Relevant bibliographies by topics / Teaching and learning in geography

Contents

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

Academic literature on the topic 'Teaching and learning in geography'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Teaching and learning in geography"

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Lyman, Lawrence, and Harvey Foyle. "Teaching Geography Using Cooperative Learning." Journal of Geography 90, no. 5 (September 1991): 223–26. http://dx.doi.org/10.1080/00221349108979306.

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Cho, Chul-Ki. "Teaching and Learning Happiness Through Geography." Journal of The Korean Association of Regional Geographers 24, no. 2 (May 31, 2018): 328–39. http://dx.doi.org/10.26863/jkarg.2018.05.24.2.328.

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STOKES, EVELYN. "TEACHING AND LEARNING IN GRADUATE GEOGRAPHY." New Zealand Journal of Geography 69, no. 1 (May 15, 2008): 21. http://dx.doi.org/10.1111/j.0028-8292.1980.tb00130.x.

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Yli-Panula, Eija, Eila Jeronen, and Piia Lemmetty. "Teaching and Learning Methods in Geography Promoting Sustainability." Education Sciences 10, no. 1 (December 23, 2019): 5. http://dx.doi.org/10.3390/educsci10010005.

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Understanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This qualitative study examined articles on geography teaching and SD. The material was selected using keywords related to geography education. The study describes 17 articles published in peer-reviewed scientific journals from 2008 to 2018. The focus group varied from primary to higher education. The proportion of teaching and learning methods were determined. The data were analyzed using qualitative content analysis. The foci of the analyses were the teaching and learning methods, topics, goals, and levels of thinking skills. Additionally, features of the teaching methods used in geography education, including outdoor education, to achieve the sustainable development goals (SDGs) were investigated. Different teaching methods used together and interactive learning were the most often preferred. Group work and teachers’ presentations were mentioned in 12 articles, and inquiry-based learning and argumentation in half of the articles. The most often written expressions promoting SD in geography education concerned environmental sustainability (42%), followed by social (25%), economic (19%), and cultural sustainability (14%). The most emphasized features of the current teaching methods were active participation, thinking skills, animation, evaluation, dialog, demonstrations, and information and communication technology skills. The whole school approach and forward-looking perspective in geography should be implemented in school education to reach the SDGs and to support SD.
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Kurniawan, Edi, Banowati Eva, Muchamad Dafip, and Sriyanto S. "A teaching based technology in geography learning." Cypriot Journal of Educational Sciences 15, no. 4 (August 31, 2020): 766–76. http://dx.doi.org/10.18844/cjes.v15i4.5058.

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This study aims to identify the ability of teachers to use technology and teacher competencies towards technology-based learning processes. This research involved 35 high school geography teachers in Semarang City. Variables analyzed include technological skill (TS); pedagogic competence (PED); professional competence (PRO); and technology-based learning (TBT) developed by teachers. The questionnaire was used in this research was closed questionnaire model. The collected data was tabulated and continued with Kolmogorov-Smirnov test, ANOVA test, Pearson correlation test and regression test. Based on the result, teacher’s capability in using technology, has no connection with the technology-based learning that designed by them. While professional competency has no significant impact on the implementation of TBT (p = 0.801), with a partial negative value and R2 of only 4%. It can be assumed that the technology-based learning was conducted based more on the ability of teachers to manage class and learning, rather than developing learning technology. Technology-based geography learning compiled by respondents is based more on the ability to manage classrooms and learning rather than developing learning technology. Based on the result, we recoment to stakeholders to facilitate teacher by providing technology training, instruments before moving to technology based teaching, and socialization. Keywords : pedagogic competence, teaching technology, technology skill
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Geçit, Yılmaz, and Sevilay Delihasan. "Learning Styles of Candidates of Geography Teaching." Procedia - Social and Behavioral Sciences 120 (March 2014): 621–28. http://dx.doi.org/10.1016/j.sbspro.2014.02.142.

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Day, Terence. "Undergraduate teaching and learning in physical geography." Progress in Physical Geography: Earth and Environment 36, no. 3 (April 25, 2012): 305–32. http://dx.doi.org/10.1177/0309133312442521.

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Maclaren, Andrew S. "Handbook for Teaching and Learning in Geography." AAG Review of Books 9, no. 1 (January 2, 2021): 4–5. http://dx.doi.org/10.1080/2325548x.2021.1843901.

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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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Vilkonis, Rytis. "LEARNING GEOGRAPHY THROUGH PLAY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, no. 2 (August 15, 2006): 58–59. http://dx.doi.org/10.48127/gu-nse/06.3.58a.

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In modern world geography becomes an integral part of mankind’s culture and everyday life, and the significance and topicality of geography teaching in a secondary school increases. However, anyway geography as a subject is not particularly favourite to the Lithuanian pupils and this is easy to explain – conveying, oral methods of teaching dominate at school, the educational process is mainly concentrated not on the quality of knowledge and the ability to apply knowledge in practice but to quantity, often ignoring the development of pupils’ favourable attitude to geography. The evaluation of the ability to orientate on the map often reminds of physical education classes when attention is concentrated on seconds, i.e. the time factor, and not on the sense and practical value of orientating on the map. Meanwhile the modern conception of education emphasises meaningful learning, the wish to learn, satisfaction with the learning process, the ability to apply knowledge and use it in daily life. On the other hand, methodical aids, assisting teachers to change geography lessons currently are not numerous in Lithuania. Considering the existing situation the new book by Dr. L.Railienė and Dr. V.Lamanauskas for primary class and geography teachers “Mokomės geografijos žaisdami“ (We Learn Geography through Play) is topical and useful methodical publication to be used in educational practice. The authors present a particularly large variety of geographical games. These include communication games, labyrinths, rebuses, tasks-tables, code tasks, etc.
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Dissertations / Theses on the topic "Teaching and learning in geography"

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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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Wakefield, Kelly. "Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/11849.

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Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography are networks of academic geographers that facilitate a common interest in exchanging knowledge about higher education learning and teaching. Participation within these learning and teaching networks arguably provides benefits of information sharing but is often compromised by barriers such as finance and time. The aim of this study is to contribute to geographies of higher education by exploring academic networking practices for learning and teaching through geographers motivations, experiences and outcomes of participation alongside the role that technology plays in facilitating these. The subject of learning and teaching is an increasingly important area of study. The complex relationship between the practices of learning and teaching alongside research and administration duties within higher education has been previously explored yet little discussion is offered on academics who focus on learning and teaching practice. However, within the context of human geography research TNLTs as defined within this thesis have only received cursory treatment. This study situates TNLTs under the umbrella of geographies of higher education that are increasingly being studied with focuses on transnational academic mobility, international student mobility and international collaborations in higher education. This study sketches a conceptual framework for engaging in academic networking by bringing research together on TNLTs, Continuing Professional Development (CPD), higher education on a global scale, Communities of Practice (CoP) and the technology driven-network society that comprise five bodies of literature that have not been considered collectively before. Due to a lack of literature and previous work on TNLTs, this thesis applies grounded theorising that generated findings out of the data rather than testing a hypothesis. Such inductive methodology develops and constructs theory and is a useful approach to researching TNLTs because it also allows for a combination of different research methods. In this thesis, various ways to access TNLTs are blended to effectively study them, including both face-to-face and online surveys and interviews.
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Maduane, Leshabela Herbert. "Barriers to geography learning and teaching in grade 12 in the Limpopo Province." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1537.

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Thesis (Ph. D. (Education)) -- University of Limpopo, 2016
The purpose of this research was to investigate teachers’ professional proficiency in terms of geography as a subject and English as the language of learning and teaching, the level of difficulty of the textbooks in terms of their difficulty of terminologies and structure, and the impact of code-switching from LoLT into local African languages on learners’ growth in geographical terminologies and communicativeness in English thinking in geography. These issues were considered by the researcher as barriers to learning and teaching of geography in grade 12 in the Limpopo Province. For the investigation of the barriers, the researcher chose research design comprising qualitative, quantitative, explorative and descriptive approaches pertinent to the study. The central figure in the investigation was the learner; the study was underpinned by the constructivist approach. The researcher considered triangulation of methods when gathering data due to the comprehensiveness of the sought data. The method employed was to gather literature on similar studies conducted by scholars elsewhere to shed light to the researcher of the problem under investigation. Structured questionnaires, semi-structured interviews, participant observations were used to collect data on focal learning and teaching activities. The researcher was keen in determining how teachers employed their preferred methods of teaching geography and the attitudes and perceptions of the learners to the activities that were part of the lessons. The researcher involved (n=16) subject teachers, and administered a 20-item questionnaire to learners. (n=407) responded to a 15-item questionnaire. Curriculum teachers (n=10) were interviewed separately from the pool of the said (n=16), subject advisers (n=2) were interviewed to provide first-hand experience. The findings affirmed that there was poor professional proficiency; textbooks were a recognized learning barrier to second language English learners in terms of the difficulty of the language which was linked to geographical concepts coined in English, teachers’ lack of linguistic competence in LoLT to supplement the difficult textbooks. The result was that this led to resorting to code-switching that deprived learners of practice in the language to attain effective learning and good performance in examinations.
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Rickinson, Mark. "The teaching and learning of environmental issues through geography : a classroom-based investigation." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312661.

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Lai, Ling-yan Edith, and 賴靈恩. "Effects of cooperative learning on student learning outcomes and approaches to learning in sixth form geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B38627292.

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Dlamini, Mandlenkhosi Nhlanhla. "Understanding and teaching climate change in the Secondary Education Geography Curriculum in Swaziland." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60993.

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Climate change education is globally recognised as a key approach through which to enhance the knowledge and understanding of climate change among learners and teachers. This study thus sought to investigate the understanding and teaching of climate change in the Secondary Education Geography Curriculum in Swaziland. The major goal of this study was to establish the understanding and teaching of climate change in the secondary education Geography curriculum of the country. To investigate the understanding and teaching of climate, the study employed an exploratory design comprising methods like questionnaire, focus group interviews as well as document analysis in the form of secondary records. The data was collected from 16 principals, 32 Geography teachers from 16 high schools; four from each region of Swaziland, one Senior Environmental Education Officer, one senior inspector of Geography and one senior Geography curriculum designer. Numerous gaps and misconceptions were found to exist in learners and teachers understanding of climate change education. The findings reflected that the teachers were not comfortable with the integration of climate change education into all the secondary education Geography curriculum lessons. However, they claimed to be unknowingly practising its integration to a limited extent. Although the teachers generally supported the integration of climate change education into the geography curriculum, they cited challenges like lack of proper training on climate change education, a shortage of teaching resources on CCE and the already overcrowded geography curriculum which then made it impossible for CCE integration. The study recommends that the Ministry of Education and Training need to train teachers on CCE both at in-service and pre-service level and providing the resources required for CCE, for instance, the internet and good libraries for research, since CCE requires perpetual learning.
Thesis (PhD)--University of Pretoria, 2016.
Humanities Education
PhD
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Chau, Yuk-lin, and 周玉蓮. "Teachers' use of senior secondary geography textbooks in Hong Kong : implications for meaningful learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206514.

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Given the current availability of newly-designed textbooks for senior secondary geography teachers and the limited focus on their role in promoting students’ ‘meaningful learning’ advocated in the curriculum reform, a study of teachers’ use of geography textbooks in Hong Kong is particularly timely. Seeking to know the teachers’ practice of using geography textbooks, this study aims at describing and explaining how teachers use the two sets of textbooks, and exploring how their use might be improved in the context of particular classrooms to bring about meaningful learning among students. Two single cases of teacher participants were chosen for study. A holistic case study approach was adopted with a wide range of qualitative research techniques, namely observation, interviews, documentation and journal-writing. Drawing on Remillard’s model of teachers’ role in curriculum development (1999), data collected for each case was analyzed to understand teacher’s activity of using textbooks in curriculum mapping, design and construction arenas. The findings showed that teachers may have different levels of engagement with the textbooks in different dimensions of teaching. Textbooks were generally used as a major source of knowledge in the content determination. Yet, teachers neither used them alone nor followed them slavishly. Driven by the advocacy of constructivist approach to learning, they not only chose relevant tasks from textbooks for students to undertake, but also used the textbooks as one of the sources of geographical ideas or stimulus materials to design the tasks with a focus on different levels of cognition for in-class activities. During the lessons, the PowerPoint files which came along with the prescribed textbooks were widely used for an exposition or reinforcement of students’ work. They were also flexibly used and adapted according to teachers’ spontaneous decisions to varying extents. Teachers’ diversity in their ways of using geography textbooks stemmed from the interaction between their different individual characteristics in terms of experience, knowledge and beliefs, and the textbooks in varying contexts. To a broader context, their diverse ways of using textbooks could be attributed to their different degrees of being influenced by public examination, lesson time, institutional polices and organization norms, professional development opportunities and computer infrastructure, as well as their attitudes towards students’ characteristics. It was worth noting that the constraints in the circumstances of teaching, such as time constraints for lesson preparation, sometimes made teachers difficult to perform their ideal teaching and learning roles. According to the three principles proposed by Hooper and Rieber (1999:258-260), certain ways of using the textbooks could generate the opportunities for supporting students’ meaningful learning were unveiled in this study. First, teachers who chose the essential content, selected important tasks and designed meaningful tasks based on the text and illustrations could provide opportunities for students to have active processing of lesson content. Next, the use of multitext approach in the group enquiry tasks, oral presentation and debriefing sessions could allow students to expose to information from multiple perspectives. Third, the presentation of content in the form of cases or examples, and the use of tasks or case studies in the textbooks for authentic work, issue-based or case-based enquiry learning could build upon students’ knowledge and life experience in meaningful contexts. Teachers’ interaction with textbooks did not guarantee the generation of meaningful learning outcome. To improve the ways of textbook use for students’ meaningful learning, several feasible strategies were identified. To cope with students’ limited capacity of working memory, teachers may slow down the pace of presentation, avoid students doing unnecessary tasks, and use suitable modes and structures of the presentation of information for students with different cognitive styles. Selective use of materials and props provided by the publishers could avoid the repetition of content and increase students’ interest in processing of lesson content. To increase students’ mental engagement in the tasks, their learning attitudes should be improved through interesting tasks in the textbooks, rewarding practice, team competition and small group work. It was also important to connect the content in the tasks to their existing knowledge through providing conditional knowledge, making the text more comprehensible to students and using visual images with more explicit information. Some higher-order questions should be added in the ready-made tasks to cater for diverse students’ abilities. Group work could be used to help the lower achievers in these tasks. Regarding the use of supplementary materials, teachers should use PowerPoints and their own resources together to sustain students’ engagement in the cognitive tasks. Since it was not easy to transfer knowledge through animations, words should be better presented as narration than on-screen text. To increase group engagement in the tasks, group work should be properly managed. Finally, teachers should make students familiar with real-life contexts before they started engaging them in tasks. In conclusion, teachers can use the textbooks to provide opportunities for students’ meaningful learning, but this sometimes became unattainable because of difficulties in the circumstances of teaching. Findings suggested that more efforts should be made to improve initial teacher education programme, increase teachers’ professional development opportunities, provide more useful offerings in the textbooks, relieve the problems of time constraints for lesson preparation and inadequate lesson time, and teach students’ enquiry skills and collaborative skills.
published_or_final_version
Education
Doctoral
Doctor of Education
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West, Bryan A. "Conceptions of geographic information systems (GIS) held by senior geography students in Queensland." Queensland University of Technology, 2008. http://eprints.qut.edu.au/16682/.

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Geographical Information Systems (GIS) represent one of the major contributions to spatial analysis and planning of the new technologies. While teachers and others have viewed its potential contribution to geographical education as considerable, it has not been known with any certainty whether they present a valuable educational tool that aids geographical education. The value of GIS to geographical education is viewed as depending on a geographical education being, in itself, valuable. Within this context, synergetic focus groups are employed to explore the conceptions of GIS held by 109 secondary school students studying Senior Geography in metropolitan and regional Queensland, Australia. A phenomenographic approach is adopted to identify the six qualitatively different ways, or conceptions, in which the participating students experience GIS as: 1. Maps and a source of maps in geography. 2. Mapping in geography: a way to use and create maps. 3. A professional mapping tool: exceeding the needs of senior geography. 4. Frustrating geography: irksome and presenting many challenges to the student-user. 5. Relevant geography: within and beyond the school experience. 6. A better geography: offering a superior curriculum, and broader geographical education, when contrasted to a senior geography that omits its use. The structural and referential elements of each of these conceptions are elucidated within corresponding Categories of Description. The qualitatively different ways in which the conceptions may be experienced are illustrated through an Outcome Space, comprising a metaphoric island landscape. This structural framework reveals that for the Senior Geography students who participated in this investigation, the extent to which GIS may augment the curriculum is influenced by the nature of students' individual understandings of how GIS manages spatial data. This research project is a response to repeated calls in the literature for teachers of geography themselves to become researchers and for a better understanding of GIS within geography education. It reviews the salient literature with respect to geography and geography education generally, and GIS within geographical education specifically. The investigation has confirmed that qualitatively different conceptions of GIS exist amongst students and that these are not consistently aligned with assumptions about its use and benefits as presented by current literature. The findings of the study contribute to knowledge of the potential educational outcomes associated with the use of GIS in geography education and decisions related to current and potential geography curricula. It provides guidance for future curriculum development involving GIS and argues for additional research to inform educators and the spatial sciences industry about the actual and perceived role of GIS within geography education.
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Awases, Cherly Lydia. "Secondary school Geography teachers' understanding and implementation learner-centred eof ducation and enquiry-based teaching in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97002.

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Thesis (MEd)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: This study investigates the understanding of and experiences in the implementation of learner-centred education (LCE) and enquiry-based teaching of Grade 10 Geography teachers against the backdrop of curriculum reform in Namibia. The Namibian curriculum is premised on the view that there is a need for the holistic development and preparation of learners for a knowledge-based society. Globally, LCE, with its potential for broadening access to quality education, has been a recurring theme of national reform policies and has been promoted as an innovative way of teaching. The usefulness of the LCE approach and associated enquiry-based teaching is embedded in constructivism and is introduced with the promise that it will enable learners to develop investigative and critical thinking skills that will put them at the centre of learning. This interpretative study employed a case study approach that utilised qualitative methods to gather information on the experiences of the three Geography teachers at the sampled schools as they implement LCE and enquiry-based teaching. The main data-gathering techniques in phases 1 and 2 of the research respectively were semi-structured interviews and classroom observations. The findings revealed that the teachers have different understandings of what LCE and enquiry-based teaching approaches are, although their teaching employs some elements of it. The research also indicated that there is one big factor that impinges on their implementation of LCE and enquiry-based teaching approaches. The teachers admitted that, due to the pressure of learner success in the end-of-year Grade 10 examination, they rather teach to the test. This diverts their teaching from focusing on implementing approaches that actively involve learners in the learning process and nurture enquiry skills when these skills are not formally assessed in examinations. Consequently, teachers fail to implement the syllabus as intended by policy makers and curriculum developers. Even though the findings of this study may be specific to the sampled schools and the participating teachers, it can be assumed that similar situations exist in schools with comparable contexts. It is therefore important that education policy makers and relevant stakeholders strive to allocate sufficient support and resources for teachers to implement LCE and enquiry-based teaching effectively in schools.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die verstaan van en ervarings met die implementering van leerder-gesentreerde en ondersoek-gebaseerde onderrig van Graad 10 Geografie-onderwysers teen die agtergrond van kurrikulumhervorming in Namibië. Die Namibiese leerplan berus op die siening dat daar „n behoefte is aan die holistiese ontwikkeling en voorbereiding van leerders vir „n kennis-gebaseerde samelewing. Leerder-gesentreerde onderrig met sy potensiaal om toegang tot gehalte onderwys te verbreed, is „n tema wat wêreldwyd herhaaldelik in nasionale hervormingsbeleid voorkom en as „n innoverende wyse van onderrig bevorder word. Die nut van die leerder-gesentreerde benadering en gepaardgaande ondersoek-gebaseerde onderrig is in konstruktivisme gebaseer en word voorgestel met die belofte dat dit leerders in staat sal stel om ondersoekende en kritiese denkvaardighede te ontwikkel, wat hulle sentraal in die leerproses sal plaas. Hierdie interpretatiewe studie het 'n gevallestudie-benadering gevolg en kwalitatiewe metodes gebruik om inligting in te samel oor die ervarings van drie Geografie-onderwysers se implementering van leerder-gesentreerde en ondersoek-gebaseerde onderrig by skole wat as steekproef gekies is. Die belangrikste onderskeidelike data-insamelingstegnieke in fases 1 en 2 van die navorsing was semi-gestruktureerde onderhoude en klaskamerwaarneming. Die bevindinge toon dat die onderwysers verskillende begrippe handhaaf van wat leerder-gesentreerde en ondersoek-gebaseerde onderrigbenaderings behels, hoewel hulle onderrig sommige elemente daarvan toon. Die navorsing het ook aangedui dat een belangrike faktor inbreuk doen op hul implementering van leerder-gesentreerde en ondersoek-gebaseerde onderrigbenaderings. Die onderwysers het erken dat die druk van leerdersukses in die graad 10-eksamen aan die einde van die jaar hulle eerder met die oog op die toets laat onderrig gee. Dit verplaas die fokus van hul onderrig weg van die implementering van benaderings wat leerders aktief by die leerproses betrek en die koestering van ondersoekvaardighede, veral ook omdat hierdie vaardighede nie formeel in eksamens beoordeel word nie. Onderwysers slaag gevolglik nie daarin om die leerplan soos beleidmakers en kurrikulum-ontwikkelaars dit bedoel, te implementeer nie. Selfs al sou die bevindinge van hierdie studie slegs spesifiek op die betrokke skole en die deelnemende onderwysers betrekking hê, kan aanvaar word dat soortgelyke situasies in skole in vergelykbare kontekste bestaan. Dit is dus belangrik dat onderwysbeleidmakers en relevante rolspelers daarna moet streef om voldoende ondersteuning en hulpbronne vir onderwysers beskikbaar te stel om leerder-gesentreerde en ondersoek-gebaseerde onderrig effektief in skole te implementeer.
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Books on the topic "Teaching and learning in geography"

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Slater, Frances. Learning through geography. Indiana, Pa: National Council for Geographic Education, 1993.

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Healey, Michael. Resource-based learning in geography. Cheltenham: Geography Discipline Network (GDN), Cheltenham & Gloucester College of Higher Education, 1998.

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Widdowson, John. Geography. London: John Murray, 1995.

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Widdowson, John. Geography. London: John Murray, 1997.

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Learning and teaching with maps. London: Routledge, 2006.

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Shepherd, Ifan D. H. Teaching and learning geography with information and communication technologies. Cheltenham: Geography Discipline Network (GDN), Cheltenham & Gloucester College of Higher Education, 1998.

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Geography for all. London: David Fulton Publishers, 1995.

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Cheltenham and Gloucester College of Higher Education. Geography Discipline Network (GDN)., Higher Education: Quality & Employability (Organisation), and Great Britain. Department for Education and Employment., eds. Key skills: Teaching and learning for transfer. Cheltenham: Geography Discipline Network, 2000.

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June, Harwood, Higher Education Funding Council for England, and Cheltenham and Gloucester College of Higher Education, eds. Transferable skills and work-based learning in geography. Cheltenham: Geography Discipline Network, 1998.

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National Council for Geographic Education. Committee on Research and External Relations., ed. Learning geography: An annotated bibliography of research paths. Indiana, Pa: National Council for Geographic Education, 1995.

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Book chapters on the topic "Teaching and learning in geography"

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Tate, Simon, and Peter Hopkins. "Approaches to Geography Teaching and Learning." In Studying Geography at University, 22–28. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351166768-5.

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Dolan, Anne M. "Geography, global learning and climate justice." In Teaching Climate Change in Primary Schools, 197–213. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003112389-19.

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Chang, Chew-Hung, and Bing Sheng Wu. "Teaching Geography with Technology—A Critical Commentary." In Learning Geography Beyond the Traditional Classroom, 35–47. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8705-9_3.

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Gill, Angela. "Writing in Geography." In Inviting Writing: Teaching & Learning Writing across the Primary Curriculum, 152–65. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714913.n12.

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de Aguiar, Waldiney Gomes. "Cartographic Language in the Context of Geography Teaching in Brazil." In Geographical Reasoning and Learning, 349–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79847-5_19.

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Moreno Lache, Nubia, and Alexánder Cely Rodríguez. "The Landscape as a Social Construct for the Teaching of Geography." In Geographical Reasoning and Learning, 169–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79847-5_10.

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Stoltman, Joseph P., and Lisa De Chano. "Continuity and Change in Geography Education: Learning and Teaching." In International Handbook on Geographical Education, 115–37. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1942-1_9.

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Osuch, Wiktor. "Teaching and Learning Geography in Secondary Education in Poland." In Current Topics in Czech and Central European Geography Education, 45–59. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43614-2_4.

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Lidstone, John. "New Technologies and their Impact on the Culture of Geography Teaching and Learning." In Geography, Culture and Education, 179–89. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-017-1679-6_15.

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del Campo, Alfredo, Concepción Romera, Joan Capdevila, José Antonio Nieto, and María Luisa de Lázaro. "Spain: Institutional Initiatives for Improving Geography Teaching with GIS." In International Perspectives on Teaching and Learning with GIS in Secondary Schools, 243–53. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2120-3_27.

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Conference papers on the topic "Teaching and learning in geography"

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

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Holloway, Paul, Raymond O'Connor, Denis Linehan, and Therese Kenna. "Digital (Urban) Geography: Student-led research methodology training using smartphone apps." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.30.

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In the last decade, opportunities have emerged to deploy new digital technologies to research agendas and research-led teaching at third level. For instance, research methods such as surveys and questionnaires are shifting into the digital environment, while at the same time there is increasing evidence to support the view that people who have grown up with technology have acquired distinctive new ways of learning, and that traditional methodologies fail to maximise student engagement (Lafuente 2018). Thompson (2013) suggests that these ‘new learners’ are constantly using technology, multi-tasking in interactive environments, and collaborating online, yet research shows that many students are unaware of the potential of their smartphone to support learning (Woodcock et al, 2012). Despite a widespread interest in mobile devices facilitating teaching and learning in third-level education geography departments (Welsh et al. 2013), many research techniques are still taught using traditional ‘pen-and-paper’ methodologies. The ESRI Collector for ArcGIS is a mobile application (app) that can be used with iOS, Android, and Windows smartphones. Collector for ArcGIS is beginning to emerge as a technology to support spatial thinking in geography at second-level education and third-level education (Pánek and Glass 2018). Here we report on our strategy of integrating mobile technology in GG1015 Applied Geography, a large (250+) class introducing first year BA Arts Geography programme students to a number of techniques that we use in Geography. This module sits between GG1013 Environmental Geography and GG1014 Society and Space in the first-year programme. Both of these modules are a block of 24 1-hour lectures, with multiple choice quizzes (MCQs) and essay-based exams. Subsequently, GG1015 was developed to compliment these modules and introduce different teaching styles that facilitate learning across a range of diversities. Throughout this module, students engage directly in fieldwork, photographic activities, essay writing, presentations, and small group work. As such, this module offers an excellent case study to explore new techniques to engage students in learning, particularly in geographic research.
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Garyfallidou, D. M., and G. S. Ioannidis. "Teaching geography with the use of ICT." In 2014 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL). IEEE, 2014. http://dx.doi.org/10.1109/imctl.2014.7011104.

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Chang, Chew-Hung, John G. Hedberg, Yin-Leng Theng, Ee-Peng Lim, Tiong-Sa Teh, and Dion Hoe-Lian Goh. "Evaluating G-portal for geography learning and teaching." In the 5th ACM/IEEE-CS joint conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1065385.1065390.

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

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Tanarro, Luis M., Jose Úbeda, Nuria De Andrés, José M. Fernández-Fernández, Javier De Marcos, Diana Ovaco, Jesús García, and David Palacios. "Design of three-dimensional cartographical didactic materials for Physical Geography teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11195.

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Three-dimensional cartographic resources are an important tool in the teaching of Physical Geography and other Earth Sciences. They are also able to help the students to reach a better understanding of the natural landscape. The objective of this work is to design appropriate 3D didactic resources to facilitate the teaching of the landforms in the Higher Education context. These didactic materials have been prepared by using Geographic Information Technologies (GIT). These graphical materials have been created with specific GIT tools, but they can be used by teachers and students with standardized sotfware (Google Earth, Adobe Acrobat Reader or image viewers). Specifically, files with topographical and geological information have been prepared to work with Google Earth. The digital elevation models (DEM) can be viewed in three-dimensional files in 3D PDF format. This work also proposes the creation of photo-realistic images with thematic information draped with the DEM in isometric perspective. Finally, 3D models have been made from the application of photogrammetric techniques so that can be seen in stereoscopic mode as an alternative to the traditional techniques. In conclusion, all these 3D didactic materials proposed in this work showed a great potential as complementary resources in the teaching and learning of Physical Geography and other Earth Sciences.
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Arisanty, Deasy, Nevy Farista Aristin, and M. Nasrullah. "Implementation Of Contextual Teaching and Learning (CTL) to Improve The Geography Learning Outcomes." In 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/seadric-17.2017.48.

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Vilinová, Katarína, and Veronika Kabátová. "Inquiry-based learning and its using in geography at the second level of primary schools." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-18.

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Current social needs emphasize the education of a person with creative thinking, capable of not only finding problems but also solving them. Different strategies are applied in the educational process according to the society's requirements for an educated individual. On this basis, the appropriate content of education, organizational forms, didactic methods and the use of the latest didactic techniques are also determined. One way to achieve this is to introduce other teaching methods, such as inquiry-based teaching, into the teaching process. Inquiry-based learning aims to make science lessons more effective, especially at primary schools, and at the same time seeks to attract students to study them. It has an irreplaceable role in new, modern and successful ways of teaching science. The aim of the paper is to design methodological sheets in the 5th year of elementary school in terms of inquiry-based learning and their application to the teaching process.
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Luferov, A. N., and D. N. Luferov. "Innovation and technological learning in teaching of elective courses "The geography of medicinal plants" in the I.M. Sechenov First Moscow State Medical University." In Растениеводство и луговодство. Тимирязевская сельскохозяйственная академия, 2020. http://dx.doi.org/10.26897/978-5-9675-1762-4-2020-128.

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The article shows that the traditional approaches to the teaching of elective "Geography of medicinal plants" (lectures, practical training, excursions) are actively complemented by elements of electronic education based on information and electronic technologies (distance learning, the use of electronic textbooks, plant photos ("Virtual herbarium"), video lectures, remote testing). Knowledge gained by students in the classroom "Geography of medicinal plants" during classroom sessions and on excursions, as well as independently as a result of distance interactive learning, will make a significant intellectual contribution to the development of modern specialists-pharmacists.
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Ling, Y., Francesco Bellotti, Riccardo Berta, and Alessandro De Gloria. "Embodied Conversational Human-Machine Interface with Wearable Body Sensors for Improving Geography Teaching." In 2012 IEEE 12th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2012. http://dx.doi.org/10.1109/icalt.2012.100.

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Reports on the topic "Teaching and learning in geography"

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Laptinova, Yuliia. Unplugging in Language Learning and Teaching. Intellectual Archive, February 2020. http://dx.doi.org/10.32370/iaj.2280.

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Woolf, Beverly, Elliot Soloway, William Clancey, Kurt VanLehn, and Dan Suthers. Knowledge-Based Environments for Teaching and Learning. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada225619.

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Pierpoint, Peter. Using Problem Based Learning in Teaching Economics. Bristol, UK: The Economics Network, February 2001. http://dx.doi.org/10.53593/n614a.

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Jackson, C. Kirabo, and Elias Bruegmann. Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers. Cambridge, MA: National Bureau of Economic Research, August 2009. http://dx.doi.org/10.3386/w15202.

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DeWinter, Alun, Arinola Adefila, and Katherine Wimpenny. Jordan Opportunity for Virtual Innovative Teaching and Learning. International Online Teaching and Learning, with Particular Attention to the Jordanian Case. Coventry University, June 2021. http://dx.doi.org/10.18552/jovital/2021/0001.

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Chen, Runying. Teaching Merchandising Math: Aligning Four Perspectives on Learning Environments. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-753.

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Lamar, Traci A. M. Teaching Critical Color Concepts through an Online Learning Module. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1915.

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Simpson, Les. Using Resource-based Learning in Teaching First Year Economics. Bristol, UK: The Economics Network, April 2001. http://dx.doi.org/10.53593/n586a.

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Kinsella, Stephen. Teaching Structuralist Economics Using Problem Based Learning and Weblogs. Bristol, UK: The Economics Network, January 2008. http://dx.doi.org/10.53593/n179a.

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Girardi, Gherardo. Extended Case Study: Teaching and learning economics through cinema. Bristol, UK: The Economics Network, February 2008. http://dx.doi.org/10.53593/n178a.

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