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Journal articles on the topic 'Geography teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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1

Salter, Kit. "Teaching Geography." Annals of the Association of American Geographers 96, no. 4 (December 2006): 851–52. http://dx.doi.org/10.1111/j.1467-8306.2006.00517_12.x.

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2

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

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3

Golledge, Reginald G. "Teaching behavioural geography." Journal of Geography in Higher Education 9, no. 2 (October 1985): 111–27. http://dx.doi.org/10.1080/03098268508708934.

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4

Matthews, Stephen A., and Mark Rosenberg. "Teaching medical geography." Journal of Geography in Higher Education 19, no. 3 (November 1995): 317–18. http://dx.doi.org/10.1080/03098269508709320.

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5

Lueckenhoff, Mark. "Teaching Geography WithHyperCard." Journal of Geography 92, no. 4 (July 1993): 166–69. http://dx.doi.org/10.1080/00221349308979646.

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6

Che, Deborah. "Teaching Tourism Geography." Tourism Geographies 11, no. 1 (January 29, 2009): 120–23. http://dx.doi.org/10.1080/14616680802643367.

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7

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

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8

Cox, Bernard. "Developments in geography and geography teaching." International Research in Geographical and Environmental Education 5, no. 2 (January 1996): 95–97. http://dx.doi.org/10.1080/10382046.1996.9964995.

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9

Carneiro, Rosalvo Nobre. "Contemporary challenges of teaching education." Terrae Didatica 15 (September 17, 2019): e019035. http://dx.doi.org/10.20396/td.v15i0.8655111.

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In the public space of the theoretical renewed discourses, the geographic knowledge expands itself from the university world for the school world, with criticism as a key word of the teacher education. Thus, the objective of this paper is to discuss the challenges of teacher education, particularly the one of the teacher of Geography, based on the concepts of communicative competence and universal ethical principles, from the theory of communicative action of Jürgen Habermas. It started from our experience as a professor in Geography College, when questioning the reason for the low participation of undergraduates in establishing a dialogue or an argumentative discourse in the classroom. From the literature review, we identified the current predominant themes in geographic education on the education of teachers in Geography. It was observed the domain of the themes: researcher teacher and citizenship. An understanding of professional and human formal education is defended, associated to the action, around universal ethical principles of geographic base.
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10

Knowles, Anne Kelly. "A Case for Teaching Geographic Visualization without GIS." Cartographic Perspectives, no. 36 (June 1, 2000): 23–37. http://dx.doi.org/10.14714/cp36.823.

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This article argues for the value of teaching geographic visualization to non-geography majors by having them make maps manually, using punched mylar, colored pencils, and light tables instead of computerbased geographic information systems or mapping programs. The essay contrasts the experiences of attempting to teach principles of geographic visualization using ArcView GIS in an introductory human geography course and using manual methods in an upper-level research methods course in history. Several conclusions emerge: (1) using manual methods to visualize spatial information quickly gets students thinking geographically; (2) the ease of learning the fundamental concepts and techniques of geographic visualization using manual methods makes it possible to integrate visualization into courses outside the discipline of geography; (3) geographic visualization can tremendously enrich the study of history, prompting students to think in ways they might not otherwise; and (4) teaching visualization with mylar has distinct advantages for history courses because physical map layers reinforce the notion that places are palimpsests of change. Manual methods make it possible to teach geographic visualization at colleges and universities that have no geography department or GIS courses. Their use should be encouraged as an adaptable, inexpensive, effective way to promote geographic learning and geographic literacy in U.S. higher education.
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11

KAWADA, Tsutomu, Hidenori OKADA, Satoru OSHIMA, Takahisa IZUMI, Hiroyasu ITOH, and Yoshiyasu IDA. "What is Teaching Geography?" Geographical Review of Japan 77, no. 5 (2004): 377–80. http://dx.doi.org/10.4157/grj.77.377.

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12

Wright, David. "Travails of teaching geography." Journal of Geography in Higher Education 12, no. 2 (October 1988): 209–13. http://dx.doi.org/10.1080/03098268808709048.

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13

Fink, Dee. "Travails of teaching geography." Journal of Geography in Higher Education 12, no. 2 (October 1988): 213–16. http://dx.doi.org/10.1080/03098268808709049.

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14

Bondi, Liz, and Linda Peake. "Travails of teaching geography." Journal of Geography in Higher Education 12, no. 2 (October 1988): 216–18. http://dx.doi.org/10.1080/03098268808709050.

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15

Brodsky, Harold. "Travails of teaching geography." Journal of Geography in Higher Education 12, no. 2 (October 1988): 218–21. http://dx.doi.org/10.1080/03098268808709051.

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16

Ogborn, Miles. "Teaching qualitative historical geography." Journal of Geography in Higher Education 16, no. 2 (January 1992): 145–50. http://dx.doi.org/10.1080/03098269208709187.

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17

Smith, David M. "Moral teaching in geography." Journal of Geography in Higher Education 19, no. 3 (November 1995): 271–83. http://dx.doi.org/10.1080/03098269508709316.

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18

Wije, Chand. "Teaching Law and Geography." Journal of Geography 90, no. 3 (May 1991): 106–12. http://dx.doi.org/10.1080/00221349108979248.

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19

Schlene, Vickie J. "Teaching About Human Geography." Journal of Geography 90, no. 6 (November 1991): 263. http://dx.doi.org/10.1080/00221349108979315.

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20

Sharma, Martha B. "Teaching AP Human Geography." Geography Teacher 2, no. 1 (March 2005): 22–23. http://dx.doi.org/10.1080/19338341.2005.11089847.

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21

Fitzpatrick, Charlie. "Teaching Geography With Computers." Journal of Geography 92, no. 4 (July 1993): 156–59. http://dx.doi.org/10.1080/00221349308979644.

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22

Aksit, Selahattin, Fisun Aksit, and Cengiz Kayacilar. "Geography Teaching: Without Walls." Procedia - Social and Behavioral Sciences 46 (2012): 4487–92. http://dx.doi.org/10.1016/j.sbspro.2012.06.282.

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23

Kemp, Karen K., Michael F. Goodchild, and Rustin F. Dodson. "Teaching GIS in Geography ∗." Professional Geographer 44, no. 2 (May 1992): 181–91. http://dx.doi.org/10.1111/j.0033-0124.1992.00181.x.

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24

Odiljon, Mirzamahmudov. "About The Concept Of Methodology Of Teaching Geography." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 521–26. http://dx.doi.org/10.37547/tajssei/volume02issue11-89.

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25

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

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Without a department of geography, Harvard University established the Center for Geographic Analysis (CGA) in 2006 to support research and teaching of all disciplines across the University with emerging geospatial technologies. In the past four and a half years, CGA built an institutional service infrastructure and unleashed an increasing demand on geographic analysis in many fields. CGA services range from helpdesk, project consultation, training, hardware/software administration, community building, to system development and methodology research. Services often start as an application of existing GIS technology, eventually contributing to the study of geographic information science in many ways. As a new generation of students and researchers growing up with Google Earth and the like, their demand for geospatial services will continue to push CGA into new territories.
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26

Ivić, Ivan, and Ružica Vuk. "Teaching methodology of geography and educational geography in Croatia over the last fifty years." Hrvatski geografski glasnik/Croatian Geographical Bulletin 83, no. 2 (December 23, 2021): 103–32. http://dx.doi.org/10.21861/hgg.2021.83.02.05.

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The teaching methodology of geography is a relatively young scientific discipline within the scientific field of geography, that has only been experiencing its full scientific affirmation in the last few decades. In the early years, scholarly production focused on works that primarily dealt with geography education, but further development of the discipline showed a tendency to single out educational geography as a distinct scholarly entity and branch within the field. Given the aforementioned, there is a need to recapitulate scientific production and the most important findings of this geographical scientific discipline from the last fifty years. A review of scientific and scientific-expert papers on the teaching methodology of geography and educational geography indicates a thematic and methodological paradigm shift toward covering topics and objects of research significantly wider than those covered in the classroom and during geography lessons. The noticeable changes in the prevailing scientific interest in the curriculum and organization of teaching according to human resources research, the organization of education in certain areas and student achievement indicate a continuous and stable development.
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27

Arifa, Bithi, and Kumar Suker. "Geography Information System (GIS) and Geography Teaching Material." Sumatra Journal of Disaster, Geography and Geography Education 2, no. 1 (June 6, 2018): 124. http://dx.doi.org/10.24036/sjdgge.v2i1.141.

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GIS technology applies geographic science with tools for understanding and collaboration. It helps people reach a common goal: to gain actionable intelligence from all types of data. GIS integrates many different kinds of data layers using spatial location. Most data has a geographic component. GIS data includes imagery, features, and basemaps linked to spreadsheets and tables. Spatial analysis lets you evaluate suitability and capability, estimate and predict, interpret and understand, and much more, lending new perspectives to your insight and decision-making.
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28

Yusoff, Safiah @. Yusmah Muhammad. "Geospatial Based Coastal Ecotourism Management for Geography Teaching Material Development." Sumatra Journal of Disaster, Geography and Geography Education 1, no. 1 (June 6, 2017): 1. http://dx.doi.org/10.24036/sjdgge.v1i1.29.

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Geospatial has been widely and extensively used as a research tool across the human activity spectrum. Education sector is no exemption with geospatial being taught in all education institutions, secondary or tertiary. In geography education, tourism courses are among courses that employ geospatial in their teaching and learning material to define the data collection and associate the data with technology which has geographic and locational component. Coastal ecotourism, for example, utilize geospatial in its management where geographic information can be stored in layers and integrated with geographic software program. The information can then be created, stored, manipulated, analyzed and visualized. More interestingly, the result of the spatial information can be integrate with various other research discipline. This paper reviews: 1) geospatial as one of the tools used in geography teaching material; 2) the application of geospatial in coastal ecotourism management; and 3) geospatial based coastal ecotourism management for geography education. A review from geospatial based coastal ecotourism management for geography teaching material development was established. Hence, its effectiveness and efficiency is also discussed.
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29

Jum'ah Mohammad Alnanah, Jum'ah Mohammad Alnanah. "The effectiveness of using contemporary techniques in teaching geography from the point of view of public elementary school teachers in Marka Directorate of Jordan: فاعلية استخدام التقنيات المعاصرة في تدريس الجغرافيا من وجهة نظر معلمي المدارس الأساسية الحكومية في لواء ماركا بالأردن." مجلة العلوم التربوية و النفسية 5, no. 47 (December 28, 2021): 149–25. http://dx.doi.org/10.26389/ajsrp.n220521.

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This study aimed to identify the effectiveness of using contemporary techniques in teaching geography course in government basic schools in Marka Directorate of Jordan: 1- That (46 out of 65, and the rate of 70.76%) confirmed the effectiveness of the use of information and communication technology in teaching geography, and that (44 out of 65, and the rate of 67.7%) confirmed the effectiveness of the use of geographical maps in the teaching of geography, and that (43 out of 65, and the rate of 66.15%) They emphasized the effectiveness of the use of geographical information systems in the teaching of geography. 2- That (19 out of 65, and a percentage of 29.24%) confirmed the ineffectiveness of using information and communication technology in teaching geography, and that (21 out of 65, and a percentage of 32.3%) confirmed the ineffectiveness of using geographical maps in teaching geography, and that (22 out of 65, and a percentage of 33.85%) confirmed the ineffectiveness of using geographical information systems in teaching geography. In light of the results, a number of recommendations and suggestions were presented, including: developing the skills of geography teachers to use information and communication, geographic maps, and geographical information systems in teaching.
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30

Fideles, Geisa, and Luciana Sedano. "O desenvolvimento do pensamento geográfico e o ensino por investigação:." Revista Brasileira de Educação em Geografia 12, no. 22 (August 17, 2022): 05–28. http://dx.doi.org/10.46789/edugeo.v12i22.1145.

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Este artigo tem como objetivo discutir a relação entre o desenvolvimento do pensamento geográfico e a abordagem didática do ensino por investigação, bem como sua possível contribuição para o ensino de Geografia. Entendemos que esta abordagem traz no seu bojo elementos propulsores para um ensino de forma contextualizada e enriquecedora, o que pode possibilitar o desenvolvimento do pensamento geográfico do aluno. Trata-se de uma pesquisa qualitativa, do tipo bibliográfica. Os dados foram obtidos por meio de pesquisa em bancos de dados brasileiros, como o Periódico CAPES, SciELO, Catálogo de Teses e Dissertações – CAPES e Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), e em um banco de dados internacional - ERIC - Educational Resources Information Centre. Os resultados da pesquisa mostram que existe uma carência de trabalhos que discutam a relação entre o ensino de Geografia e a abordagem didática do ensino por investigação. Esperamos que este trabalho contribua para a melhoria do Ensino e da Aprendizagem em Geografia, tendo em vista a promoção de um ensino de Geografia investigativo, a fim de que o aluno adquira maiores condições de realizar análises de fatos e fenômenos, que ocorrem no espaço geográfico e, assim, seja possível pensar por meio da Geografia. Palavras-chave Geografia, Ensino por investigação, Pensar pela Geografia. The development of Geographic thinking and teaching through investigation: process of (re)signification in Geography teaching Abstract This paper aims to discuss the relationship between the development of geographic thinking and the didactic approach to teaching by investigation, and its possible contribution to Geography teaching. We understand that this approach has driving elements for teaching in a contextualized and enriching way, enabling the development of students’ geographic thinking. This is qualitative bibliographic research. Data were obtained through searches in Brazilian databases, such as CAPES periodicals, SciELO, Thesis and Dissertations Catalog - CAPES, Brazilian Digital Library of Theses and Dissertations - BDTD, and an international database, such as Education Resources Information Center - ERIC. The research results show that there is a lack of papers that discuss the relationship between the geography teaching and the didactic approach to teaching by investigation. We expect that this work will contribute to the improvement of Geography teaching-learning process, an investigative teaching of Geography, in a way that students have better conditions to carry out analysis of facts and phenomena that occur in geographic space and, thus, be able to think by Geography. Keywords Geography, Teaching through investigation, Thinking through Geography.
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31

Brooks, Clare. "Geographical Knowledge and Teaching Geography." International Research in Geographical and Environmental Education 15, no. 4 (November 15, 2006): 353–69. http://dx.doi.org/10.2167/irg200.0.

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32

Bezvoda, Václav. "Geography and Teaching of Programming." Geografie 94, no. 1 (1989): 47–53. http://dx.doi.org/10.37040/geografie1989094010047.

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The urgent need of computers in natural and social sciences will strongly influence the modification of the curricula at our universities and colleges. On the basis of an analysis of the history of application of computers at the Faculty of Natural Sciences of the Charles University, Prague and the situation in teaching mathematical programming and computer art, the paper formulates one of the most probable variants of teaching the above-mentioned subjects in geographical sciences. A special attention is paid to the role of microcomputers as the basic yet still problematic device in the computer art.
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33

Sansolo, Davis Gruber. "Field work and Geography teaching." GEOUSP: Espaço e Tempo (Online), no. 7 (June 6, 2000): 135. http://dx.doi.org/10.11606/issn.2179-0892.geousp.2000.123409.

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34

Wellens, Jane, Andrea Berardi, Brian Chalkley, Bill Chambers, Ruth Healey, Janice Monk, and Jodi Vender. "Teaching Geography for Social Transformation." Journal of Geography in Higher Education 30, no. 1 (March 2006): 117–31. http://dx.doi.org/10.1080/03098260500499717.

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35

Huber, Matt. "Teaching energy geography? It’s complicated." Journal of Geography in Higher Education 40, no. 1 (September 28, 2015): 77–83. http://dx.doi.org/10.1080/03098265.2015.1089476.

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36

Jackson, Peter. "Challenging racism through geography teaching." Journal of Geography in Higher Education 13, no. 1 (January 1989): 5–14. http://dx.doi.org/10.1080/03098268908709054.

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37

Lee, Roger. "Teaching qualitative geography: aJGHEwritten symposium." Journal of Geography in Higher Education 16, no. 2 (January 1992): 123–26. http://dx.doi.org/10.1080/03098269208709184.

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38

England, Kim. "Sexing Geography, Teaching Sexualities [1]." Journal of Geography in Higher Education 23, no. 1 (March 1999): 94–101. http://dx.doi.org/10.1080/03098269985641.

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39

Murphy, Alexander B. "Teaching Advanced Placement Human Geography." Journal of Geography 99, no. 3-4 (May 2000): 93–97. http://dx.doi.org/10.1080/00221340008978904.

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40

Mueller, Thomas R. "Introduction Teaching World Regional Geography." Journal of Geography 102, no. 4 (July 2003): 139. http://dx.doi.org/10.1080/00221340308978537.

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41

Keighren, Innes M., Jeremy W. Crampton, Franklin Ginn, Scott Kirsch, Audrey Kobayashi, Simon N. Naylor, and Jörn Seemann. "Teaching the history of geography." Progress in Human Geography 41, no. 2 (July 9, 2016): 245–62. http://dx.doi.org/10.1177/0309132515575940.

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42

Bain, Nancy R., and George W. Bain. "Teaching Library Resources in Geography." Journal of Geography 84, no. 3 (May 1985): 126–28. http://dx.doi.org/10.1080/00221348508979045.

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43

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

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44

DeMers, Michael N. "Coyote Teaching for Geography Instruction." Journal of Geography 109, no. 3 (June 14, 2010): 97–104. http://dx.doi.org/10.1080/00221341.2010.485278.

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45

Helmer, Joel W., and Nick Bloch. "Teaching Geography in the Blogosphere." Geography Teacher 7, no. 2 (September 30, 2010): 73–76. http://dx.doi.org/10.1080/19338341.2010.510768.

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46

Morgan, John, and Celia Tidmarsh. "Reconceptualising ICT in geography teaching." Education, Communication & Information 4, no. 1 (March 2004): 177–92. http://dx.doi.org/10.1080/1463631042000210935.

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47

Tate, Simon. "Teaching geography - By Phil Gersmehl." Area 42, no. 3 (August 2, 2010): 392–93. http://dx.doi.org/10.1111/j.1475-4762.2010.00967.x.

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48

Salter, Christopher L. "Teaching Geography Across the Curriculum." NASSP Bulletin 73, no. 521 (December 1989): 19–24. http://dx.doi.org/10.1177/019263658907352105.

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49

Gould, Peter. "Teaching and the New Geography." New Zealand Journal of Geography 48, no. 1 (May 15, 2008): 1–5. http://dx.doi.org/10.1111/j.0028-8292.1970.tb00066.x.

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50

Slater, Frances A. "NEW DIRECTIONS IN GEOGRAPHY TEACHING." New Zealand Journal of Geography 56, no. 1 (May 15, 2008): 18. http://dx.doi.org/10.1111/j.0028-8292.1974.tb00521.x.

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