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Journal articles on the topic 'History and geography teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

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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Lungo, Mario. "Central American identity and the teaching of history and geography." Prospects 28, no. 2 (June 1998): 225–39. http://dx.doi.org/10.1007/bf02736945.

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Gielata, Ireneusz. "Literature as an Auxiliary Science in Teaching Geography." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 6 (September 22, 2021): 93–103. http://dx.doi.org/10.17951/en.2021.6.93-103.

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The article discusses the status of literature in teaching geography. Like cartography, literature maps the space and assigns proper names which allow us to see the places of “condensed, multiplied time” (Claudio Magris). Literary maps bind topography with history and thus realise a geopolitical project of “thinking of place, time and action as coherent unity” (Karl Schlögel). Such literary names as Conrad’s “heart of darkness” or mare nostrum, mare monstrum from Dariusz Czaja’s essay, in geography didactics can reveal the drama of “building up of land and history” (Magris) and thanks to this, a map used in the didactic process can lead to cathartic experience, i.e. it can sharpen, activate and sensitize the pupils’ eye.

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

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14

Grant, S. G. "Analyzing the New York Global History and Geography Exam." education policy analysis archives 9 (October 3, 2001): 39. http://dx.doi.org/10.14507/epaa.v9n39.2001.

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Education Week's report "Quality Counts" judges New York State's curriculum and assessment policy efforts to be an "A." Surface-level reviews such as "Quality Counts" tell something about the workings of state policy, but they are more useful as snapshots than as well-developed portraits of curriculum and assessment change. In this article, I analyze the new New York State Global History and Geography standards and tests using a set of social studies-specific criteria which inquire deeply into the implications for real instructional change. From that vantage, I argue that New York's policy efforts, while seemingly well-intentioned and reflective of surface-level change, fail to promote powerful teaching and learning in social studies. Teachers intent on producing ambitious teaching and learning will find little to interfere with their efforts. But as a set of reforms intended to encourage substantive change, the new global history test falls short.

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15

Phillips, Martin, and Mick Healey. "Teaching the history and philosophy of geography in British undergraduate courses." Journal of Geography in Higher Education 20, no. 2 (July 1996): 223–42. http://dx.doi.org/10.1080/03098269608709368.

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Barbier, Virginie. "History and Geography in the Classroom Constructing Knowledge through Savoir-Faire." Annales (English ed.) 70, no. 01 (March 2015): 145–53. http://dx.doi.org/10.1017/s2398568200001035.

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Abstract This article seeks to link the teaching of history and geography to issues affecting research in the two disciplines. It invites the reader to reflect on the relationship between the knowledge that a teacher passes on to his or her pupils and the acquisition of a research method as a savoir-faire or know-how, even as a way of being. After offering an insight into current teacher training, the author, a secondary-school teacher, uses concrete teaching situations to explain the necessity of making pupils active participants in their own learning process and helping them develop sound research methods.

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McFarlane, Anthony, Cathryn L. Lombardi, John V. Lombardi, and K. Lynn Stoner. "Latin American History: A Teaching Atlas." Bulletin of Latin American Research 4, no. 1 (1985): 89. http://dx.doi.org/10.2307/3338845.

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Pile, Steve. "Oral history and teaching qualitative methods." Journal of Geography in Higher Education 16, no. 2 (January 1992): 135–43. http://dx.doi.org/10.1080/03098269208709186.

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Castree, Noel. "Teaching history, philosophy and theory: notes on representing Marxism and ‘Marxist geography‘." Journal of Geography in Higher Education 18, no. 1 (January 1994): 33–42. http://dx.doi.org/10.1080/03098269408709235.

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Jones, H. G. "Teaching the Explorers: Contributions of One Baffin Family to History and Geography." Terrae Incognitae 34, no. 1 (January 2002): 73–81. http://dx.doi.org/10.1179/tin.2002.34.1.73.

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21

Reinhartz, J., and D. Reinhartz. ""How Wide the World": Geography, Maps, and the Teaching of American History." OAH Magazine of History 7, no. 3 (March 1, 1993): 21–26. http://dx.doi.org/10.1093/maghis/7.3.21.

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Castro, Fátima Velez de. "The Use of Film in Geography and History Classes: A Theoretical Approach." Proceedings 2, no. 21 (October 26, 2018): 1360. http://dx.doi.org/10.3390/proceedings2211360.

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The use of film within the context of the classroom may generate great interest from teachers and students. From the point of view of Geography and History classes, it can provide indications to analyse and understand spaces, times and societies reflected in the images. It can be used as an object to be explored in teaching-learning context, in several teaching levels. In this text it is intended to reflect, from a theoretical point of view, on the relation between movie and history, considering the film as an analysis object and investigation instrument, as well as builder of historic environments and landscapes.

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Raento, Pauliina, Julian Minghi, Kevin R. Cox, Fiona M. Davidson, Colin Flint, and Guntram H. Herb. "Interventions in teaching political geography in the USA." Political Geography 29, no. 4 (May 2010): 190–99. http://dx.doi.org/10.1016/j.polgeo.2010.04.005.

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Williams, Alison J., Alex Jeffrey, Fiona McConnell, Nick Megoran, Kye Askins, Nick Gill, Catherine Nash, and Raksha Pande. "Interventions in teaching political geography: Reflections on practice." Political Geography 34 (May 2013): 24–34. http://dx.doi.org/10.1016/j.polgeo.2013.03.002.

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Buile, Natālija. "Local history and geographical education in Latvia." Folia Geographica 18 (2020): 104–11. http://dx.doi.org/10.22364/fg.18.12.

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Since its establishment in 1923, the Latvian Geographical Society (LGB) has been a non-governmental organisation that brings together geographers and people who are interested in research into nature and human geography. Local history and geography has always been an integral part of the teaching process. Today, the knowledge held by members of the society and the research-based educational work carried out by the society about different cities and regions for the improvement of the study content of Latvian geography is diverse. The Latvian Geographical Society cooperates most extensively with local government, organising seminars and conferences in Latvia at the regional level. This cooperation has helped teachers to schedule lessons and excursions outside the classroom.

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Menezes, Victória Sabbado. "A HISTORIOGRAFIA DA GEOGRAFIA ACADÊMICA E ESCOLAR: UMA RELAÇÃO DE (DES)ENCONTROS / The Historiography of Academic and School Geography: the Relation of Meetings and Disencounters." Geographia Meridionalis 1, no. 2 (December 18, 2015): 343. http://dx.doi.org/10.15210/gm.v1i2.6188.

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O presente artigo tem o intuito de apresentar a historiografia da Geografia acadêmica e escolar, uma vez que suas trajetórias estão interligadas. Tem-se como objetivo compreender o ensino de Geografia no Brasil no contexto hodierno a partir de um resgate histórico da relação de encontros e desencontros entre Geografia escolar e acadêmica. Para tanto, realizou-se uma revisão bibliográfica concernente à epistemologia da Geografia visando analisar como as correntes do pensamento geográfico e as discussões teóricas desenvolvidas em âmbito acadêmico refletiram-se no espaço escolar. Portanto, (re)pensar o ensino de Geografia na contemporaneidade está associado a uma questão epistemológica e pressupõe (re)pensar o diálogo estabelecido entre universidade e escola.ABSTRACTThis article aims to present the history of academic and school geography, since their paths are related to each other. It has been aimed to understand the geography teaching in Brazil in today's context from a historical review of the relation between school and academic geography. To this end, we carried out a biographic review through a survey and study of works concerning especially the epistemology of geographical science and geography teaching in order to analyze the currents of geographic thought and theoretical discussions triggered in academic location that reflected in the school. It was found that there was progress in the geographical academic production over the decades with the development of different theoretical lines, but aspects such as Humanistic Critical and Cultural are nonexistent or barely visible in school practices. So rethink the teaching of geography in contemporary times is associated with an epistemological question and requires rethinking the dialogue between university and school.Keywords: School Geography; Academic Geography; Epistemology; Geography Teaching

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Widener, Jeffrey M., Travis Gliedt, and Ashlee Tziganuk. "Assessing sustainability teaching and learning in geography education." International Journal of Sustainability in Higher Education 17, no. 5 (September 5, 2016): 698–718. http://dx.doi.org/10.1108/ijshe-03-2015-0050.

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Purpose This study aims to understand if geographers, who teach in a new sustainability program, are conveying new knowledge, understanding, skills and competence about the integrated and holistic concept of “sustainability”, rather than individual human-environmental issues to the students. In other words, are geography professors creating effective sustainability courses in a department with a rich history in geography education? Design/methodology/approach This study utilizes the McKeown–Ice and Dendinger comprehensive assessment tool for sustainability teaching to examine how geographers teach sustainability from an integrated and holistic perspective. Surveys with students are used to evaluate and compare how effective three geography courses were at teaching sustainability. Findings The results suggest that each course was effective in teaching students the main concepts of sustainability. There were, however, differences in teaching practical solutions to achieve sustainability and in the coverage of the causes of sustainability problems. Geographers might consider altering their curriculum or pedagogy to build stronger interdisciplinary linkages to teach the integrated concepts of sustainability rather than its individual parts. Research limitations/implications This initial study focuses on one research university in the USA. Its proof of concept will be expanded to evaluate international sustainability education programs nested in existing departments and degree programs. Originality/value Sustainability education programs are being created across the globe and are often attached to existing degree programs exhibiting components of sustainability. How effective are they in teaching this interdisciplinary concept? This study validates a framework for assessing sustainability teaching and learning. It recommends changes to enhance the ability for integrated sustainability education programs to comprehensively teach sustainability.

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Wigen, Kären. "Teaching About Home: Geography at Work in the Prewar Nagano Classroom." Journal of Asian Studies 59, no. 3 (August 2000): 550–74. http://dx.doi.org/10.2307/2658943.

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Recent years have witnessed a growing interest in the geography classroom as a crucible of nationalist ideology. In the past decade, scholars from around the world have exposed the chauvinism of national atlases (Black 1997; Fahlbusch, Rossler, and Siegrist 1989), assessed the citizenship models implicit in social-studies readers (Bailly 1998; Soysal 1998), traced the institutional linkages between geography and imperialism (Bell, Butlin, and Heffernan 1995; Godlewska and Smith 1994; Livingstone 1992), and explored the role of spatial images and metaphors in shaping national identities (Hooson 1994; Thongchai 1994).

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WEILAND, ULRIKE. "TEACHINGS ON ENVIRONMENTAL IMPACT ASSESSMENTS IN GEOGRAPHY REFLECTING DEMANDS OF THE WORKING PRACTICE: A GERMAN CASE STUDY." Journal of Environmental Assessment Policy and Management 14, no. 03 (September 2012): 1250019. http://dx.doi.org/10.1142/s1464333212500196.

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Environmental Impact Assessments (EIAs) are applied in many project approval procedures, and many experts from various disciplines are engaged in this, among them environmental consultants and geography graduates. In this paper, teaching on EIA in German geography programmes is analysed and evaluated with respect to the demands of the working practice. The results are used to advice on further environmental assessment related teaching programmes. The analysis reveals the small number of geography programmes teaching EIA at universities, a large breadth of teaching, and discrepancies between teaching and actual demands from the profession. Agreement between teaching and working practice exists only in some areas, e.g. with respect to knowledge on EIA processes, knowledge on environmental factors considered, and the minor importance of the history of EIA. Finally, conclusions are drawn for teaching EIA, based on the demands from practitioners as well as results from the literature. The teaching-practice-gap is discussed.

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Gagnon, Paul. "Teaching the West and the World from the Massachusetts Framework." Journal of Education 180, no. 1 (January 1998): 67–78. http://dx.doi.org/10.1177/002205749818000106.

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This article summarizes how teachers may implement the Massachusetts History and Social Science Curriculum Framework as they design and teach courses in Western civilization and world history. It discusses the integration of history, geography, and the social sciences, together with suggested approaches to common problems such as the balance between Western and world studies, selection of main topics and questions, professional development, student assessment, and challenges teachers may confront.

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Unwin, Tim. "Teaching geography in higher education: a manual of good practice." Journal of Historical Geography 18, no. 3 (July 1992): 371–72. http://dx.doi.org/10.1016/0305-7488(92)90232-x.

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Thomas, June Manning. "Teaching Planning History as a Path to Social Justice." Journal of Planning History 5, no. 4 (November 2006): 314–22. http://dx.doi.org/10.1177/1538513206293710.

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Audigier, François. "Pupils' Perceptions and Teaching Methods of History, Geography, and the Economic and Social Sciences." Western European Education 22, no. 4 (December 1990): 52–67. http://dx.doi.org/10.2753/eue1056-4934220452.

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Harshman, Jason. "Rethinking place, boundaries, and local history in social studies teacher education." Social Studies Research and Practice 12, no. 3 (November 20, 2017): 341–53. http://dx.doi.org/10.1108/ssrp-08-2017-0050.

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Purpose The purpose of this paper is to report on a qualitative study that examined how pre-service teachers (PSTs) used mobile technology and experiential learning to critically examine the processes that shape places over time. During Summer course work that occurred prior to beginning their field experience and student teaching, participants explored neighborhoods and public spaces, and researched the history as well as contemporary issues relevant to the places in which their future students live, play, work, shop, and go to school. The use of social media as a forum for sharing and reflecting upon their experiences provided opportunity to critique neoliberal and race-based public policies, as well as support reflection on the relationships between geography and teaching about social (in)justice in the social studies. Findings inform the work of teacher educators who seek to help teacher candidates think more deeply about how spatial contexts inform culturally sustaining and critically minded pedagogy in the social studies. Design/methodology/approach This qualitative study included pre- and post-surveys and two one-on-one interviews between research participants and the researcher. Data were also gathered through the use of posts made by participants to a shared social media account. Interested in the interactive process of subjects and their surroundings, symbolic interactionism provided the methodological framework for this study. Findings Involvement in the study provided PSTs with new ways of thinking about how places are shaped over time and the importance of incorporating local intersections of geography and injustice in the classroom. Through experiential learning, PSTs developed a critical understanding of how place relates to who they teach, moved away from deficit thinking about people and places, and, as evidenced in the examples shared, approached lesson planning as place-relevant and culturally sustaining social studies educators. Originality/value The majority of students enrolled in teacher education courses in the USA remains white and it is well documented that most possess few cultural and geographic ties to the schools and students they work with as PSTs. Interested in the intersection of race, place, and teacher education, this paper discusses research conducted with 12 pre-service secondary social studies teachers (PSTs) who were enrolled in an eight-week Summer seminar course that preceded their Fall field experience and Spring student teaching placements to learn how they interpret their movement through spaces and their understanding of how geography, race, and agency intersect and impact students.

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Haft, Adele J. "Poems Shaped Like Maps: (Di)Versifying the Teaching of Geography, II." Cartographic Perspectives, no. 36 (June 1, 2000): 66–91. http://dx.doi.org/10.14714/cp36.825.

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This paper is about poems shaped like maps. It presents a brief history of visual poetry, beginning with the ancient Greek technopaignia and culminating in the concrete and experimental map-poems of the latter half of the twentieth century. After outlining some resemblances between concrete poetry and maps generally, the paper focuses on nine works spanning nearly forty years: from “Geographica Europa” by Eugen Gomringer, a founder of concrete poetry (1960), to “Manhattan” by Howard Horowitz, a professional geographer and poet (1997). Because these poems are maps, and because visual poetry resembles cartography in its graphic form, these playful map-poems offer a delightfully eccentric way to teach how maps—like/as poems—are generalized, simplified, and selective views of the world. This paper will tell their stories.

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Railienė, Laima. "INDIVIDUALISED AND DIFFERENTIATED TASK USE IN THE GEOGRAPHY LESSON: A FEW TASK APPLICATION METHODOLOGY ASPECTS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 15, no. 2 (December 15, 2018): 72–80. http://dx.doi.org/10.48127/gu-nse/18.15.72.

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In Lithuanian general education schools, the main attention has to be drawn to a student in the students’ teaching/learning process, to his personality development. The student himself has to be an active teaching/learning process participant but not a passive listener in the lesson. Not only subject or general competencies, positive emotions are acquired when students actively take part in the lesson, do a particular task but also students are made to involve critical thinking into their activity. Not so few other general education subjects taught at school are integrated into geography subject teaching/learning programme. Learning geography, students very often have to use their history, biology, chemistry, physics, natural science and other subject knowledge. Every student’s individual abilities are also of quite a big importance learning geography. Seeking for the students to easier acquire the provided knowledge, learn to learn independently during geography lessons, be able to apply this knowledge in practice, it is important to concentrate students’ attention and activity, to encourage their creativity. It is very important for the students to learn to work individually and in a group. The most important thing is not only to acquire knowledge and general competencies but also learn to learn! Geography subject teaching is inseparable from information and communication technologies (ICT), which diversify geography teaching a lot. Using them, one can assign for the students to do practical tasks, their knowledge from geography subject can be checked. Also, it is very important that the use of ICT in the lesson allows students to acquire more self-confidence, because very often students carry out such tasks independently. Independent work task assignment in the lesson is very useful for those, who have less abilities. They need more time for carrying out the tasks. The tasks carried out independently during geography lessons, allow students to acquire geography knowledge and general competencies under favourable conditions, at a favourable pace of learning. Considering that not equal ability students take part in the lesson, it is important to model the lesson so, that all students successfully realise themselves in it, acquire the maximum knowledge and abilities. For that, it is necessary to individualise and differentiate the tasks for the students. The tasks have to be selected both for higher and lower ability students. Teaching geography, a few student individualisation and differentiation application methods are possible. It depends on whether a new teaching topic is given in the lesson, whether it is a revision, knowledge generalisation lesson. Individualised and differentiated tasks can be applied during the whole geography lesson. Students can be given individualised and differentiated tasks, doing concrete tasks, for example, during students’ independent work task. It is important to share the experience about the application of individualised and differentiated independent students’ work methods and tasks in the geography lesson, to reveal the importance of this method, seeking students’ geography subject and general competencies, taking into account students’ individual possibilities. In the article, geography lesson of this kind is given in the 6th form on the topic “Weather description”. Keywords: subject (geographic) and general competencies, teaching individualisation and differentiation.

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Rodríguez-Medina, Jairo, Cosme J. Gómez-Carrasco, Pedro Miralles-Martínez, and Inmaculada Aznar-Díaz. "An Evaluation of an Intervention Programme in Teacher Training for Geography and History: A Reliability and Validity Analysis." Sustainability 12, no. 8 (April 13, 2020): 3124. http://dx.doi.org/10.3390/su12083124.

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We evaluated a teacher training intervention programme aimed at improving the teaching and learning process relating to history in the secondary classroom. This was carried out via the implementation of several teaching units during the period of teaching practice of trainee teachers specialising in geography and history. The design of the teaching units was based on historical thinking competencies and on the introduction of active learning strategies. The programme was evaluated via a quasi-experimental A-B type methodological approach employing a pretest and a post-test. Both tools were designed on the basis of four dimensions (methodology, motivation, satisfaction and perception). The content of the tools was validated using the interjudge process via a discussion group in the first round and with a Likert scale questionnaire (1–4) with seven experts in the second round. The reliability of the tools has been estimated via three indices (Cronbach’s alpha, composite reliability and omega), and the validity of the construct via an exploratory (EFA) and confirmatory factor analysis (CFA) with the structural equation model. The results regarding reliability and validity have been adequate. Furthermore, the descriptive results show an improvement in all of the dimensions following the implementation of the teaching units, particularly with regard to group work, the use of digital resources and work with primary sources.

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Hurt, Douglas A., and Wallace L. Michael. "Teaching American Indian Geography and History with New Perspectives: The Lodge Pole River Project Example." Journal of Geography 104, no. 5 (September 2005): 187–93. http://dx.doi.org/10.1080/00221340508978983.

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Koljanin, Dragica, Biljana Šimunović-Bešlin, and Paulina Čović. "The role of history and geography teaching in the building of national identity in interwar Vojvodina." European Review of History: Revue européenne d'histoire 27, no. 6 (November 1, 2020): 785–808. http://dx.doi.org/10.1080/13507486.2020.1761301.

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Hoff, Darrel B. "History of the Teaching of Astronomy in American High Schools." International Astronomical Union Colloquium 105 (1990): 249–53. http://dx.doi.org/10.1017/s0252921100086887.

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Early American colonists had a deep interest in astronomy. Between 1725 and 1764, Nathaniel Ames published the Astronomical Diary and Almanac at Cambridge, Massachusetts. This was a brief, widely-circulated source of astronomical information. It averaged an amazing 60,000 sales per year, while the better known Poor Richard’s Almanac distributed only about 10,000 per year (Noble, 1970).Practical skills were the dominant theme in early colonial schools. The astronomy that was taught dealt with natural phenomena such as phases of the moon, eclipses, and, for practical purposes, navigation and time-keeping. Astronomy was also frequently taught as a part of what we today would call physical geography courses. This practical nature of our culture dominated American schools until about the middle of the 1800’s. Astronomy, as a separate subject, did appear in the curriculum of academies — forerunners of the modern American high school. A popular textbook of this period, An Easy Introduction to Astronomy For Young Gentlemen and Ladies, by James Ferguson, dated 1817, illustrates this point. It is almost completely devoted to the explanation of natural phenomena (Ferguson, 1817). It is a charming book, taught in classic dialogue form between the teacher and his students.

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Scarfe, N. V. "La géographie dans le programme d’enseignement des sciences sociales au niveau primaire et secondaire." Cahiers de géographie du Québec 2, no. 3 (April 12, 2005): 107–10. http://dx.doi.org/10.7202/020065ar.

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Geography, being one of the social studies, has a unique contribution, a particular point of view to bring to bear in understanding Society. Its specific Junction is to train future citizens to imagine the conditions of the great world stage and so help them to think sanely about political and social conditions in the world around. Geography is the only subject that deals directly and fully with the influence of the physical environment upon human action and life. The author stresses the point that History and Geography are equally important and need to be given the same amount of time in the curriculum. But History and Geography are note the same : both are different ways of interpreting facts. In stressing the distinction between History and Geography, the author wishes to improve the teaching of both History and Geography, but as different disciplines. Finally the author points out that Geography progresses in difficulty and sequence, like arithmetic, so that one year is a prerequisite of the geographical concepts to be introduced in the next year of study. Geography is more appealing and more real to children than many other social sciences and so more stimulating to intellectual effort.

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Darajat, Aniq, Ulil Amri Syafri, and Ibdalsyah Ibdalsyah. "DEVELOPMENT OF FRAMEWORK FOR HIGH SCHOOL GEOGRAPHY CURRICULUM BASED ON ISLAMIC VALUES." Edukasi Islami: Jurnal Pendidikan Islam 9, no. 02 (August 29, 2020): 495. http://dx.doi.org/10.30868/ei.v9i02.917.

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Throughout history, Geography has a special position in the life of a Muslim, so they feel the need to learn this knowledge, more than any other discipline. Unfortunately, Geography learning, especially in high schools ignoring these facts and then empty of its association with Islamic values. This paper seeks to formulate the initial steps to develop a high school Geography curriculum based on Islamic values. This research uses a library research approach. The steps taken in this study includes study of key concepts in Islamic education that can be used as an educational curriculum framework that is inline with Islamic values. Principles for the compilation of Islamic values based churriculum, among others. First, the objectives are aligned and are a translation of the objectives of Islamic education. Second, the content of the material includes and corresponds to Islamic educational material including the history of Geography, great cotibution of Muslim scholars, and geographical conditions of Muslim countries. It also should be free from material content that are not aligned with Islamic values. Third, the teaching method the teaching of science can no longer be separated from the teaching of revelation (al-Qur'an and as-Sunnah). It also provides learning experiences appropriate for moral and spiritual development by providing a balance between a student-centered and a subject-centered approach. Fourth, evaluation of education needs to pay attention to the achievement of the objectives of Islamic education, and not limited to aspects of knowledge, attitudes and skills but is empty of the achievement of ultimate educational goals.

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Biddulph, Mary, and Ken Adey. "Pupil Perceptions of Effective Teaching and Subject Relevance in History and Geography at Key Stage 3." Research in Education 71, no. 1 (May 2004): 1–8. http://dx.doi.org/10.7227/rie.71.1.

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Schug, Mark C. "Teaching Economic Reasoning to Children." Citizenship, Social and Economics Education 1, no. 1 (March 1996): 79–88. http://dx.doi.org/10.2304/csee.1996.1.1.79.

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The author discusses the differing perspectives which the social sciences offer to young people to analyse problems. Perspectives from history, political science and geography are briefly discussed. The author stresses that the child's perspective of the social world differs from the ones offered by social scientists. Following a summary of the economic thinking of children and adolescents, the author stresses that economics also presents students with an important perspective through the application of economic principles involving choice, costs, incentives, rules, trade, and future consequences. These economic principles are explained by reference to an example of why the buffalo population in the United States nearly became extinct and why it is now recovering. The author concludes with suggestions for how teachers can bring an economic perspective into the classroom. Readers are provided with three ‘economic mysteries' as examples of classroom activities.

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Venckienė, Regina, and Miglė Dedelytė. "Integrated Geography Lessons: Teachers‘ Attitude." Geografija ir edukacija mokslo almanachas / Geography and Education Science Almanac 6 (October 4, 2018): 39–52. http://dx.doi.org/10.15823/ge.2018.4.

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Analysis of scientific literature and educational documents showed that integrated education, providing grounds for manifestation of multipartite intelligence, creates the background for all subjects to serve as the linking part of education. Qualified knowledge of relationships between subjects and their integration help the students to use their abilities and give sense to learning, facilitate better memorization of the necessary information, deepen, broaden and correlate knowledge and abilities, stimulate learning motivation, develop students’ ability to communicate and cooperate, allow qualitative distribution of learning time, and encourage the teachers to work as a team. The analysed scientific works are devoted to integration methods, levels and models and discuss the problems and possibilities of integrated education. Yet there is lack of research works dealing with generalization of experiences of teachers giving integrated lessons in comprehensive schools, possibilities of cooperation with other interested parties, highlighting the merits and demerits of integrated lessons and most popular didactic methods and teaching/learning strategies, attitude of teachers towards integrated lessons, and correlation of integrated lessons with dynamics of teaching/learning results. Analysis of scientific literature and educational documents served as a basis for formulation of the present research issue: the attitude of geography teachers towards the integrated lessons emphasizing the above-mentioned aspects. The conducted survey showed certain general positive and negative aspects of work in integrated lessons, revealed the opinion of geography teachers as to the possibilities of integration of geography lessons with other lessons, pointed up teaching/learning methods applied in integrated lessons, and helped to find the correlation between the integrated lessons and dynamics of obtained teaching / learning results. Generalized results revealed that almost all teachers of geography give on the average 2–3 integrated lessons per year. The integration of geography lessons with mathematics, economy, history, biology and informatics was most successful. The greatest difficulties occurred at attempts to integrate with physics and Lithuanian language. It is gratifying to know that during the integrated lessons geography teachers rather intensively cooperate with colleagues in planning lessons and developing teaching/learning strategies. The request to score own integrated lessons from 1 to 5 points (1 – bad, 5 – excellent) showed that the average score of all respondents is 4. The pointed reasons of low scores and demerits of integrated lessons were as follows: poorly coordinated subject programmes, lack of confidence or competence to give integrated lessons, lack of students’ interest in such lessons, inadequate timetable for integration of lessons, lack of time to prepare for integrated lessons, contradictory attitudes of teachers, and reduced possibilities of individual learning. The pointed out positive aspects of integrated lessons were as follows: encouragement of motivation and active participation during lessons, increased interest in subjects, widening of world outlook, improvement of teachers’ competences, and development of communication abilities of teachers and students. The survey data also revealed one more positive aspect: a possibility to apply wide spectrum of methods in integrated lessons. Teachers of geography pointed out that they not only used the known classical methods but various interactive methods as well. Many respondents expressed regret that during the integrated lessons they were forced to confine to schoolrooms, i.e. had no opportunity to change the learning environment. In teachers’ opinion, the learning results of students were better after the integrated lessons.

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Wedgwood Benn, David. "The Teaching of History in Present-Day Russia." Europe-Asia Studies 62, no. 1 (December 21, 2009): 173–77. http://dx.doi.org/10.1080/09668130903385465.

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Delacroix, Christian. "A Pedagogical Turn in French Teacher Training The Case of the History and Geography CAPES." Annales (English ed.) 70, no. 01 (March 2015): 185–97. http://dx.doi.org/10.1017/s2398568200001072.

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Abstract The “scientific” and “educational” questions raised by the relationship between research and the teaching of history have returned to the spotlight with the current reform of teacher training in France. Undertaken as part of the “Refounding the School System” project initiated in 2012 by minister of education Vincent Peillon, this reform accords a central place to pedagogical approaches and “professionalization.” This article analyzes some of the issues at stake in this “pedagogical turn” for the training of history and geography teachers, particularly with regard to renewed questions about the social function of history and the recurrent challenges and reservations on the part of academic historians about binding the notions of “scientific” and “educational” together.

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Dinis, Raquel José de Jesus Vigário, João José Monteiro Mora Porteiro, Susana Goulart Costa, and Rute Isabel Rodrigues Dias Gregório. "Formação de professores em B-Learning na uUniversidade dos Açores: reflexão sobre a experiência formativa na área de história, geografia e cultura dos Açores (Portugal)." Cadernos de Educação Tecnologia e Sociedade 11, no. 4 (December 29, 2018): 594. http://dx.doi.org/10.14571/brajets.v11.n4.594-612.

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The curricular approach to History, Geography and Culture of the Azores, within the non-disciplinary curriculum area of Citizenship, results from a decision of the Regional Government of the Azores. The University of the Azores prepared - under request of Regional Secretariat for Education and Culture - the Curriculum Matrix and the Program for teaching History, Geography and Culture of the Azores, in the 6th grade of the 2nd cycle of Basic Education. In 2016, a Training Workshop was designed to support the work of the teachers involved, aiming to provide an updated scientific approach to the program contents, to support discussion and reflection on the possibilities of pedagogical approach, and to address the construction and sharing of teaching materials in the field. This Training Workshop was designed to occur in B-learning (with classroom sessions and distance learning), involving sixty 6th grade teachers, dispersed throughout the nine islands of the Azorean Archipelago. To support the online learning component a Virtual Learning Environment was conceived, following a methodology inspired by principles of Educational Design Research. It was designed to enable the supervised construction, evaluation and validation of teaching materials in History, Geography and Culture of the Azores, operating as a community of research and practice. This article analyzes the path taken in the organization and management of the Virtual Learning Environment that supported this Training Workshop, and aims to deepen the reflection on the potential and possible constraints underlying B-Learning in-service teacher education at the University of the Azores.

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Naik, Dorothy Cooshna, and Vijaya Teelock. "Enhancing the Teaching and Learning of History and Geography Through Information and Communications Technology: A Mauritian Experience." Educational Technology Research and Development 54, no. 4 (August 2006): 422–34. http://dx.doi.org/10.1007/s11423-006-9608-y.

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Railienė, Laima. "THE PECULIARITIES OF GEOGRAPHICAL CONCEPTS AND TERMS TEACHING IN THE SEVENTH GRADE." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, no. 2 (August 15, 2009): 46–50. http://dx.doi.org/10.48127/gu-nse/09.6.46a.

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Geography is the most integrated subject in a comprehensive school. It could not manage the geography learning without knowledge of biology, history, mathematics and other subjects. That is why concepts and terms faced in the geography lessons by pupils are very various. There are different opinions that are not necessary to memorize the geographical concepts and terms but their knowledge is required during various tests. Teaching / learning of terms and concepts in the seventh grade of secondary school is heavy enough process. It is difficult to pupils to distinguish some concepts and terms. The main task of the teacher it is logical selection of concepts and terms which pupils should learn well. Studying of different terms and concepts it is very important to organise process of teaching/learning creatively. It is applied such methods as didactic game, mini-projects, work with the Internet and other sources of the information. How geographical concepts and terms should be taught in the seventh grade for better memorizing and knowing how to use them in their daily activities are discussed in this article. Key words: integration, individualization, differentiation, concepts and terms.

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