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Dissertations / Theses on the topic 'Teaching of Geography'

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Published: 4 June 2021

Last updated: 26 July 2025

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1

DiMartino, Michael. "A curriculum guide for teaching world geography /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1607.html.

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Thesis (M.S.)--Central Connecticut State University, 2000.<br>Thesis advisor: James Snaden. " ... in partial fulfillment of the requirements for the degree of Master of Social Sciences in Geography." Includes bibliographical references (leaves 115-118).

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2

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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4

Sullivan, Ian W., and n/a. "Explanation in human geography : some implications for teaching." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.112319.

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As a teacher of the New South Wales Higher School Certificate Geography Syllabus in the 1970s, I became aware of problems of interpretation and implementation of syllabus documents dealing with models and theories of human aggregate behaviour. A positivistic underpinning allowed explanation in human geography to employ deductive - nomological methodology. This field study investigates a defined literature of academic geography including journals, and both secondary and tertiary documents to identify the extent and quality of nomothetic and idiographic traditions from the late 19th century to t

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5

Ho, Shuk-yee Suky, and 何淑儀. "Advanced level geography students' perceptions of teaching pedagogies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27672566.

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6

Corney, Graham John. "Geography student teachers' conceptions of teaching environmental topics." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020350/.

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7

Puttick, Steven. "Geography teacher's subject knowledge : an ethnographic study of three secondary school geography departments." Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712039.

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8

MARTINS, LEONARDO ALVES. "ENVIRONMENTAL EDUCATIONS AND SUSTEINABILITIES: PERSPECTIVES ON THE GEOGRAPHY TEACHING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27424@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>A presente pesquisa tem como objetivo compreender a Educação Ambiental como eixo de articulação com o ensino de Geografia. Para isto, optou-se por dividir o trabalho em três capítulos, onde pudéssemos abordar, em um primeiro momento, os principais movimentos que ocorreram nas décadas de 1970 e 1980, que iniciaram a discussão sobre as condições de degradação ambiental e qualidade de vida da população mundial que, após o

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9

Leung, Pik-sai Tracy, and 梁碧茜. "Using environmental teaching kits in teaching secondary 1-3 geography syllabus in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30218470.

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10

Kwan, Kin-sheung. "Implementation of the issues-based approach in teaching certificate geography." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35537036.

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11

Mark, Siu-man, and 麥兆文. "Implementation of issue-based approach in teaching junior secondary geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962531.

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Kwan, Kin-sheung, and 關健常. "Implementation of the issues-based approach in teaching certificate geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35537036.

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13

Scoffham, Stephen. "Devising geography teaching materials for English primary schools 1980-2000." Thesis, University of Kent, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365206.

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14

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

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Teacher education remains a significant issue affecting the quality of geography instruction in the United States. Teachers’ self-efficacy has been identified as a crucial factor for improving teacher education and promoting educational reform. This study intended to develop a better understanding of the relationships between teacher education programs and secondary history/social studies teachers’ self-efficacy regarding teaching geography, and other demographic factors that could be a possible influence on geography teachers’ self-efficacy. A quantitative research methodology was employed to

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Mark, Siu-man. "Implementation of issue-based approach in teaching junior secondary geography." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501042.

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16

Kwong, Kin-ho Terence. "An evaluation of the teaching of concepts in geography in Hong Kong secondary schools." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626603.

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17

Yeung, Pui-ming Stephen. "Geography teaching and environmental consciousness among Hong Kong secondary school students /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13665698.

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18

Yeung, Pui-ming Stephen, and 楊沛銘. "Geography teaching and environmental consciousness among Hong Kong secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31212025.

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19

Demers, Kelly Elaine. "The Racial Geography of Teaching: Two White Teachers' Construction of Race." Thesis, Boston College, 2009. http://hdl.handle.net/2345/639.

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Thesis advisor: Marilyn Cochran-Smith<br>In this study I asked two questions: "How does the ideological stance of two White elementary school teachers inform their construction of race?" and, "How do teachers' ideological stances and constructions of race influence teaching practice?" The purpose of this study was to understand the ways that White teachers negotiated the meaning of race and racism within their personal lives and professional practice. Using a critical ethnographic approach, I examined the experience of two White teachers from a variety of perspectives. Data included semi-struc

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20

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

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21

Hurren, Wanda Jean. "Line dancing : an atlas of geography curriculum and poetic possibilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34556.pdf.

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22

Abba, S. B. "Some aspects of the dynamics of the curriculum changes in geography with special reference to the secondary school geography in Borno state in Nigeria." Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381216.

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23

West, Bryan A. "Conceptions of geographic information systems (GIS) held by senior geography students in Queensland." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/16682/1/Bryan_Andrew_West_Thesis.pdf.

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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 s

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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 s

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25

Acun, Ismail. "Changing history and geography teaching with ICT : the impact of the Internet." Thesis, University of Leicester, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275450.

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26

Kwan, Yim-lin. "A study of the teachers' perceptual understanding of mapwork and their styles of mapwork teaching at forms 1-3 in Hong Kong." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38626986.

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27

Ip, Kim-wai William. "A study of the conditions influencing the present state of fieldwork teaching in lower secondary schools in Hong Kong." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38626974.

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28

Acheson, Gillian. "Teaching the tool of the trade: an exploration of teachers' beliefs, knowledge, and practices about maps." Texas A&M University, 2003. http://hdl.handle.net/1969.1/421.

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Maps are the integral tool of geography. The importance of maps to geographic literacy is reflected in the National Geography Standards (Geography Education Implementation Project 1994): the first essential element, the World in Spatial Terms, details the significance of map comprehension to spatial thinking. Despite that centrality, there is little research which tells us how maps are used in the classroom. This study considers Texas teachers' instructional practices with regards to maps. The following questions are addressed: (1) what are teachers' beliefs and knowledge about maps; (2) what

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Fido, Deborah R. E. "Teaching controversial environmental issues in 16-19 A level geography : possibilities and problems." Thesis, University of Oxford, 1999. https://ora.ox.ac.uk/objects/uuid:7ff29bea-35bc-416d-ab76-9409fb09d8be.

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Environmental issues are often controversial and involve a range of possible viewpoints or attitudes. They are poorly understood hi the general population and, even amongst well respected scientists, there is often little consensus as to the causes and effects of environmental problems. Teachers are sometimes accused of exacerbating this situation by indoctrinating children with simplistic 'green slogans', rather than teaching a deeper understanding of the complexity of the issues. However, the advice provided for teachers is contradictory: much of the literature on teaching environmental issu

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30

Crechiolo, Angela Louise. "Teaching secondary school geography with the use of a geographical information system (GIS)." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq21877.pdf.

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31

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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32

Kaschula, Nathaniel Ronald. "Organisational structures for effective geography teaching in selected medium and large primary schools." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1004552.

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Effective teaching is determined by a host of factors, not least of which is the educational guidance given to the teacher. This guidance should come about through an effecctively designed support structure initiated by the school principal as part of his management strategy. Very little has been written on this topic, particularly with reference to primary schools. In the past, geography teachers were trained, appointed to a school and expected to get on with their teaching. However, present-day teachers, in order to be effective educators, require in-service training. This should occur In a

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33

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

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34

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<br>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

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Van, Harmelen U. "The administration and organisation of independent study topics with special reference to secondary school geography." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003300.

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Traditional school subjects are having to compete for a place in a curriculum which is increasingly judged according to its perceived utilitarian value. According to current educational theory, geography's role in the curriculum is to develop concepts, skills, values and attitudes that allow pupils to understand the human and environmental issues which face their communities and communities throughout the world. In order to achieve these aims, teachers need to adopt a learner-centred teaching approach, yet geography teachers are faced with the dilemma of having to develop participatory teachin

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Lafaille, Richard. "La géographie et ses marges / par Richard Lafaille." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75965.

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Geography is being more and more reduced to only one form of rationality, i.e. technical control. Such narrowness threatens all spiritual life and creativity. It calls on us to find new ways of thinking. Notwithstanding some refreshing break-throughs, especially its opening into literature, humanistic geography cannot be considered an adequate alternative to technical rationality. On the contrary, from a metaphysical perspective, humanism seems to be bordering on the very essence of technology. Its propositions partake of the system of metaphysical oppositions which determine the technological

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37

Walkington, Helen. "Reflections of places, reflecting on practice : on the teaching of a 'developing' locality in primary schools." Thesis, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298831.

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38

Kwong, Kin-ho Terence, and 鄺健豪. "An evaluation of the teaching of concepts in geography in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626603.

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Cheng, Nga-yee Irene. "A study of the attitudes of final year geography college students and teachers in their first year of teaching to progressive classroom strategies." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833091.

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40

Lee, Ho-yee, and 李可儀. "The effects of resource materials on curriculum implementation in geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956130.

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41

Nyikana, Nqabomzi. "The responses of standard nine pupils to valuing strategies in geography." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001446.

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Values education in geography can be seen as a way of educating pupils to think critically and independently on matters to which they can readily relate. It also involves the relating of facts and concepts of a subject area to the pupils ' own lives. There is, therefore, a need to introduce values education in geography at our schools. The DET geography syllabuses offer many topics of social and environmental concern. Valuing processes, based on values analysis and values clarification, can be used to teach these topics. Through values education, geography pupils can become more purposeful, mo

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42

Kwan, Yim-lin, and 關艷蓮. "A study of the teachers' perceptual understanding of mapwork and theirstyles of mapwork teaching at forms 1-3 in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38626986.

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43

Symmonds, Joanne. "Student-teachers' perspectives of the role of environmental education in geography education." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003661.

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The ideas contained in socially critical Environmental Education cannot be ignored given the current environmental crisis and the need to achieve democracy in South African society. In order to achieve this learners need to develop the skills to make informed decisions which will facilitate the achievement of a sustainable society. It is the contention of this research that a socially critical Environmental Education approach to education can facilitate the above. Teachers of formal secondary school Geography Education are in the position to implement socially critical Environmental Education

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Norman, Melanie J. "The implications of key stage 3 reforms for the teaching of geography in secondary schools." Thesis, University of Brighton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499063.

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This research looks at the Key Stage 3 (hereafter abbreviated to KS3) geography curriculum, the reforms to the curriculum that are planned from September 2008 onwards and the implications for the teaching of geography that these reforms may have. In essence the reforms promote an interdisciplinary approach to subject teaching whilst also preserving subject integrity. A discrete subject approach to the curriculum is adopted in many schools while others prefer a more integrated curriculum, especially in the early years of the secondary school. The new curriculum could create a tension in schools

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Wong, May-oi Esther, and 黃美愛. "A study of the perceived teaching styles in environmental education through geography in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956208.

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46

Wong, May-oi Esther. "A Study of the perceived teaching styles in environmental education through geography in Hong Kong /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890852.

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47

Ottati, Daniela F. "Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1851.

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The purpose of the study was to explore the geography literacy, attitudes and experiences of Florida International University (FIU) freshman students scoring at the low and high ends of a geography literacy survey. The Geography Literacy and ABC Models formed the conceptual framework. Participants were freshman students enrolled in the Finite Math course at FIU. Since it is assumed that students who perform poorly on geography assessments do not have an interest in the subject, testing and interviewing students allowed the researcher to explore the assumption. In Phase I, participants complete

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48

Hui, Kwai-yin, and 許桂賢. "Teachers' perceptions of curriculum continuity in secondary school geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959416.

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49

Boqwana, Eleanor Pindiwe. "Fieldwork as a compensatory teaching strategy for rural black senior secondary schools." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003426.

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The understanding of geographical concepts and the development of skills requires the use of appropriate teaching strategies. Modern school syllabuses emphasize the development of concepts and skills which are basic to the understanding of geography. Geography provides practical learning opportunities which directly involve the learner. Techniques which directly involve the learner are perceived to be the most valuable. Fieldwork, which embraces a wide range of innovative teaching strategies, is the one best suited to give first-hand experience to the pupils. This study investigates the potent

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50

Adonis, Agrinette Nolwandle. "The use of the local environment for teaching geography : a case study in the Umtata administrative area." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003702.

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Current theories in geographical education advocate the use of strategies that encourage the pupil to play an active role in learning, thereby making such learning more meaningful and effective. Fieldwork is perceived as one such method. Fieldwork helps pupils acquire and develop understanding of geographical concepts, skills, attitudes and values through their own efforts and involvement. Fieldwork approaches have tended to change with the changing paradigms resulting in the development of approaches that are more pupil and experience oriented. In the South African school geography curricula

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