Journal articles: 'Experimental geography'

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Mahmoud, Jasmine. "Brooklyn’s Experimental Frontiers: A Performance Geography." TDR/The Drama Review 58, no. 3 (September 2014): 97–123. http://dx.doi.org/10.1162/dram_a_00375.

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In the early 21st century, Williamsburg and Bushwick—two Brooklyn neighborhoods—became home to a glut of experimental performance venues. The location, neighborhoods colloquially called “frontiers,” suggests that this avantgarde’s experimentation demanded geographic poverty—peripheral, deindustrialized areas where neoliberal policy and racism obscured existing meanings of place.

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Kim, Mi Gyung. "Archeology, genealogy, and geography of experimental philosophy." Social Studies of Science 44, no. 1 (November 15, 2013): 150–62. http://dx.doi.org/10.1177/0306312713507329.

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Friedman, Alinda, and Norman R. Brown. "Reasoning about geography." Journal of Experimental Psychology: General 129, no. 2 (2000): 193–219. http://dx.doi.org/10.1037/0096-3445.129.2.193.

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Nieuwenhuis, Marijn, and Emily Knoll. "Towards a geography of voice-hearing." Emotion, Space and Society 40 (August 2021): 100812. http://dx.doi.org/10.1016/j.emospa.2021.100812.

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Daoud, Ahmed I. "Effectiveness of Using the Overlapping Waves Strategy During the Teaching of Geography in Acquiring the Realistic Thinking Skills and Improving the Attitudes Toward it Among the Sixth Grade Students in Jordan." Journal of Educational and Psychological Studies [JEPS] 14, no. 2 (April 30, 2020): 250–69. http://dx.doi.org/10.53543/jeps.vol14iss2pp250-269.

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The study aimed to examine the effectiveness of using the overlapping waves strategy during the teaching of geography lessons in acquiring realistic thinking skills and improving the attitudes towards geography in a sample of sixth grade students in Jordan using the quasi-experimental method. The purposive method was used to select the study sample (n = 64) students, who were randomly assigned either to the experimental group (n = 32), taught geography lessons with the overlapping waves strategy method, or the control group (n = 32), taught geography lessons with the usual method. The Realistic Thinking Skills Test (RTT) was prepared with its three dimensions, as well as the attitudes towards Geography Scale (AGS). After verifying their validity and validity, the two instruments were applied to the sample as pre post intervention. The results of the statistical analysis indicated that there were statistically significant differences at (α = 0.05) in the post test between the mean of the experimental group and the control group scores on the Realistic Thinking Skills Scale (RTS) and the Attitudes towards Geography Scale (AGS) in favor of the experimental group, indicating the efficiency of using the overlapping waves strategy used in the current study in geography teaching.

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Daoud, Ahmed I. "Effectiveness of Using the Overlapping Waves Strategy During the Teaching of Geography in Acquiring the Realistic Thinking Skills and Improving the Attitudes Toward it Among the Sixth Grade Students in Jordan." Journal of Educational and Psychological Studies [JEPS] 14, no. 2 (April 30, 2020): 250. http://dx.doi.org/10.24200/jeps.vol14iss2pp250-269.

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The study aimed to examine the effectiveness of using the overlapping waves strategy during the teaching of geography lessons in acquiring realistic thinking skills and improving the attitudes towards geography in a sample of sixth grade students in Jordan using the quasi-experimental method. The purposive method was used to select the study sample (n = 64) students, who were randomly assigned either to the experimental group (n = 32), taught geography lessons with the overlapping waves strategy method, or the control group (n = 32), taught geography lessons with the usual method. The Realistic Thinking Skills Test (RTT) was prepared with its three dimensions, as well as the attitudes towards Geography Scale (AGS). After verifying their validity and validity, the two instruments were applied to the sample as pre post intervention. The results of the statistical analysis indicated that there were statistically significant differences at (α = 0.05) in the post test between the mean of the experimental group and the control group scores on the Realistic Thinking Skills Scale (RTS) and the Attitudes towards Geography Scale (AGS) in favor of the experimental group, indicating the efficiency of using the overlapping waves strategy used in the current study in geography teaching.

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Barreda-Tarrazona, Iván, Tapas Kundu, and Stein Østbye. "On rational forward-looking behavior in economic geography: An experimental analysis." Regional Science and Urban Economics 87 (March 2021): 103654. http://dx.doi.org/10.1016/j.regsciurbeco.2021.103654.

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Pearce, Margaret Wickens. "Review of Experimental Geography: Radical Approaches to Landscape, Cartography, and Urbanism." Cartographic Perspectives, no. 70 (September 1, 2011): 64–66. http://dx.doi.org/10.14714/cp70.53.

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Anderson, Ben, Matthew Kearnes, Colin McFarlane, and Dan Swanton. "On assemblages and geography." Dialogues in Human Geography 2, no. 2 (July 2012): 171–89. http://dx.doi.org/10.1177/2043820612449261.

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In this paper we explore what assemblage thinking offers social-spatial theory by asking what questions or problems assemblage responds to or opens up. Used variously as a concept, ethos and descriptor, assemblage thinking can be placed within the context of the recent ‘relational turn’ in human geography. In this context, we argue that assemblage thinking offers four things to contemporary social-spatial theory that, when taken together, provide an alternative response to the problematic of ‘relational’ thought: an experimental realism orientated to processes of composition; a theorization of a world of relations and that which exceeds a present set of relations; a rethinking of agency in distributed terms and causality in non-linear, immanent, terms; and an orientation to the expressive capacity of assembled orders as they are stabilized and change. In conclusion, we reflect on some further questions of politics and ethics that follow from our account of the difference assemblage thinking makes to relational thought.

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YÜKSEK USTA, Semiha. "Preschool History Geography Curriculum and Its Effects on Emotional Intelligence." International Journal of Psychology and Educational Studies 9, no. 2 (March 26, 2022): 376–89. http://dx.doi.org/10.52380/ijpes.2022.9.2.616.

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This study was conducted to prepare the Preschool History Geography Education Curriculum for 60–72 months pre-school children and examine whether this program has an effect on their emotional intelligence and respect for diversity. This study was conducted as a quasi-experimental pretest-posttest control group design, as one of the quantitative research methods. The sample of the study consisted of a total of 40 children, 22 in the experimental group and 18 in the control group. The curriculum was implemented three days a week for ten weeks for the children in the experimental group. The educational curriculum of the control group was not interfered with. “The Preschool Education Curriculum of the Ministry of National Education of Turkey” (2013) was implemented in the control group. The data of the study were collected using the “Sullivan Scale of Emotional Intelligence for Children” and “Sullivan Brief Empathy Scale for Children” and “Scale of Respect for Diversity.” As a result of the study, the experimental group's emotional intelligence, empathy, and respect for diversity scores increased significantly compared to the control group. And the experimental group increased significantly in the post-tests compared to the pre-test scores.

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Boatright, Stephen. "Taking Place: Non-Representaional Theories and Geography." Emotion, Space and Society 4, no. 2 (May 2011): 129–30. http://dx.doi.org/10.1016/j.emospa.2010.12.006.

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Yang, Xiuying, and Pengfei Chen. "Applying Active Learning Strategies to Develop the Professional Teaching Competency of Chinese College Student Teachers in the Context of Geography Education." International Journal of Learning, Teaching and Educational Research 21, no. 7 (July 30, 2022): 178–96. http://dx.doi.org/10.26803/ijlter.21.7.10.

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Developing the professional teaching competence of college student teachers is a vital task in initial teacher education institutions. The aim of this research, based on a quasi-experimental design, was to apply active learning strategies to develop the professional teaching competence of Chinese college geography student teachers. In total, 96 geography student teachers in China participated in this research; 50 of them were placed in the experimental group, and the remaining 46 were placed in the control group. The intervention on active learning strategies was based on Bloom’s taxonomy and the Standards for The Professional Competence of Teachers majoring in Secondary Education for Student Teachers. The experimental group received the experimental intervention for 16 lessons, while the control group was exposed to the traditional teaching in the same teaching schedule. The results of the one-way ANCOVA undertaken show that the intervention consisting of active learning strategies significantly improved the professional competence of the Chinese college student geography teachers in the experimental group. This study contributes empirically to the universities, educators, and researchers involved in initial teacher education programmes in the geography field.

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Gelade, Garry A. "The geography of IQ." Intelligence 36, no. 6 (November 2008): 495–501. http://dx.doi.org/10.1016/j.intell.2008.01.004.

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Zaharias, Panagiotis, Ioanna Chatzeparaskevaidou, and Fani Karaoli. "Learning Geography Through Serious Games." International Journal of Gaming and Computer-Mediated Simulations 9, no. 1 (January 2017): 28–44. http://dx.doi.org/10.4018/ijgcms.2017010102.

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Serious games have gained momentum during last and current decade and research findings indicate they can be fertile and effective learning tools. While there are several studies dealing with 2-dimensional and 3-dimensional serious games in education, there is a dearth of relevant empirical research in formal educational settings that compares their effectiveness. In this study, two versions (2-dimensional and 3-dimensional) of a serious educational game on geography, were developed and offered in eight elementary schools. An experimental process was set up and the investigation was focused on the impact of using the two game versions, regarding motivation to learn and user experience. Both versions had a positive impact on learning, confirming thus the advantages of serious games in education. 2D version had a greater impact comparing to 3D, regarding learning, while 3D version had a greater impact on motivation to learn and user experience.

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Blankman, Marian, Judith Schoonenboom, Joop van der Schee, Marianne Boogaard, and Monique Volman. "Learning to teach geography for primary education: results of an experimental programme." Journal of Geography in Higher Education 40, no. 3 (February 17, 2016): 425–41. http://dx.doi.org/10.1080/03098265.2016.1144731.

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Barker, David, and Tim Loughran. "The Geography of S&P 500 Stock Returns." Journal of Behavioral Finance 8, no. 4 (November 29, 2007): 177–90. http://dx.doi.org/10.1080/15427560701684884.

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Arisanty, Deasy, and Riyah Riyah. "Application of make a match model to improve geography learning outcomes." Journal of Technology and Science Education 9, no. 1 (February 1, 2019): 32. http://dx.doi.org/10.3926/jotse.547.

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This research was conducted to analyze the application of make a match learning model to improve the learning outcome of geography in class X of SMA PGRI 4 Banjarmasin with the material of geography principles. This research employed a quasi-experimental design method, quantitative approach and non-equivalent of pre-test and post-test control group design. The research included two groups namely the control and experimental groups. The number of the population was 67 students. All students in class X were used as the samples, where class X 1 was as the experimental class and X2 was as the control class. Students in class X 1 and X-2 were 35 students and 32 students. The result of t-test showed that the value of post-test for experimental class using make a match learning model was 54.87. The post-test result from the control class using the conventional model was 48.05. The post-test using the make a match had the higher learning outcome than the conventional model. The make a match learning model had increased the student learning outcome of geography.

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Aliman, Muhammad, Budijanto, Sumarmi, I. Komang Astina, Rozana Eka Putri, and Muhammad Arif. "THE EFFECT OF EARTHCOMM LEARNING MODEL AND SPATIAL THINKING ABILITY ON GEOGRAPHY LEARNING OUTCOMES." Journal of Baltic Science Education 18, no. 3 (June 10, 2019): 323–34. http://dx.doi.org/10.33225/jbse/19.18.323.

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Geography learning is meaningless if it is not followed by the development of students' spatial thinking ability. Research aimed to 1) determine the effect of earthcomm learning and conventional learning on geography learning outcomes, 2) find out the effect of spatial thinking ability on geography learning outcomes, 3) find out the interaction between the application of earthcomm learning and spatial thinking ability on geography learning outcomes. Research used a quasi-experimental non-equivalent control group design. The research sample was taken from three high schools in Malang City, Indonesia. Geography learning outcomes data were obtained from paper-based test and spatial thinking ability data obtained from spatial thinking test instruments. Data were analyzed using Two Way ANOVA test using SPSS devices. The results of the research, 1) there is an effect of the application of learning to students’ geography learning outcomes, 2) there is an influence of the ability of spatial thinking on geography learning outcomes, 3) there is no interaction between the application of learning and spatial thinking on geography learning outcomes. Efforts to improve learning outcomes and spatial thinking ability are needed by students to face the challenges of global competition. Keywords: Earthcomm learning model, geography learning, geography learning outcome, quasi experimental, spatial thinking ability.

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Zaedun, Zaedun. "Pengaruh Model Pembelajaran Snowball Throwing Terhadap Minat Belajar Geografi Siswa SMA Negeri 2 Labuapi." Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran 6, no. 1 (April 14, 2021): 78. http://dx.doi.org/10.33394/jtp.v6i1.3607.

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This study aims to describe the effect of the Snowball Throwing learning model on the learning interest of students at SMA Negeri 2 Labuapi in Geography. This research method using experiment. The research sample was taken from class XII IIS 1 as a control class consisting of 25 students and class XII IIS 2 as an experimental class of 27 students. The research instrument was a questionnaire of interest in learning geography which consisted of a pre-test and a post-test questionnaire. Based on the results of the study, there is a difference in interest between the experimental class that uses the snowball throwing learning model and the control class that uses lectures and questions and answers with sig (2-tailed) 0.000 <0.05, so that H0 is rejected and H1 is accepted, which means there is a difference in interest in learning geography. control class and experimental class. The average gain score for the experimental class was higher than that of the control class, namely 16.59> 3.08. This indicates that there is an effect of the snowball throwing learning model on the students' interest in learning geography in class XII SMA Negeri 2 Labuapi.

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Kurniawan, Andri. "Pengaruh Model Pembelajaran Berbasis Masalah Terhadap Motivasi Belajar Dan Hasil Belajar Pada Mata Pelajaran Geografi Di SMA Tahfidz Darul Ulum Banyuanyar Pamekasan." Jurnal Penelitian dan Pendidikan IPS 13, no. 1 (September 21, 2020): 1–13. http://dx.doi.org/10.21067/jppi.v13i1.4739.

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Problem Based Learning model is a model of learning that leads students on real-world problems that make students actively in the teaching learning process so that it can affect to learning motivation and learning outcomes of students in Geography subject. The purpose of this study is (1) to find out whether there are differences in learning motivation and learning outcomes between the Experimental Group and the Control Group before using the Problem Based Learning Model on the Geography subject . (2) To find out the differences in learning motivation and learning outcomes between Experimental Group and Control Group after using Problem Based Learning Model on the Geography subject. The design in this study used a True Experiment Design or a true experimental design type Pretest-Posttest Control Group Design. Sample was taken randomly, while the method and instrument data collection used questionnaires and documentation, Validity Instruments test used correlation Pearson Product Moment and reliability test used Alpha Cronbach with the help of SPSS for windows version 21 as well as the technical analyst data used independent sample t test with SPSS for Windows version 21. The findings showed that: (1) there was no difference in learning motivation and learning outcomes between experimental group and control group before getting treatment with Problem Based Learning Model on the Geography subject, (2) there was difference in learning motivation and learning outcomes between the experimental group after using the Problem Based Learning Model and the control group that did not get treatment with the problem based learning model in Geography subjects or there is influence of Problem Based Learning Model on Learning Motivation and Learning Outcomes in Geography Subject in Senior High School of Tahfidz Darul Ulum Banyuanyar Pamekasan

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Hafida, Siti Hadiyati Nur, Mohd Hairy Ibrahim, Siti Azizah Susilawati, Rahmat Riandi Suparno, Suharjo Suharjo, and Wahyu Widiyatmoko. "The Effectiveness of Jigsaw Strategy in Geography Subject of Earth as Living Space Material." Indonesian Journal on Learning and Advanced Education (IJOLAE) 2, no. 1 (November 25, 2019): 47–55. http://dx.doi.org/10.23917/ijolae.v2i1.9273.

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The purpose of this study is to improve student learning in geography subjects at class X of MA Muhammadiyah Gantung Belitung Timur in academic year 2018/2019 using the Jigsaw strategy. The subject of the study was class X, amounting to 22 students. This research is a quasi-experimental research with pretest-posttest design. This study uses a control and experimental group. The conclusion of this research is the implementation of Jigsaw strategy can improve the effectiveness of students in learning geography in class X of MA Muhammadiyah Gantung Belitung Timur. This is consistent with the results of the N-Gain Test in the experimental group which has an average of 31.97 and the control group has an average of 12.52 therefore, the experimental group has a medium value and the control group shows a low value. N-Gain test data showed that the experimental group learning was more effective than the control group. Learning outcomes between the experimental group and the control group showed a difference, the control group had an average pre-test value of 60 and an average post-test of 65. The experimental group had an average score of 61.82 and the post-test -test 74.09. The experimental group had higher pre-test and post-test scores compared to the control group, therefore Ha was accepted while Ho was rejected, this shows that the use of jigsaw learning strategies in the experimental group was effective in increasing students' knowledge and understanding of earth material as the space of life.

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Garmiz, I. V., S. A. Manichev, and Ye A. Mironov. "MAP READABILITY: EXPERIMENTAL RESEARCH." Mapping Sciences and Remote Sensing 26, no. 2 (April 1989): 99–107. http://dx.doi.org/10.1080/07493878.1989.10641750.

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Yoshiyama, Naohiro, Yuhki Shibata, and Kazuyoshi Korida. "An Experimental Study of Perception of Geography and Evacuation Action in Flood Disaster." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): 2AM—1–028–2AM—1–028. http://dx.doi.org/10.4992/pacjpa.78.0_2am-1-028.

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Nurlinah, Nurlinah, Muhammad Nur Zakariah Leo, and Nasiah Badwi. "The Effectively Of PAILKEM Learning Strategy In Outdoor Study Method For The Geography Learning Achievement Of The Students In Class XI IPS SMA Negeri 1 Tanete Rilau Barru." UNM Geographic Journal 1, no. 1 (September 1, 2017): 1. http://dx.doi.org/10.26858/ugj.v1i1.3644.

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Quasi-experimental research design with pretest-posttest control group design, involving two groups: experimental group was taught learning of strategies PAILKEM in Outdoors Study methods and control groups were taught with conventional learning. This study aims to determine, 1) how the result of students learn geography of the control group, 2) how the results of students learn geography of the experimental group, 3) whether there are differences in geography student learning outcomes between the two groups, 4) whether learning strategies PAILKEM in Outdoor Study methods effective against learning geography results in students XI IPS SMA Negeri 1 Tanete Rilau. Sampling is done with Purposive Sampling. Data collection was carried out through the provision of pre-test and post-test. Data analyzed descriptive and inferential. The results showed that: 1) learning outcome of groups control score average learning outcomes 73.17 and there are 50 percent of the number of learners who achieve the value criterion exhaustiveness, 2) learning outcome of experiment groups average score earned 81.50 93.33 percent and there were a number of learners who achieve the value exhaustiveness minimum criteria or has been completed, 3) there is a significant difference between the results of the study of geography is taught by learning strategies PAILKEM in Outdoor Study method and a control group who were taught with the conventional learning , 4) learning strategies PAILKEM in the Outdoor Study method is effective in improving outcomes of learning geography grade XI IPS SMA Negeri 1 Tanete Rilau, Barru Regency

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Taher, Achmad, Sugeng Utaya, and Syamsul Bachri. "Pengaruh Model Pembelajaran Kooperatif Tipe Group Investigation terhadap Hasil Belajar Geografi." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 4 (April 16, 2019): 456. http://dx.doi.org/10.17977/jptpp.v4i4.12256.

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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439">Abstract: This study aims to determine the differences in student geography learning outcomes taught with the group investigation model and those taught by conventional methods (discussion). This type of research is a quasi-experimental (quasi experimental). The study design used a pretest - posttest non-equivalent control group design. The data analysis used is the independent sample t-test value of the gain score with the help of the SPSS 16.0 for Windows application. The results showed that there were significant differences in geographic learning outcomes between the experimental class and the control class. The value of geography learning outcomes of students taught with group investigation models is better than the geography learning outcomes of students who are taught using conventional methods (discussion). This is because students who conduct investigations can understand geography learning material on the topic of coastal abrasion better than students who study conventionally.Abstrak: Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar geografi siswa yang diajar dengan model group investigation dan yang diajar dengan metode konvensional (diskusi). Jenis penelitian ini merupakan eksperimen semu (quasi experimental). Rancangan penelitian menggunakan pretest-posttest non-equivalent control group desain. Analisis data yang digunakan adalah uji independent sample t-test nilai dari gain score dengan bantuan aplikasi SPSS 16.0 for windows. Hasil penelitian menunjukkan adanya perbedaan hasil belajar geografi yang signifikan antara kelas eksperimen dan kelas kontrol. Nilai hasil belajar geografi siswa yang diajar dengan model group investigation lebih baik dibanding hasil belajar geografi siswa yang diajar dengan metode konvensional (diskusi). Hal ini disebabkan siswa yang melakukan investigasi dapat memahami materi pembelajaran geografi topik abrasi pantai lebih baik dibanding siswa yang belajar secara konvensional.</td></tr></tbody></table></div>

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Paniagua, Angel. "Recover Old Geographical Materialities in Rural Areas: Key Politics and Processes of (Dis)assemblages." Athens Journal of Mediterranean Studies 8, no. 4 (September 30, 2022): 247–56. http://dx.doi.org/10.30958/ajms.8-4-4.

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The current rural geography is at a crossroads of theoretical options. Geographical studies on processes of rural change usually have a social perspective, based on the loss of traditional populations and the immigration of new populations, and on the analysis of social-territorial conflicts between the locals and the newcomers. Rematerializing rural studies through experimental materiality is an interesting option to revitalize rural geography. The experimental process of recovering rural houses generates a fluid hybridization process between human-materiality realities, but it can also lead to a disassemblage process between people and materiality (rural house). In this contribution, various types of disassemblage processes of recovered material realities (rural houses) and the people who carried out the experimental recovery of the house are reviewed. The methodology is qualitative and is based on the examination of six case studies in rural areas of Spain. The disassemblage process generates new pluralities and material realities in peripheral rural communities. Keywords: materiality, rural, geography, artifacts

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AL_fartousi, Mohammad hashim muniss. "Following the model of Buxton in the acquisition of geographical concepts and keep them at the second grade average students." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 212, no. 2 (November 12, 2018): 209–42. http://dx.doi.org/10.36473/ujhss.v212i2.672.

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The Present study aims at Finding out the (The effect Buxton Model in acquiring Geographical Concepts and Retaining them for Second intermediate class students ). A partial control experimental design with post test experimental control groups, The sample is deliberately selected from first AL-Rusafah Directorate General of Education in Baghdad. Intermediate school AL.khulfau AL.Rashedeen for boys is the assigned school for the experimental work. Two sections are randomly selected from the lst stage(B)is assigned as the experimental group where while (C)is assigned at the control group,. The total number of sample (67) male students distributed into (33) students in the experimental group and(34) students in the control group . The two groups are equalized in the following variables ; prior knowledge ,age , IQ, ,students scores in Geography on the previous academic year . Several external factors are controlled during the experiment. The teaching material is specified in three chapters selected from the prescribed textbook for the Second intermediate stage which is entitled for the academic year 2013 -2014 in Iraq Content analysis is done to identify the major and miner concepts which totaled (97) concepts .In the light of the concepts, behavioral objectives are formulated totaling(51) ones based on Blooms taxonomy on the following levels ;identifying, recognizing , applying.(40)lesson plans are prepared ,20 per group. and prepared test for acquiring geography concepts including (50) Test items, after three months ,at the end of the experimental work. T-test formula for two independent samples is used to process data and find out results . show the following; There are statistically significant difference on a level of significance of (0,05) in acquiring geography concepts between the two groups in favour of the experimental group. There are statistically significant difference on a level of significance of (0,05) in retaining geography concepts between the two groups in favour of the experimental group.

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DellaVigna, Stefano, and Devin Pope. "Stability of Experimental Results: Forecasts and Evidence." American Economic Journal: Microeconomics 14, no. 3 (August 1, 2022): 889–925. http://dx.doi.org/10.1257/mic.20200129.

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How robust are experimental results to changes in design? And can researchers anticipate which changes matter most? We consider a real-effort task with multiple behavioral treatments and examine the stability along six dimensions: (i) pure replication, (ii) demographics, (iii) geography and culture, (iv) the task, (v) the output measure, and (vi) the presence of a consent form. We find near-perfect replication of the experimental results and full stability of the results across demographics, significantly higher than a group of experts expected. The results differ instead across task and output change, mostly because the task change adds noise to the findings. (JEL C90, D82, D91)

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León, Federico R., and Andrés Burga-León. "How geography influences complex cognitive ability." Intelligence 50 (May 2015): 221–27. http://dx.doi.org/10.1016/j.intell.2015.04.011.

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Davies, Thom, Tom Disney, and Elly Harrowell. "Reclaiming failure in geography: Academic honesty in a neoliberal world." Emotion, Space and Society 38 (February 2021): 100769. http://dx.doi.org/10.1016/j.emospa.2021.100769.

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Cho, Chul-Ki, Byung-Yeon Kim, and Joseph P. Stoltman. "Photovoice and pre-service geography teachers' visual sense of place." Emotion, Space and Society 45 (November 2022): 100908. http://dx.doi.org/10.1016/j.emospa.2022.100908.

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Dodopo, Cindy Sofia, Grystin Djein Sumilat, and Muhamad Isa Ramadhan. "Penerapan Model Pembelajaran Kooperatif Numbered Heads Together Terhadap Hasil Belajar Pada Mata Pelajaran Geografi." GEOGRAPHIA : Jurnal Pendidikan dan Penelitian Geografi 3, no. 2 (December 31, 2022): 91–97. http://dx.doi.org/10.53682/gjppg.v3i2.1444.

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This study aims to determine the effect of applying numbered head together on student learning outcomes in Geography subjects. The study used a pseudo-experimental method of nonequeivalent control group design with pretest posttest control group design totaling 15 experimental class students and 15 control class people. The results showed that there was a difference in the average pretest learning outcomes with the posttest of North Halmahera geography subjects taught using the Numbered Heads Together (NHT) learning model with a mean value of -9,467 and a t value of -5,152. Learning activities using the NHT learning model, have an influence on learning activities shown from student learning activities in class and improvement of student learning outcomes in geography subjects in class XI SMA N 5 North Halmahera.

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Sayang, Brian Andreas, Fonny Rewah, and Ellen Eva Poli. "MODEL PEMBELAJARAN COMPONENT DISPLAY THEORY (CDT) DALAM MENINGKATKAN HASIL BELAJAR GEOGRAFI DI SMA." GEOGRAPHIA : Jurnal Pendidikan dan Penelitian Geografi 1, no. 2 (January 26, 2021): 32–36. http://dx.doi.org/10.53682/gjppg.v1i2.773.

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The research problem is the lack of motivation and attention of students in the teaching and learning process of Geography and the Component Display Theory (CDT) model has not been applied in Syaloom Christian High School in Manado City. This study aims to determine the effect of the CDT learning model in improving learning outcomes in the Geography subjects of Syaloom Christian High School students in Manado City. The results were analyzed by statistical t-test obtained by the value of t count = 11.896 giving a recommendation that the research hypothesis is different. This value explains the differences in the learning outcomes of students in the experimental group Geography with the CDT learning model better than the control group learning outcomes without using the CDT learning model when viewed from the average value. Therefore, the CDT learning model that was applied to the experimental group students had a positive effect on improving student learning outcomes in Geography subjects.

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Malagreca, Miguel A. "Writing Queer across the Borders of Geography and Desire." Policy Futures in Education 7, no. 2 (January 1, 2009): 244–55. http://dx.doi.org/10.2304/pfie.2009.7.2.244.

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In this article, the author merges biographical notes, autoethnography and experimental writing to situate his migrant self as a self that performs through writing, i.e. planned, experimental writing that subverts the centrality of the monolingual heterosexual identity. He explores the intersections of time, desire, and power across time and space, crossing national and linguistic borders and changing legal, ‘marital’ and work status in Argentina, the United States and Italy. In particular, in addressing the exclusion of immigrants from the current Italian Civil Union law project (written and presented to parliament by gay, lesbian, bisexual and transgender [GLBT] political representatives), his presentation criticizes any romanticized version of a homogeneous queer community. This is a piece that questions the existence of regular, pre-existing identities that are distributed within the space of the nation. An interpretive perspective like this one criticizes the reification of the nation as an object or essence, inhabited by groups of people whose nationality defines their cultural identities (e.g., the Italians) or groups of people whose sexual choices define who they are (e.g. the homosexuals). Against this view, the author explores personal and political contexts where the self performs a critique of national, sexual and ethnic boundaries. This writing choice is a political one, for it makes audible subjectivities that escape the historic or current distribution of roles and identities imposed by multicultural politics or academic impositions.

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Butler, David J., and John D. Hey. "Experimental economics: An introduction." Empirica 14, no. 2 (1987): 157–86. http://dx.doi.org/10.1007/bf00924954.

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Lee, Kah-Wee. "Planning Singapore: The Experimental City." Planning Theory & Practice 21, no. 2 (January 24, 2020): 338–40. http://dx.doi.org/10.1080/14649357.2020.1718386.

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Lugovskoy, Aleksander, Sergey Gildenskiold, Aleksander Volgin, and Petr Krylov. "Place of demonstration experiment in geography lessons." E3S Web of Conferences 210 (2020): 18121. http://dx.doi.org/10.1051/e3sconf/202021018121.

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In accordance with the standards of education for the development of cognitive activity and creative abilities, to work with a large amount of information and interact in a group, the paper suggests using the possibilities of a demonstration experiment in all courses of physical geography. In accordance with the standards of education for improving the quality of students’ knowledge, developing their cognitive activity, creative abilities, the mechanism of forming positive motivation in the process of independent activity in the acquisition of new knowledge and creative approach to the learning process is shown. The conducted pedagogical research on the selection of the content and forms of organization of the demonstration experiment showed the possibility of forming critical thinking in students on the basis of experimental activities in geography lessons. A wide introduction of a demonstration experiment that brings the quality of the lesson and extracurricular work to a new level with the provision of differentiation and individualization of the learning process is proposed.

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Xu, Mengfei, Shu Wang, Chenlong Song, Anqi Zhu, Yunqiang Zhu, and Zhiqiang Zou. "The Recommendation of the Rural Ecological Civilization Pattern Based on Geographic Data Argumentation." Applied Sciences 12, no. 16 (August 10, 2022): 8024. http://dx.doi.org/10.3390/app12168024.

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For any rural area, a suitable ecological civilization model is of great significance and must be recommended taking into account its natural, social, and cultural characteristics so that the model is conducive to the sustainable development of its economy, environment, and industrial structure. However, the rural attribute data required for such a recommendation are often missing, and the data sparsity leads to the low accuracy of and poor training effect issues in recommendation algorithms. To address this issue, this paper proposes a geographic data augmentation method, namely the spatial factor on generative adversarial networks (S-GANs), which combines the generative adversarial network (GAN) with the Third Law of Geography. Specifically, the GAN is used to generate data for the rural ecological civilization recommender system, while the Third Law of Geography is used to ensure that the generated data conform to the real geographical environment. To test the effectiveness of the S-GAN method, the experiment used the enhanced rural attribute data as the input of three recommendation systems: RippleNet, KGCN, and KGNN-LS. Compared with the data before argumentation, the recommendation accuracy increased by 55.49%, 25.12%, and 27.14% in RippleNet, KGCN, and KGNN-LS, respectively. The experimental results show that the S-GAN is effective in geographic data argumentation for recommendation and is expected to be widely used in other geographic data argumentation fields.

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Campos, Alfredo, and María Angeles González. "Self-Perceived Creativity and Vividness of Mental Imagery." Perceptual and Motor Skills 77, no. 3_suppl (December 1993): 1291–96. http://dx.doi.org/10.2466/pms.1993.77.3f.1291.

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We report the joint influence or creativity factors on mental imagery among 1361 university students of Fine Arts, Mathematics, and Geography and History. Creativity accounted for 1% of the variance in imagery among Fine Arts students, 4% among Mathematics students, 2% among Geography and History students, and 3% in the whole sample.

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Hindriyanto, Raditya Ardani, Sugeng Utaya, and Dwiyono Hari Utomo. "Pengaruh Model Project Based Learning terhadap Kemampuan Pemecahan Masalah Geografi." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 8 (August 30, 2019): 1092. http://dx.doi.org/10.17977/jptpp.v4i8.12682.

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Abstract: This study aims to determine the differences in geography problem solving abilities of students who learn using the PjBL model and students who learn to use conventional models. This research was a quasi-experimental (quasi experimental). The design of this study used a non-equivalent control group design. Data analysis in this study used one way anova with the help of SPSS 24.0. The results of this study indicate that the F-count value is 35,746 and P-value (0,000 <0.05), which means that there are significant differences in geographic problem solving ability between the control class and the experimental class. Scores of problem solving students who use the project based learning model are better than the problem solving scores of students who use conventional models. This is because the syntax in the PjBl model supports problem solving activities in Geography learning.Abstrak: Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan pemecahan masalah geografi siswa yang belajar menggunakan model PjBL dan siswa yang belajar menggunakan model konvensional. Penelitian ini merupakan eksperimen semu (quasi experimental). Rancangan penelitian ini menggunakan non-equivalent control group desain. Analisis data dalam penelitian ini menggunakan one way anova dengan bantuan SPSS 24.0. Hasil Penelitian ini menunjukkan nilai F-hitung 35.746 dan P-value (0.000 < 0.05) yang berarti terdapat perbedaan signifikan kemampuan pemecahan masalah geografi antara kelas kontrol dan kelas eksperimen. Skor pemecahan masalah siswa yang menggunakan model project based learning lebih baik dari skor pemecahan masalah siswa yang menggunakan model konvensional. Hal ini disebabkan karena sintak dalam model PjBL mendukung aktivitas pemecahan masalah pada pembelajaran Geografi.

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Прокофьева, Наталья Борисовна, and Екатерина Васильевна Осипова. "SCHOOL STUDY OF THE GEOGRAPHY OF HAZARDOUS EVENTS (ON THE EXAMPLE OF A THUNDERSTORM) AND FORMATION OF A SAFE LIFE EXPERIENCE." Вестник Тверского государственного университета. Серия: География и геоэкология, no. 1(33) (March 23, 2021): 93–104. http://dx.doi.org/10.26456/2226-7719-2021-1-93-104.

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Цель исследования - экспериментально-практическая разработка для школьного курса географии 6 кл. по теме «Атмосфера» на примере изучения опасных атмосферных явлений (грозы) с элементами ОБЖ. Грозовые явления в школьной географии не изучаются. Это актуализирует данное исследование и определяет его новизну. The purpose of the study is experimental and practical development for a 6th grade school geography course on the topic "Atmosphere" on the example of studying dangerous atmospheric phenomena (thunderstorms) with elements of life safety. Thunderstorms are not studied in school geography. This actualizes this research and determines its novelty.Key words: teaching methods of geography, geography of dangerous phenomena, thunderstorm activity.

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Wijayanto, Pradika Adi, Sugeng Utaya, and I. Komang Astina. "Increasing Student’s Motivation and Geography Learning Outcome Using Active Debate Method Assisted by ISpring Suite." International Journal of Social Sciences and Management 4, no. 4 (October 30, 2017): 240–47. http://dx.doi.org/10.3126/ijssm.v4i4.18336.

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This research aims to know the effect of active debate method assisted by iSpring Suite on motivation and Geography learning outcome. This is a quasi-experimental research with quantitative to describe research results. Research subject is students in XI IS 1 class as the experimental group and students in XI IS 2 class as the control group in Senior High School 1 Mayong, Jepara Residence, Indonesia. Data of motivation level was collected by questionnaire, meanwhile the cognitive learning outcome data was collected by test. Based on research results it was known that: (1) there is an effect of active debate method assisted by iSpring Suite on Geography learning motivation, and (2) there is an effect of active debate method assisted by iSpring Suite on Geography learning outcome.Int. J. Soc. Sc. Manage. Vol. 4, Issue-4: 240-247

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Valladolid, Juan, Mauricio Calle, and Angel Guiracocha. "Analysis of regenerative braking efficiency in an electric vehicle through experimental tests." Ingenius, no. 29 (January 1, 2023): 24–31. http://dx.doi.org/10.17163/ings.n29.2023.02.

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This paper presents a regenerative braking analysis of efficiency in real driving conditions and different road geographies. Factors affecting or benefiting energy recovery were identified, these are: the weight of the vehicle, torque, speed, inclination of road, and braking time; however, the sport and Eco driving modes were not considered because the same driving pace was chosen for the different routes. These results are intended to collaborate with real energy regeneration data and help investigators, academics, and automotive engineering, improving this system's efficiency. In the driving process, the state of charge (SOC), speed, torques, and road geography effect the efficiency of regenerative braking, as driving a vehicle on a road with irregular geography exposes it to aggressive physical factors, which considerably reduces its energy autonomy. The main aspects of recovery and regenerative braking efficiency were determined through quantitative data analysis, resulting in experimental surfaces and curves, which present the performance of current and deceleration during vehicle braking. Thus, it is shown that the energy recovery during braking is 78% considering the low autonomy of the electric vehicle.

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Ghosh, Sanchita, and Amit Konar. "Call Admission Control Using Bio-Geography Based Optimization." International Journal of Applied Evolutionary Computation 6, no. 1 (January 2015): 49–71. http://dx.doi.org/10.4018/ijaec.2015010103.

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The chapter proposes a new approach to call admission control in a mobile cellular network using Bio-geography based optimization. Existing algorithms on call admission control either ignore both variation in traffic conditions or velocity of mobile devices, or at most consider one of them. This chapter overcomes the above problems jointly by formulating call admission control as a constrained optimization problem, where the primary objective is to minimize the call drop under dynamic condition of the mobile stations, satisfying the constraints to maximize the channel assignment and minimize the dynamic traffic load in the network. The constrained objective function has been minimized using Bio-geography based optimization. Experimental results and computer simulations envisage that the proposed algorithm outperforms most of the existing approaches on call admission control, considering either of the two issues addressed above.

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Yunis, Edrees S. "The Effectiveness of Using Social Communication Networks in Teaching Geography to Develop Academic Achievement and Self-Efficacy Of College of Education Students." Journal of Educational and Psychological Studies [JEPS] 9, no. 1 (January 1, 2015): 197–210. http://dx.doi.org/10.53543/jeps.vol9iss1pp197-210.

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The present study aimed to assess the effectiveness of using social communication networks in teaching geography to develop academic achievement and self-efficacy of college of education students. For achieving that, the researcher prepared a teaching guide, a test in academic achievement and a scale of self-efficacy in teaching. The study sample was (86) students, divided into two groups; the experimental group was (42) students and the control group was (44) students. The pre – test was conducted on both groups; experimental and control. The experimental group studied the course using social networks (Facebook) where the control group studied the course using the traditional method. Then, the post – test was conducted on both groups. The study results showed significant statistical differences between mean scores of the experimental group students and that of the control group students on the post test of the academic achievement test and the scale of self-efficacy in teaching in favor of the experimental group students. This suggests the effectiveness of using social communication networks in teaching geography to develop academic achievement and selfefficacy of college of education students.

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Yunis, Edrees S. "The Effectiveness of Using Social Communication Networks in Teaching Geography to Develop Academic Achievement and Self-Efficacy Of College of Education Students." Journal of Educational and Psychological Studies [JEPS] 9, no. 1 (January 1, 2015): 197. http://dx.doi.org/10.24200/jeps.vol9iss1pp197-210.

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The present study aimed to assess the effectiveness of using social communication networks in teaching geography to develop academic achievement and self-efficacy of college of education students. For achieving that, the researcher prepared a teaching guide, a test in academic achievement and a scale of self-efficacy in teaching. The study sample was (86) students, divided into two groups; the experimental group was (42) students and the control group was (44) students. The pre – test was conducted on both groups; experimental and control. The experimental group studied the course using social networks (Facebook) where the control group studied the course using the traditional method. Then, the post – test was conducted on both groups. The study results showed significant statistical differences between mean scores of the experimental group students and that of the control group students on the post test of the academic achievement test and the scale of self-efficacy in teaching in favor of the experimental group students. This suggests the effectiveness of using social communication networks in teaching geography to develop academic achievement and selfefficacy of college of education students.

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Honcharuk, Vitalii, Inna Rozhi, Olena Dutchak, Myhailo Poplavskyi, Yuliia Rybinska, and Nataliia Horbatiuk. "Training of Future Geography Teachers to Local Lore and Tourist Work on the Basis of Competence Approach." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 3 (August 13, 2021): 429–47. http://dx.doi.org/10.18662/rrem/13.3/460.

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Against the background of the renewal of approaches to the development of geography education, the formation of national-patriotic consciousness among students, the introduction of pedagogical technologies into the educational process in order to study the characteristics of their native land, the question arises of the need to modernize the training of future geography teachers in local lore and tourism work. The purpose - to theoretically substantiate and experimentally check pedagogical conditions of preparation of future teachers of geography for local lore and tourist work on the basis of the competence approach. 236 students majoring in "Geography and Biology" with a bachelor's degree formed a control group and 232 - an experimental group. The pedagogical conditions of training of future teachers of geography for local lore and tourist work on the basis of the competence approach are defined and realized: stimulating positive motivation to study local lore material in the disciplines of the cycle of general (fundamental) and professional (scientific-subject) training and disciplines of additional specialization "Local lore and tourism work"; acquisition of knowledge, skills (competencies) for the implementation of local lore and tourism work through the optimization of student groups; intensification of the experience of local lore and tourism work during educational and pedagogical practices. The effectiveness of pedagogical conditions is proved by the results of the formative experiment: the number of students with a high level of local lore competence in the experimental group increased, while in the control group the same indicator did not increase significantly. The results of the study indicate a dynamic positive change in the formation of local lore competence of experimental groups under the influence of the proposed innovations.

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Bai, Arnoldus Fransiskus, and Diah Respati Suryo Sumunar. "Keefektifan implementasi pendekatan saintifik dengan metode inkuiri dan problem-based learning ditinjau dari minat siswa." Harmoni Sosial: Jurnal Pendidikan IPS 4, no. 1 (October 16, 2017): 91–100. http://dx.doi.org/10.21831/hsjpi.v4i1.11040.

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Penelitian ini bertujuan untuk mengungkapkan kefektifan implementasi pendekatan saintifik dengan metode inkuiri dan problem-based learning ditinjau dari minat siswa terhadap hasil belajar geografi kelas X SMA Negeri di Kabupaten Ngada. Metode penelitian yang digunakan adalah eksperimen. Penelitian dilaksanakan pada dua kelompok. Kelompok eksperimen 1 adalah kelompok sampel yang menggunakan metode inkuiri, kelompok eksperimen 2 adalah kelompok sampel yang menggunakan metode problem-based learning. Pengambilan sampel dilakukan dengan teknik cluster sampling. Analisis data menggunakan analisis deskriptif dan inferensial analisis varian (anava). Simpulan penelitian ini adalah, (1) Tidak terdapat perbedaan yang signifikan dari pembelajaran metode inkuiri dan metode problem- based learning terhadap hasil belajar geografi. (2) Tidak terdapat perbedaan yang signifikan dari tingkat minat belajar siswa terhadap hasil belajar geografi; (3) Pada masing-masing metode pembelajaran tidak terdapat perbedaan dari tingkat minat belajar terhadap hasil belajar geografi. (4) Pada masing-masing kategori, tidak ada perbedaan minat belajar dengan metode pembelajaran terhadap hasil belajar geografi.Kata kunci: inkuiri, problem-based learning, minat siswa THE EFFECTIVENESS OF THE IMPLEMENTATION OF THE SCIENTIFIC APPROACH WITH THE INQUIRY METHOD OF LEARNING AND THE PROBLEM-BASED LEARNING IN TERMS OF THE STUDENTS’ INTERESTAbstractThis study aims to reveal the effectiveness of the implementation of scientific approaches with inquiry methods and problem-based learning in terms of student interest in the results of geography class X SMA Negeri Ngada. The study employed the experimental method. It involved two groups, namely experimental group 1 and experimental group 2. Experimental group 1 was the sample group learning through the inquiry method, while experimental group 2 was the one learning through the problem-based learning method. Two classes were selected as the sample, namely experimental group 1 and experimental group 2. The sample was established by means of the cluster sampling technique. The data were primary data collected through questionnaires and learning achievement tests. The data analysis techniques were the descriptive analysis and the inferential analysis of variance (ANOVA). The conclusions of the study are as follows. (1) There is no significant difference between the learning through the inquiry method and that through the problem-based learning in terms of the geography learning achievement. (2) There is no significant difference in the students’ learning interest level in terms of the geography learning achievement. (3) In each learning method, there is no significant difference in the learning interest level in terms of the geography learning achievement. (4) In each learning interest category, there is no difference in the learning methods in terms of the geography learning achievement.Keywords: inquiry learning, problem-based learning, students’ interest

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Belovolova, Elena A. "Model of developing students' subject activity in teaching geography." Science and School, no. 3, 2020 (2020): 59–67. http://dx.doi.org/10.31862/1819-463x-2020-3-59-67.

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The relevance of the article is due to systemic changes in the design and organization of schoolchildren’s activities in teaching geography. In accordance with the requirements of the Federal state educational system, basic General geographical education needs to expand the activity potential, which can be provided by implementing a modern model for the development of students ‘ subject activities. The article reveals the main components of the model, which is formed by the target, theoretical and methodological, content, procedural, evaluative and effective blocks. The article reflects some results of the experimental part of the research, including on the basis of scientific and educational platforms of the Department of methods of teaching geography of the Moscow Pedagogical State University.

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Astawa, Ida Bagus Made. "Discovery Learning Model Assisted by Tri Hita Karana as a Learning Resource for Ecological Literacy and Student Geography Learning Outcomes in High School." Journal of Education Research and Evaluation 6, no. 2 (June 28, 2022): 337–47. http://dx.doi.org/10.23887/jere.v6i2.45553.

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The objectives of learning geography have not been fully realized. One of the problems faced is that students feel learning is not exciting and boring. This study aims to analyze the effect of the Discovery Learning Model assisted by Tri Hita Karana's Learning Resources on Ecological Literacy and Student Geography Learning Outcomes. This type of research is experimental. The research used a quasi-experimental design with a Non-Equivalent Post-Test Only Control Group Design. The sample uses two classes from 4 classes that are assigned randomly after the equivalence test is carried out. The methods used to collect data are questionnaires and tests. Data collection instruments used test sheets and questionnaires. The data analysis techniques are descriptive qualitative analysis and quantitative and inferential statistics. The results showed an effect of the Discovery Learning Model assisted by Tri Hita Karana's Learning Resources on Ecological Literacy and Student Geography Learning Outcomes. It is evidenced by the significant difference in Ecological Literacy and Student Geography Learning Outcomes, partially or simultaneously, between classes that use and do not use the Tri Hita Karana Learning Resource Assisted Discovery Learning Model.

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Journal articles on the topic 'Experimental geography'

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