study of racial relations to human formation of Brazilian youngsters and children. Therefore, having the school as geographic cutout reference, and understanding the aforementioned as locus of production, reproduction, and development of social and cultural relations; whereas this environment is loaded of subjectivity in human relations, being a place of co-living, and result of the collectivity of its composing groups, exceeding the boundaries of teaching/learning; and that it is essential to the intellectual, moral, social, and cultural improvement. Thus, by exploring the particularities of school environment, it was possible to reach comprehension and contributions of such spaces to the development of social relations that are historically constituted. Through case study, this research was directed to a public school, member of Rede Estadual de Ensino de Goiás, at the city of Goiânia, which is the capital of the State of Goiás and has an approximate population of 1.3 million inhabitants, of which 49% are of black people and pardos1 (both considered negroes2 by IBGE, the Brazilian institute of Geography and Statistics), 48% are white (Caucasians) and 3% are yellow3 and indigenous. The school is located at the Northwest region of the city, which aggregates 13% of the municipal’s population and that presents the worst indicators of social infrastructure, besides the biggest violence ratio and a history marked by socio-spatial segregation. The reflections that motivated this investigation are related to the measures that have been adopted at the city of Goiânia to enforce the Law 10,639/03, having us think if and how schools have executed specific projects that embrace this theme; if schools and teachers are prepared to approach, in the classroom and outside, topics related to racial issues; and which initiatives are being adopted by Secretaria Estadual de Educação (the State Educational Agenda) that allows the law enforcement. Hence, this research analyzed, in Goiânia, based on the inquiries, what is the perception of teachers regarding tasks with the racial question, and presented a proposal that may contribute to the teaching proceeding and that it may provide an education to the racial matters at the school.
Atualmente, tem-se tornado cada vez mais evidente a importância das discussões sobre a temática racial no que tange às diferentes esferas sociais, sobretudo as educacionais, fato esse, embasado pela Lei Nº 10.639/03, que estabelece a obrigatoriedade da inserção da "História e Cultura Afro-Brasileira", no currículo oficial da rede de ensino. Essa lei veio como complemento à Lei de Diretrizes e Bases da Educação Nacional (Lei Nº 9.394/96) e traz à tona a importância da história e tradições de origem negra e do estudo das relações raciais para a formação humana dos jovens e crianças brasileiras. Assim, e tomando por referência a escola como recorte espacial e compreendendo-a como lócus de produção, reprodução e desenvolvimento das relações sociais e culturais, ambiente esse que é carregado de subjetividade nas relações humanas, sendo espaço de vivência, resultado da coletividade dos grupos que os compõem, extrapolando os limites do ensinar/aprender e que é essencial para o aprimoramento intelectual, moral, social e cultural. Assim, ao explorarmos as particularidades dos ambientes escolares, foi possível buscar a compreensão e as contribuições desses espaços para o desenvolvimento das relações sociais que são historicamente constituídas. Por meio do estudo de caso, essa pesquisa foi direcionada a uma escola da Rede Estadual de Ensino de Goiás na cidade de Goiânia, que é a capital do estado de Goiás e possui uma população aproximada de 1,3 milhão de habitantes, onde, 49% correspondem a pretos e pardos (ambos classificados como negros pelo IBGE), 48% são brancos e 3% correspondem a amarelos e indígenas. A escola campo está situada na Região Noroeste da cidade, região essa que agrega 13% da população municipal e que apresenta os piores indicadores de infraestrutura social do município, além dos maiores índices de violência e uma história marcada pela segregação sócio-espacial. As reflexões que motivaram essa investigação, estão relacionadas às medidas que vem sendo adotadas na cidade de Goiânia para a aplicação da Lei Nº 10.639/03, levando a pensar se e como as escolas têm executado projetos específicos que abordam a temática. Se as escolas e os professores estão preparados para abordar em sala de aula e fora dela assuntos referentes às relações raciais. E quais as iniciativas adotadas pela Secretaria Estadual de Educação que possibilitam a aplicação da lei. Dessa forma, essa pesquisa analisou em Goiânia qual a percepção docente em relação ao trabalho com a temática racial a partir desses questionamentos e apresentou proposta que pode contribuir para que a atuação docente proporcione uma educação para as relações raciais na escola.
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DiMartino, Michael. "A curriculum guide for teaching world geography /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1607.html.
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Thesis (M.S.)--Central Connecticut State University, 2000.Thesis advisor: James Snaden. " ... in partial fulfillment of the requirements for the degree of Master of Social Sciences in Geography." Includes bibliographical references (leaves 115-118).
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陳淑英 and Suk-ying Eva Chan. "Teachers' conceptions of geography teaching and learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962786.
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Chan, Suk-ying Eva. "Teachers' conceptions of geography teaching and learning." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752194.
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Todd, Fordham Florence. "Claiming Kilimanjaro : geography, history and verticality." Thesis, University of Nottingham, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.738340.
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The focus of this thesis is on the verticality of Mount Kilimanjaro, located in Northern Tanzania. Exploring the mountain from its first European sighting in 1848 to the present day, this thesis employs the vertical as a means through which to analyse a complicated narrative of local tribes, explorers, colonial administrators. Native Cooperative Unions, socialism and post-colonial policies, In order to analyse Kilimanjaro through this vertical approach, this thesis adopts a Humboldtian method, looking at Kilimanjaro as a series of diverse and interconnecting altitudinal layers, with different politics and land uses played out in each. in this way, each empirical chapter explores the mountain's entire vertical scope: from the small town of Moshi at the base, to the snow-capped summit. This vertical approach facilitates a means through which to combine and evaluate complex stories, telling seemingly contradictory stories gathered from the archives and interviews, in one clear narrative of Kilimanjaro. In recent literature on verticality, the term has often been employed to refer to security and urban places. This thesis uses the term in a different register, highlighting the need for vertical geography to once again adopt a more rural agenda. My research hopes to contribute to these literatures, approaching verticality from a rural landscape perspective, with Kilimanjaro, as the highest free-standing mountain in the world, forming the greatest global example of vertical variation.
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Chapman, R. Louis. "Harold Adams Innis and geography his work and its potential for modern geography." Thesis, University of Ottawa (Canada), 1985. http://hdl.handle.net/10393/4951.
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Gracioli, Filipe Rafael [UNESP]. "A identidade nacional e a formação do espaço-nação na experiência literária da geografia de Dona Benta, de Monteiro Lobato." Universidade Estadual Paulista (UNESP), 2013. http://hdl.handle.net/11449/90134.
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gracioli_fr_me_rcla.pdf: 1663070 bytes, checksum: 847ab89bf85c0d01b3c079c1fa67489e (MD5)O período representativo da Primeira República (1889-1930) significou para o Brasil o esforço de construção de uma ideia de nação e de uma identidade nacional, até então bastante difusos para o brasileiro. Por meio dos livros, didáticos ou não, e por meio de uma cultura escolar nascente, estas ideias passaram a povoar o imaginário popular do estudante e do cidadão brasileiros, fixando símbolos e princípios para a sustentação de um território genuinamente nacional. Neste sentido, o propósito deste estudo concentrou-se em investigar a expressão do conteúdo relacionado à identidade nacional na formação geográfica do estudante de nível primário da escola do período republicano, associando os conhecimentos veiculados pelos livros didáticos utilizados à época aos conhecimentos geográficos expressados na Geografia de Dona Benta (1935) de Monteiro Lobato. Buscando responder às questões que perguntam: “quais são as concepções de conhecimento geográfico expressadas na obra em questão?” e “quais as contribuições da obra para a construção das representações do espaço geográfico e para a produção da identidade nacional no período da Primeira República no Brasil?” desenvolvemos uma análise dos indícios textuais e gráficos trazidos por Lobato na construção da sua Geografia. Partindo do pressuposto de que a experiência funda novas perspectivas, entendemos que a Geografia proposta por Lobato cria novas espacialidades a partir da experiência vivida do espaço pelo leitor, por meio de uma literatura que resgata um poder de criação e de imaginação próprios da língua, subvertendo os padrões da escrita e dos usos da palavra em uma época de intensas e significativas transformações na vida cultural do Brasil. Na sua Geografia desliteraturizada, Lobato cria um novo modo de se relacionar com os espaços...
The representative period of the First Republic (1889-1930) meant to Brazil the effort to build a sense of nation and national identity, hitherto quite diffuse for the brazilian. Through books, textbooks or not, and by means of a spring school culture, these ideas began to populate the popular imagination of students and brazilian citizen, setting symbols and principles for support of a genuinely national territory. In this sense, the purpose of this study focused on investigating the expression of content related to national identity in shaping the geographical student primary school Republican period, combining the knowledge conveyed by textbooks used at the time to the geographical knowledge expressed in Geografia de Dona Benta (1935) by Monteiro Lobato. Seeking to answer the questions they ask: what are the conceptions of geographical knowledge expressed in the work in question? and what are the contributions of the work for the construction of representations of geographic space and the production of national identity in the period of the First Republic in Brazil? develop an analysis of textual and graphic evidence brought by Lobato in the construction of its geography. Assuming that the fundamental experience new perspectives, understand that geography proposed by Lobato creates new spatialities from the experience of space by the reader, through a literature that rescues a power of creation and imagination own language, subverting standards of writing and uses of the word in a time of intense and significant transformations in the cultural life of Brazil. In his Geography desliteraturizada, Lobato creates a new way of relating to geographical spaces, founds a geographicity, especially Brazil, to think of it from their own identity forms, allowing your reader to imagine and design these spaces to their so without, however... (Complete abstract click electronic access below)
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Sullivan, Ian W., and n/a. "Explanation in human geography : some implications for teaching." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.112319.
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As a teacher of the New South Wales Higher School Certificate
Geography Syllabus in the 1970s, I became aware of problems of
interpretation and implementation of syllabus documents dealing
with models and theories of human aggregate behaviour. A positivistic
underpinning allowed explanation in human geography to employ
deductive - nomological methodology. This field study investigates
a defined literature of academic geography including journals,
and both secondary and tertiary documents to identify the extent
and quality of nomothetic and idiographic traditions from the
late 19th century to the mid 1970s.
The literature prior to the late 1950s revealed a dominant
regional tradition and idiographic methodology with an emphasis
on description of uniqueness of areal phenomena. But underlying
currents of a nomothetic nature, running parallel to this regionalidiographic
tradition,exerted a noticeable challenge to gain acceptance
in geographic circles. This kind of nomothetism was in the
form of environmental determinism which held that physical laws
operating in nature were also at work to shape and direct human
societies. Environmental determinism contained generalised assertions,
enjoyed some appeal, but lacked rigorous justification. Even
within regional frameworks, authors used environmentally induced
determinants to explain the unique character of regions. Not until
the 1930s did environmental determinism lose its appeal, after which
time the regional - idiographic tradition strengthened as an
explanatory mode of human behaviour.
Nomothetism emerged in the late 1950s in Australia in the
application of models and theories explaining human behaviour.
Normative theory was supported by an increased use of quantification
and by the growing preference for systematic studies in
geography. Neither mode of explanation exists at the total exclusion
of the other; so that while nomothetism enjoyed widespread
appeal in academic geography from the late 1950s, significant
challenges were mounted against it because of its inadequacies
as a mode of explaining human aggregate behaviour.
Nomothetic explanation in human geography can be seen at the
research level and in education circles. Many normative models
and theories found their way into senior geography courses to the
extent they promoted a systems approach. Teachers would have been
aware of normative theory in geography from their university
studies and teacher training courses during the late 1950s and
throughout the 1960s.
The tension between associated explanatory modes in systematic
and regional geography becomes apparent in the analysis of the
N.S.W. H.S.C. Geography Syllabus in which confusing statements
raise problems for teachers interpreting and implementing this
prescriptive document.
Given these tensions and problems of explanation in human
geography, the adoption of a critical rationalist viewpoint as
propounded by Karl Popper is suggested as a possible solution
for geography teachers when interpreting a syllabus such as that
of the N.S.W. H.S.C. Falsification rather than verification
should be the node of inquiry towards explanation of human aggregate
behaviour.
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Ho, Shuk-yee Suky, and 何淑儀. "Advanced level geography students' perceptions of teaching pedagogies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27672566.
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Corney, Graham John. "Geography student teachers' conceptions of teaching environmental topics." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020350/.
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Shapiro, Erik-Anders 1956. "Cotton in Arizona: A historical geography." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/291975.
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This thesis is a historical geography of cotton production in Arizona from the prehistoric Hohokam cotton farms to the large-scale agribusiness operations that dominate modern Arizona agriculture. The purpose is to chart the expansion and distribution of cotton production and identify important cultural, biological, and physical factors that have influenced cotton planting decisions and so contributed to the evolution of Arizona's commercial cotton production region. In a final analysis, the businesses that are backward- and forward-linked to the growers--such as banks, agricultural implement and agricultural chemical dealers, and cotton ginners and cottonseed processors--have more responsibility in the evolution and endurance of Arizona's cotton production region than do the growers.
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Clarke, Katherine Jane. "Between geography and history : Strabo's Roman world." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361861.
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Tabor, Lisa Kay. "Using geography to help teach history: dual-encoding history lesson plans." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/7133.
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Master of ArtsDepartment of Geography
John A. Harrington Jr
Analysis of polling documents indicates how little most Americans know about the world. Geography education is the key to offsetting geographic illiteracy. Fortunately programs designed to improve K-12 geography education are growing in number and strength. How can we teach more and better geography within the school system? Given the dominant role of history in the K-12 social studies curriculum, use of the psychological theory of dual-encoding to integrate geography and history lesson planning is one approach to bring more geography into the classroom. As part of Kansas Geographic Alliance programmatic activity, Kansas history and geography standards, with emphasis on the tested standards, were assessed to identify candidate themes for development of dual-encoded educational units and associated lesson plans. Three workshops were delivered to share these dual-encoded units and lesson plans. The workshops were for education faculty, teachers getting in-service professional development, and for a group of pre-service teachers in a social studies methods class. Attendees at the workshops provided assessment and feedback of the material. Based on informal comments and written responses from the workshop attendees, it is concluded that dual-encoding will enable considerable progress in geography education. Not only will the knowledge provided demonstrate the impact and significance of geography to history teachers and their students, but dual-encoded lessons will advance teacher content and pedagogical knowledge, and most importantly students will learn both geography and history better.
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Kwong, Kin-ho Terence. "An evaluation of the teaching of concepts in geography in Hong Kong secondary schools." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626603.
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MARTINS, LEONARDO ALVES. "ENVIRONMENTAL EDUCATIONS AND SUSTEINABILITIES: PERSPECTIVES ON THE GEOGRAPHY TEACHING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27424@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A presente pesquisa tem como objetivo compreender a Educação Ambiental como eixo de articulação com o ensino de Geografia. Para isto, optou-se por dividir o trabalho em três capítulos, onde pudéssemos abordar, em um primeiro momento, os principais movimentos que ocorreram nas décadas de 1970 e 1980, que iniciaram a discussão sobre as condições de degradação ambiental e qualidade de vida da população mundial que, após o levantamento confeccionado pelo relatório de Brundtland, apresentou a insustentabilidade do modelo vigente. No segundo momento da pesquisa destacou-se a contextualização da E.A no currículo escolar, através da legislação vigente e dos órgãos relacionados à E.A e ao Meio Ambiente. Os Parâmetros Curriculares Nacionais têm um papel importante neste contexto, tendo em vista que os Temas Transversais que compõem este documento apontam para a necessidade do diálogo entre as disciplinas e, notadamente, a importância de uma E.A trabalhada de forma plural, integrando o indivíduo, a natureza e a sociedade. Encerra-se a discussão estabelecendo-se uma avaliação de três obras didáticas, onde identificou-se algumas limitações e alguns avanços no que tange às perspectivas ambientais trabalhadas nas obras que dão suporte à formação do aluno.
The present research has as objective to comprehend the Environmental Education as an articulation axis with the Geography teaching. For this purpose, it was decided to divide the work into three chapters, in which we could in the first moment approach the main movements that in the lasts decades of 1970 and 1980 occurred, and had initiated a debate on the conditions of environmental degradation and quality of life of the global population that, after the evaluation made by the Brundtland report, presented the unsustainability of the current model. In the second movement of the research it was highlighted the contextualization of the E.E in the educational curriculum, through the current law and the related agencies to E.E and the environment. The National Curriculum Parameters have an important role on that context in view of that the cross-cutting themes which comprise this document point to the necessity of dialogue between the disciplines and, notably, the importance of an E.E worked in a plural way, integrating the individual, the nature and the society. The discussion is closed establishing an evaluation of three didactic works, where it was identified some limitations and some advances in relation to environmental perspectives worked in the literatures that support student education.
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Puttick, Steven. "Geography teacher's subject knowledge : an ethnographic study of three secondary school geography departments." Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712039.
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Barnett, Clive. "Impure and worldly geography." Thesis, University of Oxford, 1996. http://ora.ox.ac.uk/objects/uuid:cabbb71c-906c-4822-af54-f5c7018025f5.
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This thesis provides a theoretical and historical examination of the production of contested colonial-geographical knowledge. Following a critical examination of recent 'contextual' histories of geography, it is proposed that treating geographical knowledge as colonial discourse is a more fruitful line of inquiry, and the emergence of post-colonial and colonial discourse theory is discussed. This leads on to a consideration of post-structuralist theories of textuality, discourse, and reading, as the preliminary to an analysis of the archive of the regular published knowledge of the Royal Geographical Society from 1831 to 1873. The racialised representation of non-European societies and subjects denies to them any status as active subjects of knowledge or history. It is found that the sanctioned geographical knowledge produced by the R.G.S. in the mid-nineteenth century depends for its identity on the construction of certain geographical knowledges, meanings, and practices as improper and inadequate. It is argued that the writing of geographical discovery thus involved the discursive dispossession of non-European societies of authority over geographical knowledge and territory.
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Leung, Pik-sai Tracy, and 梁碧茜. "Using environmental teaching kits in teaching secondary 1-3 geography syllabus in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30218470.
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Gartland, Samuel David. "Geography and history in Boiotia c.550-335BC." Thesis, University of Leeds, 2012. http://etheses.whiterose.ac.uk/3572/.
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The thesis discusses the relationship between geography and history in Boiotia between the middle of the sixth century and 335BC. The study is based on the belief that the history of Boiotia is rendered more intelligible when seen through the processes of geographic construction in which its inhabitants were involved. After an introduction that outlines the theoretical basis of the work in postmodern geography, landscape phenomenology, and the Annales School of history, the thesis is divided into three principal parts. The first seeks to understand the physical environment of the region, as well as the natural and man-made changes that affected the region in the period before the sixth century. The chapter also discusses the ecology of the region as well as its demographic, economic, and cultural background. The second part investigates the objective, built environment and the physical aspects of the way in which individuals and communities shape and change the world around them. Aspects considered include the processes of delimiting borders, the effect of city-walls, watchtowers and sanctuaries on social and political dynamic of the region. The third part focuses on the subjective, imagined environment, which seeks to explore the way in which Boiotians (and those outside the area) interpreted the geography of the region. The final part of the thesis is an attempt to apply the ideas developed in the main body of the thesis to a specific event: the destruction of Thebes by Alexander the Great. The work is followed by an annex, which seeks to provide a broad diachronic overview of the history of Boiotia from 550-335BC.
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Pratama, Stephen. "Teaching Controversial History : Indonesian High School History Teachers' Narratives about Teaching Post-Independence Indonesian Communism." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415484.
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The sociological tools of Margaret Somers are employed to dissect Indonesian high school history teachers' narratives about teaching controversial history of post-independence Indonesian communism. Twelve semi-structured interviews form a qualitative foundation to generate analysis on history teachers' stories about what enables the entanglement of alternative narratives of Indonesian communism in their teachings. This current study explores how various stories influence the teachers' standpoints on it. Moreover, the study highlights the socio-historical context of how their standpoints were formed. Empirical findings in this study suggest that the teachers draw on different narratives that navigate them to teach alternative versions, in order to counterbalance the mainstream story of Indonesian communism in school textbooks and the history curriculum. However, for some teachers, it is more challenging to teach a subject on Indonesian communism in line with their standpoints. The ease and challenges in teaching controversial history vary since each teacher is embedded in different relationships. Therefore, the social context of their teachings is also discussed.
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Kwan, Kin-sheung. "Implementation of the issues-based approach in teaching certificate geography." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35537036.
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Kwan, Yim-lin. "A study of the teachers' perceptual understanding of mapwork and their styles of mapwork teaching at forms 1-3 in Hong Kong." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38626986.
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Mark, Siu-man, and 麥兆文. "Implementation of issue-based approach in teaching junior secondary geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962531.
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Kwan, Kin-sheung, and 關健常. "Implementation of the issues-based approach in teaching certificate geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35537036.
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Scoffham, Stephen. "Devising geography teaching materials for English primary schools 1980-2000." Thesis, University of Kent, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365206.
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Mark, Siu-man. "Implementation of issue-based approach in teaching junior secondary geography." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501042.
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Yeung, Pui-ming Stephen. "Geography teaching and environmental consciousness among Hong Kong secondary school students /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13665698.
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CASTRO, LUCAS BARROS DE. "TEACHING HISTORY IN HIGH BRIDGE FARM: HISTORY, CULTURE AND EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23928@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
O trabalho entrelaça historiografia, espaços não formais, cultura e ensino de história. A pesquisa busca compreender as práticas educativas desenvolvidas no roteiro guiado da Pousada Fazenda Ponte Alta (PFPA) e suas relações com o ensino de história nas escolas cariocas. Está estruturado em três capítulos, além da introdução e considerações finas. Após a introdução, o capítulo II aborda as diversas reescritas historiográficas desenvolvidas pela Escola dos Annales e pela Nova História Cultural, assim como aprofunda no sentido e relevância da chamada educação não formal. Termina com reflexões direcionadas as propostas didáticas observadas hoje no ensino de história. O terceiro capítulo realiza uma descrição da PFPA: história, arquitetura, características centrais, os atuais serviços e, principalmente, analisa as atividades e dinâmicas educativas realizadas no local. O quarto e último capítulo está centrado na análise dos dados construídos através da pesquisa, cujas estratégias metodológicas foram revisão bibliográfica, análise documental, observações e entrevistas. Nas considerações finais destaca-se que o espaço tem consolidado seu roteiro histórico como importante ferramenta e prática educativa. Acreditamos que a PFPA possibilita avanços no ensino de história ao promover a ampliação das fontes de pesquisa, de experiências e dinâmicas pedagógicas e, assim, contribui para o enriquecimento do ensino de história nas escolas do Rio de Janeiro, particularmente no Ensino Fundamental.
The work weaves together non-formal spaces, historiography, culture and history teaching. The research tries to understand the educational practices developed in the screenplay of Pousada Fazenda Ponte Alta guided (PFPA) and their relationships with the teaching of history in schools in Rio. It is structured in three chapters, besides the introduction and considerations. After the introduction, chapter II discusses the various historiographical rewritten developed by the Annales school and New Cultural history, as well as deepens in meaning and relevance of the so-called non-formal education. It ends with reflections directed to didactic proposals observed today in history teaching. The third chapter is a description of the PFPA: its history, architecture, key features, the current services offered and, above all, educational activities and dynamic analyses carried out on site. The fourth and final chapter is focused on the analysis of data built through research, whose methodological strategies were bibliographical revision, document analysis, observation and interviews. In the final considerations it stands out that the space has consolidated its historic route as an important tool and educational practice. We believe that the PFPA provides updates in teaching history to promote the expansion of research sources, experiences and pedagogical dynamics and thus contributes to the enrichment of history teaching in schools of Rio de Janeiro, particularly in elementary school.
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Ip, Kim-wai William. "A study of the conditions influencing the present state of fieldwork teaching in lower secondary schools in Hong Kong." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38626974.
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Clark, Rebecca. "Montesquieu on the History and Geography of Political Liberty." Thesis, Boston College, 2012. http://hdl.handle.net/2345/bc-ir:103616.
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Thesis advisor: Christopher KellyMontesquieu famously presents climate and terrain as enabling servitude in hot, fertile climes and on the exposed steppes of central Asia. He also traces England's exemplary constitution, with its balanced constitution, independent judiciary, and gentle criminal practices, to the unique conditions of early medieval northern Europe. The English "found" their government "in the forests" of Germany. There, the marginal, variegated terrain favored the dispersion of political power, and a pastoral way of life until well into the Middle Ages. In pursuing a primitive honor unrelated to political liberty as such, the barbaric Franks accidentally established the rudiments of the most "well-tempered" government. His turn to these causes accidental to human purposes in Parts 3-6 begins with his analysis of the problem of unintended consequences in the history of political reform in Parts 1-2. While the idea of balancing political powers in order to prevent any one individual or group from dominating the rest has ancient roots, he shows that it has taken many centuries to understand just what needs to be balanced, and to learn to balance against one threat without inviting another. Knowledge of the administration of criminal justice has proven the most important to liberty, as well as the most difficult to acquire and put into practice. Montesquieu's attention to accidental causes sheds light on the contradictions within human nature, and the complex relationship between humans and their physical and conventional environments. He shows how nature provides support for both political liberty and for despotism. The wisdom of organizing government with a view to political liberty, as well as the means for doing so, does not follow from human nature in the abstract, but has required reflection on experiences with the consequences of actual governments. By highlighting the dependence of free politics on conditions outside the legislator's immediate control, he encourages reformers to attend to the non-legal supports of political liberty, the limits of human ingenuity, and the risks of unintended consequences. His attention to forces beyond human control provides the occasion to clarify the character of liberal legislative prudence, the art of leading by "inviting without constraining."
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Political Science
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Fredin, Sabrina. "History and geography matter : The cultural dimension of entrepreneurship." Doctoral thesis, Blekinge Tekniska Högskola, Institutionen för industriell ekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14018.
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This dissertation deals with the rise of new industries through entrepreneurial activities. The aim is to investigate how differences in contexts might encourage or discourage entrepreneurial activities. This contextualization of entrepreneurship enhanced our understanding of when, how and why entrepreneurial activities happen. Entrepreneurship is recognized to be a spatially uneven process and, in addition to previous research that has examined the actions of individual entrepreneurs, we also need to understand the context in which entrepreneurship occurs. We have a good understanding of how structural conditions like industry structure, organization structure and agglomeration effects influence the context, but we know little about how the social dimension of the context is the transmitting medium between structural conditions for entrepreneurship and the decision to act upon identified entrepreneurial opportunities. Following this line of argument, this dissertation is built on the assumption that entrepreneurship is a social phenomenon which gives strong arguments for including local culture in entrepreneurship research. The temporal persistence and the pronounced differences of culture and structural conditions between places reflect path-dependent processes. I therefore use regional path dependence as an interpretative lens to study the contextualization of entrepreneurship in two Swedish cities. Although each context is unique, some generalizations can be drawn from the four individual papers in this dissertation. The first is that industrial legacy leads to the formation of a distinct local culture and that the persistency of this culture influences the subsequent entrepreneurial activities in new local industries. The second is that this persistency of culture suggests that entrepreneurs who are outsiders, geographically or socially, are the driving forces for the emergence of new local industries. Finally, new industry emergence is a result of a combination of exogenous forces and initial local conditions, but it is the entrepreneurial individuals who translate these forces and conditions into entrepreneurial activities.
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Dyce, Matthew. "A spatial history of Canada : archives, knowledge, and geography." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50870.
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This dissertation asks how environmental information about the Canadian northwest was gathered, transmitted, and stored in the post-Confederation period (1867-present). It pays particular attention to the way objects such as photographs, maps, images, documents, and other material objects were employed to overcome the disparate geography of settlement. My key argument is that producing a unified model of Canada depended on employing both objects able to convey landscapes and subjects able to decode them geographically. To demonstrate this claim, the dissertation provides an interpretive method for studying the historical geography of Canada called spatial history, which I employ in two ways. The first argues that various actors and institutions worked to tie European newcomers to the land by entwining historical and geographical knowledge of Canada. I emphasize the cooperation between archives, government bureaus, and schools and universities in fashioning ‘spatial histories’ of modern Canada. The second focuses on how objects were used to transmit knowledge between different these different scales and sites. Here I show how the ‘spatial histories’ told by objects required users to adopt new means of seeing and interpreting landscapes, and in turn adopt new understandings of self, citizenship, and belonging. The case studies that make up the dissertation are joined by a set of themes that resonate in the spatial history of Canada: archives, visualization, environmental knowledge, state formation, the history of Canadian geography, historical commemoration, public memory, and regionalism.Arts, Faculty of
Geography, Department of
Graduate
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Newsome, Jane Christine. "Late Quaternary vegetational history of the West Sumatran Highlands." Thesis, University of Hull, 1985. http://hydra.hull.ac.uk/resources/hull:12775.
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A palynological investigation of sediments from montane West Sumatra (c. 1500 m a.s.l.) was carried out. Two fossil cores were examined. One, Danau di Atas, is at least 31000 uncorrected radiocarbon years old, and is relatively well dated: pollen influx values were calculated for this core. The second, Telago, is of Holocene age. To aid interpretation of these, the present vegetation of the area was studied, using plots, and pollen rain produced by this vegetation was also examined, using moss polsters and surface samples taken from within the plots. Pollen rain on a high mountain, Gunung Kerinci, south of the main field area was also studied. The modern pollen studies demonstrate the importance of canopy taxa in the regional pollen rain and aid in elucidating the relative pollen production of many taxa. The pollen assemblages recovered from both cores suggest a number of changes, both in the independent hydroseral development at the two sites, and dry land vegetation. The dry land vegetation changes have been interpreted in terms of environmental change and indicate that climates were formerly cooler, particularly from c. 17900 to c. 12900 years a.p., when the vegetation of the area included an important gymnosperm element. During this cool period mean annual temperatures were between 1.6 and 5.2°C cooler than at present. There is however no evidence to suggest that the climate was drier, or more seasonally dry, than at present during the period represented by the sequence. Changes in the vegetation due to human interference may have occurred on a minor scale up to 8200 years ago, but widespread forest clearance appears to have been a relatively recent phenomenon.
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Acheson, Gillian. "Teaching the tool of the trade: an exploration of teachers' beliefs, knowledge, and practices about maps." Texas A&M University, 2003. http://hdl.handle.net/1969.1/421.
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Maps are the integral tool of geography. The importance of maps to geographic literacy is reflected in the National Geography Standards (Geography Education Implementation Project 1994): the first essential element, the World in Spatial Terms, details the significance of map comprehension to spatial thinking. Despite that centrality, there is little research which tells us how maps are used in the classroom. This study considers Texas teachers' instructional practices with regards to maps. The following questions are addressed: (1) what are teachers' beliefs and knowledge about maps; (2) what are teachers' practices regarding their use; and, (3) to what extent do teachers understand the curricular requirements related to maps?
The study was conducted in two phases. During Phase I, a survey was completed by eighty-eight teacher-members of the Texas Alliance for Geographic Education. In Phase II, eleven teachers were selected from the pool of survey respondents for interviews and classroom observations. Data were analyzed using descriptive statistics and qualitative techniques. Analysis included evaluation of teachers' practices along a map skills continuum, which was adapted from National Assessment of Educational Progress' (NAEP) standards in geography, the National Geography Standards, and the state curriculum, the Texas Essential Knowledge and Skills (TEKS). The continuum evaluated teachers by grade (elementary, middle, or high school) and proficiency (basic, proficient, or advanced). Teachers in Phase II were representative of the grade and proficiency levels of the survey respondents.
Results indicate that map instruction focuses on learning cartographic terminology, performing basic map tasks, and identifying locations. The more advanced tasks illustrated in the continuum are largely absent. The teachers in this study generally had a limited conceptualization of maps and their uses; that limited conceptualization constrained their practices and their understanding of the curricular requirements regarding map skills. Consequently, map instruction does not occur in the rich way conceptualized by the Standards, NAEP, or the TEKS. The implication is that teachers' conceptualization of maps must be improved. This goal could be accomplished by providing teachers with professional development experiences and curricular tools that will enhance their understanding of maps and their many uses.
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Catlin, Richard Allen III. "Axis Mundi| An Analysis of Byzantine Imperial Geography." Thesis, University of Nevada, Reno, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3626043.
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This work is a geopolitical analysis of the Byzantine Empire's method of governance, expansion, and imperial administration over the lands it chose to inhabit. While no single scholar or then-contemporary Byzantine author has articulated a specific policy of geostrategy in the Byzantine Empire, this dissertation demonstrates an overt bias in Byzantine military and diplomatic operations toward coastal regions and maintenance of their physical control within the Mediterranean Basin. These imperial choices were fueled largely by: 1) the reigning geopolitical model of the Byzantine Empire; 2) the importance of the capital, today's Istanbul (then Byzantium, and later, Constantinople); 3) the distribution of other major cities of the Empire; and 4) the maritime-based trade economy of the Byzantine Empire.
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Rei, Simone Alexandra Nunes. "Rotas da Transumância. Uma Atividade Agroindustrial de Natureza Física e Cultural." Master's thesis, 2013. http://hdl.handle.net/10316/36018.
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曾素玉. "Research for Local Culture History and Geography Auxiliary Material to be Blend in with Social Studies Teaching in Grade 4 － Taking Nangang District, Taipei City as an Example." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/78155499311748069548.
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碩士臺北市立教育大學
歷史與地理學系碩士班
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This research was made to probe practicability of self-made local culture history and geography auxiliary material to be blend in with teaching of social studies. With local culture education related theory, nowadays Society textbook for grade 3 and 4 in market and analysis of local culture auxiliary material published from Taipei government, to deliberate pretest performance of all students in grade 4 from schools which researcher work for, and to compile local culture history and geography auxiliary material of Nangang District. Afterward, to choose one class in grade 4 from schools which researchers work for to proceed with teaching, along with community investigation, to understand compatibility of self-made local culture history and geography auxiliary material among this. Main research methods of this article are including: field study, questionnaire survey, and interview survey. By using survey to understand thoughts of local culture being blend in society science. After comparing pretest and posttest survey from students, we analyze the study impact of being blend with teaching of local culture history and geography material on students. The results of research are as below: 1. Grade 3 and 4 Society teachers for interview all think that students should know the history of their hometown and geography environment. As for demand of local culture history and geography auxiliary material, 63% of people think it’s “ very necessary” and 37% of teachers think it’s “necessary”. However, content of Society textbook in market now are too common in order to meet demand of domestic general market, and this can not satisfy with demand of local culture history and geography material for individual county, city, district, township and town. According to this, we can see self-made local culture history and geography material has its own necessity. 2. This research of teaching of self-made local culture history and geography auxiliary material to be blend in society learning has combined living space and experiences. It’s not only improving students’ local culture knowledge and conserving patriotism, but also indirectly influence people surrounding through students. So impact will be expanding and the materials have its practicality. 3. To develop course of Local culture history and geography auxiliary material to be blend in with social studies teaching can release teachers’ pressure from preparing materials of being blend in with history and geography teaching. Teaching mechanism and design of local culture history and geography auxiliary material to be blend in with social studies teaching can be a reference for researcher in other areas.