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Dissertations / Theses on the topic 'Geography teaching'

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Published: 4 June 2021

Last updated: 21 February 2023

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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.
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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3

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 the mid 1970s. The literature prior to the late 1950s revealed a dominant regional tradition and idiographic methodology with an emphasis on description of uniqueness of areal phenomena. But underlying currents of a nomothetic nature, running parallel to this regionalidiographic tradition,exerted a noticeable challenge to gain acceptance in geographic circles. This kind of nomothetism was in the form of environmental determinism which held that physical laws operating in nature were also at work to shape and direct human societies. Environmental determinism contained generalised assertions, enjoyed some appeal, but lacked rigorous justification. Even within regional frameworks, authors used environmentally induced determinants to explain the unique character of regions. Not until the 1930s did environmental determinism lose its appeal, after which time the regional - idiographic tradition strengthened as an explanatory mode of human behaviour. Nomothetism emerged in the late 1950s in Australia in the application of models and theories explaining human behaviour. Normative theory was supported by an increased use of quantification and by the growing preference for systematic studies in geography. Neither mode of explanation exists at the total exclusion of the other; so that while nomothetism enjoyed widespread appeal in academic geography from the late 1950s, significant challenges were mounted against it because of its inadequacies as a mode of explaining human aggregate behaviour. Nomothetic explanation in human geography can be seen at the research level and in education circles. Many normative models and theories found their way into senior geography courses to the extent they promoted a systems approach. Teachers would have been aware of normative theory in geography from their university studies and teacher training courses during the late 1950s and throughout the 1960s. The tension between associated explanatory modes in systematic and regional geography becomes apparent in the analysis of the N.S.W. H.S.C. Geography Syllabus in which confusing statements raise problems for teachers interpreting and implementing this prescriptive document. Given these tensions and problems of explanation in human geography, the adoption of a critical rationalist viewpoint as propounded by Karl Popper is suggested as a possible solution for geography teachers when interpreting a syllabus such as that of the N.S.W. H.S.C. Falsification rather than verification should be the node of inquiry towards explanation of human aggregate behaviour.

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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
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
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 levantamento confeccionado pelo relatório de Brundtland, apresentou a insustentabilidade do modelo vigente. No segundo momento da pesquisa destacou-se a contextualização da E.A no currículo escolar, através da legislação vigente e dos órgãos relacionados à E.A e ao Meio Ambiente. Os Parâmetros Curriculares Nacionais têm um papel importante neste contexto, tendo em vista que os Temas Transversais que compõem este documento apontam para a necessidade do diálogo entre as disciplinas e, notadamente, a importância de uma E.A trabalhada de forma plural, integrando o indivíduo, a natureza e a sociedade. Encerra-se a discussão estabelecendo-se uma avaliação de três obras didáticas, onde identificou-se algumas limitações e alguns avanços no que tange às perspectivas ambientais trabalhadas nas obras que dão suporte à formação do aluno.
The present research has as objective to comprehend the Environmental Education as an articulation axis with the Geography teaching. For this purpose, it was decided to divide the work into three chapters, in which we could in the first moment approach the main movements that in the lasts decades of 1970 and 1980 occurred, and had initiated a debate on the conditions of environmental degradation and quality of life of the global population that, after the evaluation made by the Brundtland report, presented the unsustainability of the current model. In the second movement of the research it was highlighted the contextualization of the E.E in the educational curriculum, through the current law and the related agencies to E.E and the environment. The National Curriculum Parameters have an important role on that context in view of that the cross-cutting themes which comprise this document point to the necessity of dialogue between the disciplines and, notably, the importance of an E.E worked in a plural way, integrating the individual, the nature and the society. The discussion is closed establishing an evaluation of three didactic works, where it was identified some limitations and some advances in relation to environmental perspectives worked in the literatures that support student education.

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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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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 measure geography teacher efficacy and to explore factors that influence geography teachers’ efficacy in order to identify ways in which preservice and in-service education might better prepare geography teachers. The instrument, the Geography Teaching Belief Instrument (GTEBI), used for data collection was an online survey that was modified from a Science Teaching Efficacy Belief Instrument (STEBI_A) to assess secondary history/social studies teachers’ perceptions of their self-efficacy in geography teaching. Data were gathered from secondary history/social teachers in Virginia. Critical influential factors, geography-related conferences (p<.014), approved teacher licensure education programs (p<.038), and years of teaching experience in geography (p<.004) were found to have a statistically significant relationship with personal geography teaching efficacy. Only the factor, years of teaching experience in geography (p<.002), was found to have a significant relationship with geography teaching outcome expectancy. Findings could result in better teacher education programs for secondary history/social studies teachers in geography teaching and lead to more effective curriculum and instructional practices in teaching geography, thus benefiting student achievement.

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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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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
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-structured interviews, participant observations and selected classroom artifacts. In order to look at the data, I developed a conceptual framework referred to as the "racial geography of teaching." This framework emerged from Frankenberg's (1993) conception of the sociology of race, Rousmaniere's (2001) interpretation of racial biography, theoretical and empirical work about White teachers, and repeated readings of the collected data. Findings suggested that White teachers are worried about race and this worry is negotiated through discursive repertoires such as color-blindness and race cognizance. For the color-blind White teacher, practice is shaped by avoidance and silence about race, which prevents him or her from fully knowing his or her students. For the race cognizant teacher, practice is shaped by the idea that practice is far more expansive than what goes on in the classroom or the school community at-large
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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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 of participation alongside the role that technology plays in facilitating these. The subject of learning and teaching is an increasingly important area of study. The complex relationship between the practices of learning and teaching alongside research and administration duties within higher education has been previously explored yet little discussion is offered on academics who focus on learning and teaching practice. However, within the context of human geography research TNLTs as defined within this thesis have only received cursory treatment. This study situates TNLTs under the umbrella of geographies of higher education that are increasingly being studied with focuses on transnational academic mobility, international student mobility and international collaborations in higher education. This study sketches a conceptual framework for engaging in academic networking by bringing research together on TNLTs, Continuing Professional Development (CPD), higher education on a global scale, Communities of Practice (CoP) and the technology driven-network society that comprise five bodies of literature that have not been considered collectively before. Due to a lack of literature and previous work on TNLTs, this thesis applies grounded theorising that generated findings out of the data rather than testing a hypothesis. Such inductive methodology develops and constructs theory and is a useful approach to researching TNLTs because it also allows for a combination of different research methods. In this thesis, various ways to access TNLTs are blended to effectively study them, including both face-to-face and online surveys and interviews.

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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 secondary school students studying Senior Geography in metropolitan and regional Queensland, Australia. A phenomenographic approach is adopted to identify the six qualitatively different ways, or conceptions, in which the participating students experience GIS as: 1. Maps and a source of maps in geography. 2. Mapping in geography: a way to use and create maps. 3. A professional mapping tool: exceeding the needs of senior geography. 4. Frustrating geography: irksome and presenting many challenges to the student-user. 5. Relevant geography: within and beyond the school experience. 6. A better geography: offering a superior curriculum, and broader geographical education, when contrasted to a senior geography that omits its use. The structural and referential elements of each of these conceptions are elucidated within corresponding Categories of Description. The qualitatively different ways in which the conceptions may be experienced are illustrated through an Outcome Space, comprising a metaphoric island landscape. This structural framework reveals that for the Senior Geography students who participated in this investigation, the extent to which GIS may augment the curriculum is influenced by the nature of students' individual understandings of how GIS manages spatial data. This research project is a response to repeated calls in the literature for teachers of geography themselves to become researchers and for a better understanding of GIS within geography education. It reviews the salient literature with respect to geography and geography education generally, and GIS within geographical education specifically. The investigation has confirmed that qualitatively different conceptions of GIS exist amongst students and that these are not consistently aligned with assumptions about its use and benefits as presented by current literature. The findings of the study contribute to knowledge of the potential educational outcomes associated with the use of GIS in geography education and decisions related to current and potential geography curricula. It provides guidance for future curriculum development involving GIS and argues for additional research to inform educators and the spatial sciences industry about the actual and perceived role of GIS within geography education.

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

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

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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

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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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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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 are teachers' practices regarding their use; and, (3) to what extent do teachers understand the curricular requirements related to maps? The study was conducted in two phases. During Phase I, a survey was completed by eighty-eight teacher-members of the Texas Alliance for Geographic Education. In Phase II, eleven teachers were selected from the pool of survey respondents for interviews and classroom observations. Data were analyzed using descriptive statistics and qualitative techniques. Analysis included evaluation of teachers' practices along a map skills continuum, which was adapted from National Assessment of Educational Progress' (NAEP) standards in geography, the National Geography Standards, and the state curriculum, the Texas Essential Knowledge and Skills (TEKS). The continuum evaluated teachers by grade (elementary, middle, or high school) and proficiency (basic, proficient, or advanced). Teachers in Phase II were representative of the grade and proficiency levels of the survey respondents. Results indicate that map instruction focuses on learning cartographic terminology, performing basic map tasks, and identifying locations. The more advanced tasks illustrated in the continuum are largely absent. The teachers in this study generally had a limited conceptualization of maps and their uses; that limited conceptualization constrained their practices and their understanding of the curricular requirements regarding map skills. Consequently, map instruction does not occur in the rich way conceptualized by the Standards, NAEP, or the TEKS. The implication is that teachers' conceptualization of maps must be improved. This goal could be accomplished by providing teachers with professional development experiences and curricular tools that will enhance their understanding of maps and their many uses.

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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 issues encourages teachers to promote pro-environmental attitudes or behaviour, whilst simultaneously encouraging independence of thought amongst their students. Literature on teaching environmental and other controversial issues suggests several possible teaching strategies, but all are open to criticism on varying grounds and therefore provide little in the way of guidance for teachers. This study examines the beliefs and practices of three experienced geography teachers in relation to teaching about controversial environmental issues in the Schools' Council 16-19 A level course. This course was one of the first to embrace the teaching of controversial environmental issues, and provides explicit guidance for teachers on the development of students' environmental attitudes. Using unstructured observation, and informant-style interviews with the teachers and their sixth form students, the research investigates the similarities and differences between the teachers' beliefs and practices, and considers the educational problems and possibilities with teaching controversial environmental issues. The findings reveal a substantial divergence between the teachers' beliefs and the espoused aims of both the environmental education literature and the 16-19 syllabus. These teachers reject the aim of promoting pro-environmental attitudes in favour of a form of balanced learning. This involves the twin aims of providing access to a diversity of viewpoints, whilst maintaining a stance of non-intervention, by which they hope to encourage students to make independent decisions about appropriate environmental behaviour. A variety of imaginative teaching strategies are utilised in the pursuit of these aims. However, the findings of this study also illustrate the difficulties encountered by these teachers in trying to implement their beliefs, problems which can be explained by the influence of various constraints, such as the syllabus and examinations, the students' behaviour and characteristics, the subject matter being taught, and the teachers' own knowledge, pedagogical skills, and attitudes.

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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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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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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 variety of ways and on a continuous basis, because teaching is an on-going business and not a job to be learned once and for always. This thesis investigates the organisational structures that exist for the teaching of geography in selected medium and large primary schools in the Eastern Cape. The author found that principals used either a subject head or standard head model. In large primary schools a subject head model was preferred i.e. a specialist geography teacher was responslble for developing the subject vertically from standard 2 to 5. The opposite was true in medium-sized schools. Principals of these schools preferred to delegate responsibility to a standard head. It was the duty ot the standard head, usually a generalist teacher without specific training in geography, to develop geography horizontally among, for example, all the standard 3 pupils. The role played by key members of a primary schools' instructional leadership team, namely the principal, subject head, and the standard head are examined in detail. The author offers justification why geography should be included In the primary curriculum. It is his contention that geography contributes to a child's general education, develops basic geographical skills, extends general mental abilities and fosters positive attitudes towards other people with whom he shares this world. A management model is proposed for principals, flexible enough for application in all schools. It is designed to ensure that teachers continue growing professionaIIy within the structure of a small group. There is no best way to organise the teaching of geography because each school has its own unique resources which should be optimally utilised in order to bring about learning. The professional development of geography teachers is possible because someone competent in geographical education should assume leadership of the qroup. This will enable ideas to be shared, plans made and strategies implemented in an eftort to improve teacher-competence through an efficiently organised geography department. In the final chapter conclusions are drawn and a recommendatlon is made for primary school principals to Implement an organlsatlonal model for the teaching of geography. A choice may be made from three models, namely a standard head, subject head or a comblnation of both models. It Is within the parameters of one of these structures that the subject can be properly managed, for example, field-trips planned, teaching aids purchased, envlronmental educatlon programmes designed, teaching strategies discussed and examinat(ons set. Thls view is supported by Cawood and GIbbon's (1980) empirical evidence. They found that good educatlonal leadership fosters effective teaching in schools.

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Maduane, Leshabela Herbert. "Barriers to geography learning and teaching in grade 12 in the Limpopo Province." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1537.

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

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

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Climate change education is globally recognised as a key approach through which to enhance the knowledge and understanding of climate change among learners and teachers. This study thus sought to investigate the understanding and teaching of climate change in the Secondary Education Geography Curriculum in Swaziland. The major goal of this study was to establish the understanding and teaching of climate change in the secondary education Geography curriculum of the country. To investigate the understanding and teaching of climate, the study employed an exploratory design comprising methods like questionnaire, focus group interviews as well as document analysis in the form of secondary records. The data was collected from 16 principals, 32 Geography teachers from 16 high schools; four from each region of Swaziland, one Senior Environmental Education Officer, one senior inspector of Geography and one senior Geography curriculum designer. Numerous gaps and misconceptions were found to exist in learners and teachers understanding of climate change education. The findings reflected that the teachers were not comfortable with the integration of climate change education into all the secondary education Geography curriculum lessons. However, they claimed to be unknowingly practising its integration to a limited extent. Although the teachers generally supported the integration of climate change education into the geography curriculum, they cited challenges like lack of proper training on climate change education, a shortage of teaching resources on CCE and the already overcrowded geography curriculum which then made it impossible for CCE integration. The study recommends that the Ministry of Education and Training need to train teachers on CCE both at in-service and pre-service level and providing the resources required for CCE, for instance, the internet and good libraries for research, since CCE requires perpetual learning.
Thesis (PhD)--University of Pretoria, 2016.
Humanities Education
PhD
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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 teaching strategies within an existing structure which is largely product oriented. This thesis attempts to illustrate how changes can be effected in the approach to the teaching of geography, while working within existing syllabus constraints and while continuing to meet the demands made by the current examination system. To this end, Independent Study Topics are analysed as a means to bring about the desired changes in geographical education. The concept, Independent Study Topics as a 'blanket term' (Diepeveen, 1986) for pupil-centred activities is relatively recent in terms of the South African geography syllabus. In order to obtain greater clarity about the concept and its implications for geography teaching, this study examines current geographical theory relating to learner-centred approaches and relates them to teachers' perceptions of the role of IST in the geography curriculum. The second aspect of the study is concerned with the implementation of Independent Study Topics in a classroom research setting. The organisation and administration of Independent Study Topics in a single school setting is analysed and evaluated as a process of change. This analysis provides guidelines for developing a learner-centred approach which is necessary to ensure that geography retains its position in the school curriculum of the 1990's and beyond.

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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 world.
From a position which can be defined as a radicalization of phenomenology, and which aims at the removal of some major obstacles to geographical creativity, some of these oppositions are deconstructed. Probing the possibilities of bringing geography and literature closer together, the oppositions set up between geography and literature, the geographical and the literary use of language, metaphorical and literal language, geographical and literary criticism, are understood as prejudices which have contributed to the elimination of all non-technologically oriented endeavors.

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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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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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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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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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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, more enthusiastic and positive in their learning. This study investigates the effectiveness of valuing strategies in the teaching of geography. A broad overview of the literature on valuing in general and valuing in geographical education in particular, was analysed. Three teaching units were then devised and tried out in KwaZulu schools. The responses of pupils to these units were then investigated through questionnaires. Teachers were also interviewed to find the extent to which valuing approaches were being used. The principal findings of the study are, firstly, that the pupils responded well to the valuing units. Secondly, that teachers were not using valuing strategies in schools and, lastly, that the units in the research could be effective in teaching values geography. From the findings of this research, it is evident that values geography has an important place in the South African school curriculum

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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 into their teaching. This study therefore investigates the perspectives of student teachers regarding the role of Environmental Education in secondary school Geography Education. This was done within the Interpretative Paradigm using a case study which involved five Higher Diploma in Education Geography method students. The research has revealed that even though the Geography method students have been exposed to an Environmental Education course, in their teaching preparation and are motivated to use it, they have limited understanding of the theory underpinning Environmental Education and how to apply it to their Geography teaching. The problems of bridging theory and practice was apparent. Recommendations are made as how to best facilitate the gap between theory and practice.

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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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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 in its attempt to support both separate subject and integrated teaching. Schools selected for this research have contrasting curricular structures, which enables comparisons to be made.

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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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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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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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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 potential of fieldwork to promote conceptual understanding in geography with special reference to pupils in rural schools. Extensive literature on fieldwork in geographical education was analysed. Surveys of geography teachers and pupils in senior secondary schools were conducted to assess their attitudes towards geography and the use of learner-centred approaches with special reference to fieldwork. The role of fieldwork to promote conceptual understanding was evaluated by exposing two groups of pupils to different field activities. This revealed that fieldwork promotes understanding, stimulates interest and builds up confidence even when first introduced at senior secondary level.

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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 completed the Geography Literacy Survey (GLS) with items taken from the 2010 NAEP Geography Subject Area Assessment. The low 35% and high 20% performers were invited for Phase II, which consisted of semi-structured interviews. A total of 187 students participated in Phase I and 12 in Phase II. The primary research question asked was what are the geography attitudes and experiences of freshman students scoring at the low and high ends of a geographical literacy survey? The students had positive attitudes regardless of how they performed on the GLS. The study included a quantitative sub-question regarding the performance of the students on the GLS. The students’ performance on the GLS was equivalent to the performance of 12th grade students from the NAEP Assessment. There were three qualitative sub-questions from which the following themes were identified: the students’ definition of geography is limited, students recall more out of school experiences with geography, and students find geography valuable. In addition, there were five emergent themes: there is a concern regarding a lack of geographical knowledge, rote memorization of geographical content is overemphasized, geographical concepts are related to other subjects, taking the high school level AP Human Geography course is powerful, and there is a need for real-world applications of geographical knowledge. The researcher offered as suggestions for practice to reposition geography in our schools to avoid misunderstandings, highlight its interconnectedness to other fields, connect the material to real world events/daily decision-making, make research projects meaningful, partner with local geographers, and offer a mandatory geography courses at all educational levels.

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Lai, Chung-hoo, and 黎仲豪. "A teaching plan for the new senior secondary: geography curriculum on urban heritage of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42188829.

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