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Artículos de revistas sobre el tema "Geography"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Loy, William G. "Geographic Names in Geography." Yearbook of the Association of Pacific Coast Geographers 51, no. 1 (1989): 7–24. http://dx.doi.org/10.1353/pcg.1989.0006.

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2

Dennis, Richard. "History, Geography, and Historical Geography." Social Science History 15, no. 2 (1991): 265–88. http://dx.doi.org/10.1017/s0145553200021118.

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In 1986, 585 out of 5,686 members of the Association of American Geographers declared their allegiance to the Historical Geography Specialty Group; among 50 AAG specialty groups, the historical geographers ranked 7th. Yet one prominent human geographer regards historical geography as “overdetermined,” an “empty concept” conveying “few (if any) significant analytical distinctions” (Dear 1988: 270). Dear’s argument is that, by definition, all geography should be historical, since “the central object in human geography is to understand the simultaneity of time and space in structuring social proc

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3

Guan, Weihe (Wendy), and Peter K. Bol. "Embracing Geographic Analysis Beyond Geography." International Journal of Applied Geospatial Research 3, no. 2 (2012): 63–71. http://dx.doi.org/10.4018/jagr.2012040104.

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Without a department of geography, Harvard University established the Center for Geographic Analysis (CGA) in 2006 to support research and teaching of all disciplines across the University with emerging geospatial technologies. In the past four and a half years, CGA built an institutional service infrastructure and unleashed an increasing demand on geographic analysis in many fields. CGA services range from helpdesk, project consultation, training, hardware/software administration, community building, to system development and methodology research. Services often start as an application of exi

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4

van den Broeke, Leon. "Non-Geographic Classes? Reformed Geography." Journal of Reformed Theology 7, no. 1 (2013): 51–68. http://dx.doi.org/10.1163/15697312-12341276.

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Abstract The Reformed Church in America is wrestling with an interesting question in ecclesiology and church order: is there a place within the church for so-called non-geographic classes. Non-geographic classes are classes which are not formed around a geographic regional principal, but by agreement in theological perspective or a peculiar way that a congregation is shaped. The question central to this article is then: is there a place in Reformed churches for non-geographical classes? In answering this question, the following will be considered: a similar proposal from the Gereformeerde Bond

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5

Hart, John Fraser. "The Geography of One Geographer." Southeastern Geographer 37, no. 2 (1997): 112–21. http://dx.doi.org/10.1353/sgo.1997.0016.

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6

Ash, James, Rob Kitchin, and Agnieszka Leszczynski. "Digital turn, digital geographies?" Progress in Human Geography 42, no. 1 (2016): 25–43. http://dx.doi.org/10.1177/0309132516664800.

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Geography is in the midst of a digital turn. This turn is reflected in both geographic scholarship and praxis across sub-disciplines. We advance a threefold categorization of the intensifying relationship between geography and the digital, documenting geographies produced through, produced by, and of the digital. Instead of promoting a single theoretical framework for making sense of the digital or proclaiming the advent of a separate field of ‘digital geography’, we conclude by suggesting conceptual, methodological and empirical questions and possible paths forward for the ‘digital turn’ acro

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7

Lavruk, Mariia. "Geographic education in Lviv region." Visnyk of the Lviv University. Series Geography, no. 49 (December 30, 2015): 193–211. http://dx.doi.org/10.30970/vgg.2015.49.8628.

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In the context of reforming secondary and high school education in Ukraine, the geographic education of the region and the country as a whole should be considered as a system that includes initial, basic, preprofessional and professional level. Currently, there is no overall picture of the status and trends of development of the various segments of geographic education in the Lviv region that are necessary to consider while constructing regional education policy. The article defines quantitative indicators of the subjects of the learning process in geography on various educational levels and i

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8

Greiner, Alyson L., Thomas A. Wikle, and Jennifer M. Spencer. "Geographic Education and Careers in Geography." Journal of Geography 101, no. 4 (2002): 153–60. http://dx.doi.org/10.1080/00221340208978491.

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9

Laingen, Christopher R. "The Geography of a Midwestern Geographer." Middle West Review 11, no. 1 (2024): 1–11. http://dx.doi.org/10.1353/mwr.2024.a937612.

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10

Lees, B. G. "Australian Geography and Geographic Information Systems." Australian Geographical Studies 40, no. 1 (2002): 33–47. http://dx.doi.org/10.1111/1467-8470.00159.

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11

Hermann, Dan. "Overcoming Geographic Innocence in Geography Education." Journal of Geography 94, no. 5 (1995): 527–29. http://dx.doi.org/10.1080/00221349508979359.

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12

Mark, Andrea. "Third National Geographic International Geography Olympiad." New Zealand Journal of Geography 104, no. 1 (2008): 1–6. http://dx.doi.org/10.1111/j.0028-8292.1997.tb00015.x.

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13

Ruez, Derek, Michael G. Strawser, and Francis T. Hutchins. "Incorporating Geography, Contingently: Geographic Pedagogies in a University Without a Geography Department." Journal of Geography 118, no. 3 (2018): 117–29. http://dx.doi.org/10.1080/00221341.2018.1539114.

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14

Lin, George C. S. "Changing Discourses in China Geography: A Narrative Evaluation." Environment and Planning A: Economy and Space 34, no. 10 (2002): 1809–31. http://dx.doi.org/10.1068/a3553.

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Existing literature on the status of the field of China geography has been focused either on what has been written or on the internal advancement of knowledge in the field, without considering its relationship to the broader social context and academic environment. In this study I adopt a contextual approach to analyzing two interrelated issues: (1) the changing position held by China geography in the grand geographic discipline; and (2) the evolution of discourses formulated by China geographers as a result of interactions with the broader academic environment. A systematic survey of research

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15

Fadjarajani, Siti, Ruli As’ari, and Anita Eka Putri. "Model of Problem-Based Learning in Geography: Focusing on Societal Dynamics to Enhance Spatial Thinking Skills." E3S Web of Conferences 600 (2024): 02011. http://dx.doi.org/10.1051/e3sconf/202460002011.

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This article explores how problem-based learning (PBL) can enhance geography education by improving spatial thinking through social dynamics. Spatial thinking is crucial for understanding geography’s social complexity and advancing STEM education quality. Geographic Information Systems (GIS) and the Spatial-Based Learning (SBL) model are utilized to develop these skills, vital for disaster management and emergencies. The study employs participatory action research, involving students, teachers, and communities in solving real-world problems, assessing PBL’s impact on spatial thinking in geogra

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16

Sukmayadi, V., and A. H. Yahya. "Geographic media literacy for indonesian geography education." IOP Conference Series: Earth and Environmental Science 683, no. 1 (2021): 012038. http://dx.doi.org/10.1088/1755-1315/683/1/012038.

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17

OKABE, Atsuyuki. "Education for Geographic Information Science and Geography." E-journal GEO 1, no. 1 (2006): 67–74. http://dx.doi.org/10.4157/ejgeo.1.67.

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18

Cox, Kevin R. "Physical Geography and the Geographic Thought Course." Journal of Geography in Higher Education 30, no. 3 (2006): 373–88. http://dx.doi.org/10.1080/03098260600927120.

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19

Brookfield, Harold. "American geography and one non-American geographer." GeoJournal 59, no. 1 (2004): 39–41. http://dx.doi.org/10.1023/b:gejo.0000015438.24447.7a.

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20

Bockenhauer, Mark H. "The National Geographic Society's Teaching Geography Project." Journal of Geography 92, no. 3 (1993): 121–24. http://dx.doi.org/10.1080/00221349308979635.

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21

Haydukiewicz, Lech. "Historical and geographic regionalization versus electoral geography." Procedia - Social and Behavioral Sciences 19 (2011): 98–111. http://dx.doi.org/10.1016/j.sbspro.2011.05.112.

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22

Eisenberg, Ann University of South Carolina School of Law. "The Geography of Unfreedom." Michigan Law Review, no. 121.6 (2023): 1049. http://dx.doi.org/10.36644/mlr.121.6.geography.

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23

ZHANG, Jimin. "Book Review of The Soul of Geography." Chinese Geography Sciences Review 2, no. 3 (2024): 12–15. https://doi.org/10.48014/cgsr.20250106002.

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“The Soul of Geography”is a seminal work by renowned Chinese geographer Academician Fu Bojie, offering a systematic exploration of geography’s essence and future trajectories. Structured around a four-dimensional framework of synthsynthesis concepts-spatial processes-system thinking-societal applications, the book elucidates geography’s intrinsic characteristics as an interface discipline and its irreplaceable role in studying human-environment coupled systems. Through seminal case studies such as patternprocess coupling models and ecosystem service evaluation, Academician Fu Bojie not only de

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24

Barnes, Trevor J. "A marginal man and his central contributions: The creative spaces of William (‘Wild Bill’) Bunge and American geography." Environment and Planning A: Economy and Space 50, no. 8 (2017): 1697–715. http://dx.doi.org/10.1177/0308518x17707524.

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The aim of the paper is to develop a geographical account of creativity by drawing on Arthur Koestler’s work. For Koestler creativity is sparked by the clash of two incompatible frames of meaning, and resolved by a new act of creation. Missing from Koestler’s account is geography, however. To show how geography might be brought into Koestler’s scheme the paper works through a detailed case study within the recent history of geography: the writing and publication of two very different but equally creative books by the well-known American geographer, William Bunge (1928–2013). In the late 1950s

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25

van Hoven, B. ""Doing" cultural geography/"being" a cultural geographer – reflections by an "accidental geographer" on practising cultural geography in the Netherlands." Social Geography Discussions 6, no. 1 (2010): 165–85. http://dx.doi.org/10.5194/sgd-6-165-2010.

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26

Smith, Ben A., M. Duane Nellis, Patty Pressman, and J. Jesse Palmer. "THE EFFECT OF A GEOGRAPHY CENTERED CURRICULUM: STUDENT PERCEPTIONS ABOUT GEOGRAPHY." Journal of Social Studies Research 18, no. 1 (1994): 23–29. https://doi.org/10.1177/235227981994018001004.

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United States students’ poor performance on geographic knowledge measures is well documented over much of the twentieth century. Since students’ perceptions regarding geography may be responsible for their attention or inattention to geographic concerns, what would be the outcome of making geography the central focus of all school activities for a group of students? The question was investigated with fourth-grade students. Findings indicate that the geography emphasized in school may change the perceptions of students.

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27

Ikhsan, Fahrudi Ahwan, Fahmi Arif Kurnianto, Bejo Apriyanto, and Elan Artono Nurdin. "GEOGRAPHY SKILLS DOMAIN TAXONOMY." Geosfera Indonesia 2, no. 1 (2018): 54. http://dx.doi.org/10.19184/geosi.v2i1.7525.

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This study aims to explain the geography student skills domain. The focus of this research is the domain of geography skills possessed by students. The research method with the a qualitative approach. Subjects were students of Jember University geography education consisting of 2 men and 2 women with indicators of academic ability value of the national geography exam results. Data collection techniques by observation and interview. Data were analyzed using the processing unit, categorization and interpretation of data. The findings show that the skills of geography for prospective teachers of

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28

Lee, Jeong-Min, and Young-Hoon Kim. "Exploration of the Practice and Effectiveness of Teaching Geography Using Statistical Geographic Information Service(SGIS)." Convergence Education Research Institute, Korea National University of Education 10, no. 2 (2024): 121–44. http://dx.doi.org/10.69742/cer.2024.10.2.121.

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This research paper investigates the use of the Statistical Geographic Information Service (SGIS) within the context of a digital geospatial platform in high school geography classes in Korea. The platform supports creative thinking and competency development in the 2015 revised national curriculum. The study proposes SGIS-integrated teaching modules and evaluates their effectiveness in enhancing geography education. Our findings indicate that SGIS serves as a valuable pedagogical tool, promoting student-centered learning and motivation while improving geographical knowledge. The research high

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29

Baldwin, Roger. "Geography On-Line:Virtual Geography v Real Geography." New Zealand Journal of Geography 111, no. 1 (2008): 31–32. http://dx.doi.org/10.1111/j.0028-8292.2001.tb00780.x.

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30

Rutynskyi, Mykhailo. "Geography of Ukrainian lands in scientific heritage of famous German geographer Anton Busching." Visnyk of the Lviv University. Series Geography, no. 49 (December 30, 2015): 296–312. http://dx.doi.org/10.30970/vgg.2015.49.8647.

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A. Busching is one of the greatest European geographers of second half of the XVIII century. The most fundamental work – Neue Erdbeschreibung oder Universal Geographie (1754) – brought him worldwide fame only during his lifetime was reprinted eight times and has been translated into almost all European languages. A. Busching systematized geographic information is very valuable source of historical geography of Ukraine. Each new reissue of the information (including statistics) A. Busching meticulously update, detailed and changed with the times era. In the 60’s gave a lengthy description of Uk

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31

TERAMOTO, Kiyoshi. "University Education of Geography. Social functions of geography. Understanding of Foreign Culture through Geographic Education." Journal of Geography (Chigaku Zasshi) 106, no. 6 (1997): 869–74. http://dx.doi.org/10.5026/jgeography.106.6_869.

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32

Chen, Min, Guonian Lv, Chenghu Zhou, et al. "Geographic modeling and simulation systems for geographic research in the new era: Some thoughts on their development and construction." Science China Earth Sciences 64, no. 8 (2021): 1207–23. http://dx.doi.org/10.1007/s11430-020-9759-0.

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AbstractRegionality, comprehensiveness, and complexity are regarded as the basic characteristics of geography. The exploration of their core connotations is an essential way to achieve breakthroughs in geography in the new era. This paper focuses on the important method in geographic research: Geographic modeling and simulation. First, we clarify the research requirements of the said three characteristics of geography and its potential to address geo-problems in the new era. Then, the supporting capabilities of the existing geographic modeling and simulation systems for geographic research are

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33

Komušanac, Monika, and Stjepan Šterc. "Historical Geography - the Basic Identity of the Geography Discipline." Hrvatski geografski glasnik/Croatian Geographical Bulletin 72, no. 02 (2011): 123–39. http://dx.doi.org/10.21861/hgg.2010.72.02.06.

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34

Grentzer, Martin. "Economic-geographic Aspects of a Geography of Telecommunications." Netcom 13, no. 3 (1999): 211–24. http://dx.doi.org/10.3406/netco.1999.1441.

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35

SAYADYAN, Hamik, and Ashot A. GEVORGYAN. "Military Geography in the Context of Geographic Determinism." WISDOM 16, no. 3 (2020): 136–41. http://dx.doi.org/10.24234/wisdom.v16i3.384.

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The influence of geographic factors on the society as well as on different social realities had special importance within the whole history of social-philosophical thought. From this perspective, the theory of geographic determinism has emerged as the most essential conception. The supporters of this theory paid special attention to the geographic factors demonstrating and underlining the importance of their place and role in the process of formation and development of various social phenomena. This article mainly focuses on the place and role of military geography in the study, organization,

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36

Hudson, Brian. "A Geographer in Planning; a Planner in Geography." Caribbean Quarterly 65, no. 1 (2019): 113–22. http://dx.doi.org/10.1080/00086495.2019.1565224.

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37

Goodchild, Michael F. "Geography and geographic information science: An evolving relationship." Canadian Geographer / Le Géographe canadien 63, no. 4 (2019): 530–39. http://dx.doi.org/10.1111/cag.12554.

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38

Wise, M. J., Ronald F. Abler, Melvin G. Marcus, and Judy M. Olson. "Geography's Inner Worlds: Pervasive Themes in American Geography." Geographical Journal 159, no. 2 (1993): 242. http://dx.doi.org/10.2307/3451436.

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39

Bowlick, Forrest J., and Dawn J. Wright. "Digital Data-Centric Geography: Implications for Geography's Frontier." Professional Geographer 70, no. 4 (2018): 687–94. http://dx.doi.org/10.1080/00330124.2018.1443478.

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40

Switzer, Anna, Kathleen Schwille, Eric Russell, and Daniel Edelson. "National Geographic FieldScope: a platform for community geography." Frontiers in Ecology and the Environment 10, no. 6 (2012): 334–35. http://dx.doi.org/10.1890/110276.

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41

Thomas-Brown, Karen A. "Teaching for Geographic Literacy: Our Afterschool Geography Club." Social Studies 102, no. 5 (2011): 181–89. http://dx.doi.org/10.1080/00377996.2010.509373.

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42

Tomasoni, Marco Antonio, and Sônia Marise Tomasoni. "FINDIND OUT GEOGRAPHIC PATHWAYS: REFLECTIONS IN MAKING GEOGRAPHY." International Journal of Human Sciences Research 3, no. 43 (2023): 2–9. http://dx.doi.org/10.22533/at.ed.5583432308113.

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43

Vasileva, Maya. "The map - "evergreen" in geography education." Journal of the Bulgarian Geographical Society 41 (August 22, 2019): 94–100. http://dx.doi.org/10.3897/jbgs.2019.41.17.

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The geographic map is a diagrammatic symbolic depiction of the earth's surface or a part of it, typically represented on a flat surface. The maps are widely used in geography science as a model of the studied territories and phenomena. At the same time, the importance of maps as a learning tool in geography education is immense. The maps are labeled as "the second language of geography", "alpha and omega of geography"; "litmus paper that shows what is geographic" The map for geography is what is the microscope for biology. So why and what is it all about? What is so special about the geographi

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44

Vasileva, Maya. "The map - "evergreen" in geography education." Journal of the Bulgarian Geographical Society 41 (August 22, 2019): 94–100. https://doi.org/10.3897/jbgs.2019.41.17.

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The geographic map is a diagrammatic symbolic depiction of the earth's surface or a part of it, typically represented on a flat surface. The maps are widely used in geography science as a model of the studied territories and phenomena. At the same time, the importance of maps as a learning tool in geography education is immense. The maps are labeled as "the second language of geography", "alpha and omega of geography"; "litmus paper that shows what is geographic" The map for geography is what is the microscope for biology. So why and what is it all about? What is so special about the geographi

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45

Agnew, John A., Eric Sheppard, and Susan J. Smith. "Geography past, geography future." Progress in Human Geography 30, no. 1 (2006): 115–27. http://dx.doi.org/10.1191/0309132506ph598xx.

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46

Martell, Charles. "Human geography/cyber geography." Journal of Academic Librarianship 25, no. 1 (1999): 50–51. http://dx.doi.org/10.1016/s0099-1333(99)80177-3.

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47

Richardson, Douglas, and Patricia Solis. "Confronted by Insurmountable Opportunities: Geography in Society at the AAG's Centennial^*." Professional Geographer 56, no. 1 (2004): 4–11. http://dx.doi.org/10.1111/j.0033-0124.2004.05601002.x.

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Geographers at the AAG's centennial are challenged with exceptional opportunities to create a more central place for geography in society and in the university. Realizing these opportunities requires identifying and leveraging key emerging trends in the formation and uses of geographic knowledge. Better integration of geography's profound technological innovations with its core traditions also is necessary to strengthen the discipline's research capacity, and to more effectively engage with and contribute to the needs of society. Trends toward multidisciplinary research and integrative science

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48

Akatiff, Clark, Deborah Che, Robert Gill, et al. "Dr. Ack Rides Again: Adventures in Radical Geography, Many Small Stories, and a Banjo." Yearbook of the Association of Pacific Coast Geographers 85, no. 1 (2023): 93–120. http://dx.doi.org/10.1353/pcg.2023.a913572.

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ABSTRACT: This paper aims to tell episodes of the geographical trajectory of radical geographer Clark Akatiff based on his own reflections and statements by people who know him as friend, colleague, or teacher. The authors make a plea to pay more attention to "small stories" and "minor geographies" in studies on the history of geography and to employ unconventional narratives that provide insights into how geographers engage with the world, express their political and philosophical standpoints, inspire others, and lead an essentially geographical life. Personal accounts like Akatiff's do not o

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49

Hulias, T., and O. Gryniuk. "Geography and orienteering in educational institutions." Constructive geography and rational use of natural resources, no. 4 (2024): 99–103. http://dx.doi.org/10.17721/2786-4561.2024.4.special-15/19.

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Studying geography in school helps students develop a comprehensive understanding of the geography of the planet, including the study of their home country and territory, as well as the study of global laws and processes. By mastering geographic knowledge, schoolchildren can realize the role of geographic knowledge in solving various economic and social problems. Geography also has a significant impact on student development. Orienteering is a recreational sport in which participants must overcome a certain number of control points located on the terrain as quickly as possible. In addition, sp

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50

Zyrianov, A. I. "Conceptual geography and tourism." Regional nye issledovaniya 72, no. 2 (2021): 24–31. http://dx.doi.org/10.5922/1994-5280-2021-2-3.

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Geographical descriptions and geographical comparisons provide a basis for understanding the key features of a place. These classical approaches, revealing the typical and the unique, make it possible to discover the «formula of the place», to understand the rational directions of the development of the territory. Often, territorial development projects are based not on marketing and technical calculations, but on a geographic idea. In this case, we are dealing with conceptual geography, which can significantly change the priorities of society’s development in the future. Conceptual geography

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