Editorial

Abstract

Project GeoSim is a multidisciplinary effort by members of Virginia Tech's Departments of Geography and Computer Science, College of Education, and Learning Resources Center to develop computer-aided education (CAE) software for introductory geography and related classes. GeoSim laboratory exercises draw on the five fundamental themes of geography for their subject matter. The programs emphasize interactive learning combining the information capabilities of Geographic Information Systems (GIS) with the techniques of computer simulation. The result is a series of geographic explorations that will make available some of the most exciting aspects of geography to a potential audience of 425,000 introductory geography students per year.     

Vacation Field Work for Pupils

Abstract

A Magic Carpet Trip to Learning Geography provides successful hands on, student-tested activities for teaching elementary school students about continents and oceans. From the introductory “Magic Carpet” poem to the finale, Geography Pizza, students are activiely involved in learning: (1) why our earth is the “Blue Planet”; (2) the continent names, shapes, and locations; (3) about continental drift. In the article an evaluation tool is discussed that can be used to assess the growth of geography awareness in the classroom. Through the use of poetry, music, games, science, math, cooking, and student writing, geogrpahy comes alive in the elementary classroom.     

A Field-Based Technique for Teaching about Habitat Fragmentation and Edge Effects

Abstract

This article presents a field technique that exposes students to the indirect effects of habitat fragmentation on plant distributions through studying edge effects. This assignment, suited for students in an introductory biogeography or resource geography class, increases students' knowledge of basic biogeographic concepts such as environmental gradients and disturbance in addition to formulating research questions and design. In this exercise, fieldwork can be implemented with simple tools that are easily obtainable and found in most physical geography labs. In this example, student response to the exercise was positive; they indicated that the exercise was a fun and interactive way to learn fundamental biogeographic concepts.     

Internet-Based GIS in an Inductive Learning Environment: A Case Study of Ninth-Grade Geography Students

Abstract

This article reports the results of a qualitative case study that explored the use of Internet-based geographic information systems (IGIS) with ninth-grade geography students. The students worked in teams to examine the geography of Africa using IGIS resources with the instructional goal of developing a presentation on a significant issue facing one region or country. The purpose of this study was to explore the use of IGIS as a tool for integrating geospatial technologies into ninth-grade geography curriculum and instruction within an inductive learning environment. The findings for this study indicate that IGIS can be a successful tool for geography education in an inductive learning environment. Based on qualitative data collected through classroom observations, focus group interviews with students, student work samples, and a teacher journal, two assertions are offered: students perceived expanded freedom as a positive aspect of this IGIS project and IGIS projects such as this can lead to gains in students' cultural awareness and empathy for distant others.     

Positionality and Active Learning: Confronting Privilege in Field-Exercise Design

Abstract

University instructors are increasingly drawing on active learning exercises to engender critical thinking skills among students. In this article, we introduce the design and implementation of an active learning exercise about mobility and transportation that we assigned in an introductory human geography class at the University of Georgia. The students' responses and the survey instrument we used to assess the effectiveness of the exercise revealed disappointing results and caused us to think carefully about the role of positionality in designing active learning exercises. In this article, we argue that we need to understand privilege—particularly class privilege—in order to design effective assignments.     

Geography Current

Abstract

Broadening the intercultural awareness and international outlook of undergraduate students is best achieved through active rather than passive learning. The international student interview provides an excellent strategy for such active learning in introductory human geography classes. It allows American-born students to enter into a dialogue with students from other countries and learn about their cultures while simultaneously reexamining their own society and cultural frames of reference. The exercise also provides instructors with an opportunity to discuss the ethics and social practices associated with interviewing. Feedback from University of Georgia students completing this assignment underscored these benefits and provided suggestions for refinement of the exercise.     

Demographic Transition: Threat to Developing Nations

Abstract

As computers become commonplace in the nation's schools, interactive maps are finding their way into the geography classroom. Students can use electronic atlases to access information as well as use authoring software to produce their own interactive maps. Does this change in media correspond to better geography education for our children? This article addresses whether using interactive maps for gathering and presenting information can have a positive influence on learning geography content. A two-week experiment was conducted in five 7th grade classrooms. Students in four of the classes researched and produced map products using both traditional and computer-assisted techniques. The fifth class was a control group. A pretest and two post-tests were given to quantitatively assess student learning after each project. Also, students were given a qualitative questionnaire to determine their attitude towards the different techniques. Quantitative results of the study indicate that there was no significant difference in student post-test performance after using each of the techniques, but qualitative results suggest that students prefer using the computer techniques over the traditional methods for gathering and presenting information.     

Teaching Orientalism in Introductory Human Geography

This article explores efforts to bring postcolonial theory into the undergraduate human geography classroom. Through a case study of teaching Edward Said's Orientalism in introductory human geography, we discuss the relevance of postcolonial theory to critical pedagogy in geography. We lay out how instructors can teach Orientalism in introductory courses, what happens when they do so, and where efforts to use postcolonial theory to help students analyze the “colonial present” can be improved. We suggest that postcolonial theory is particularly well suited pedagogically to show students the mechanisms and uneven power relations producing and sustaining past and present geographies of difference.     

Teaching Experiential Learning in Geography: Lessons from Planning

Abstract

Geography increasingly relies on training of professionals who can apply geographic concepts to solve real-world problems. The planning profession for years has been training professionals to work in the area of community planning. Planning programs typically include experiential learning modules throughout the curriculum. This article looks at how community planning approaches can be incorporated into geography programs in lower level courses to: (1) provide exposure to practical applications of geographic concepts; (2) give students experience with team dynamics; and (3) provide students with experience in real-world client relations. Advantages and challenges of experiential learning are identified and discussed. An example of an experiential learning exercise adapted from a planning application is presented. The exercise was developed to enhance learning in a geography curriculum.     

Experiential Learning,Spatial Practice,and Critical Urban Geographies

Abstract

Experiential learning pedagogies are being adopted across undergraduate education and touted as an effective strategy for enhancing student learning. This paper develops an explanation for how and why such pedagogies can foster students' critical thinking and learning. Drawing on data collected from first-year students in “field based” urban geography courses at an urban university, I show how students' existing knowledge of urban spaces and specific parts of the city is constructed from a variety of sources and experiences, and can be incorporated in experiential learning activities in ways that foster critical learning. Such an approach is crucial to creating learning environments in higher education that include a greater diversity of student identities and life experiences.     

Using inquiry to enhance the learning and appreciation of geography

Abstract

To meet national geography standards, instructional materials using issues-based inquiry are needed. This paper reports on national classroom trials of drafts of Geographic Inquiry into Global Issues (GIGI), a set of inquiry modules for secondary geography. The analysis focuses on three modules about environmental issues, tried by 480 students in 18 schools. Students made significant gains in learning the modules' cognitive and skills objectives, but they showed no change in interest toward studying geography or these environmental issues. Student comments about the modules underscored the necessity of connecting classroom materials about global issues more closely to local experiences. These findings support current models in environmental education. Reflecting this analysis, the published modules now include activities emphasizing inquiry into local issues, to complement the study of global environmental problems. The improved GIGI materials can better meet the goals of both geography and environmental education.     

Textbook Errors in the Application of the Kelvin Temperature Scale

Abstract

The units of the Kelvin temperature scale (with an upper case K for the proper noun “Kelvin”) are incorrectly introduced in most undergraduate introductory physical geography textbooks. The internationally recognized unit of the Kelvin temperature scale is the kelvin (lower case k), abbreviated to K (upper case). However, many introductory physical geography textbooks incorrectly use units of “Kelvin,” “degrees Kelvin,” or “^oK.” The errors detract from the prestige of physical geography as a natural science discipline.     

How the States Got Their Shapes

Abstract

A baseline geography test was administered to over 3,000 Indiana college students enrolled in introductory geography courses. The National Council for Geographic Education Competency-Based Geography Test, Secondary Level, Form II, was used to measure the 1987 level of geographic ability in the areas of map skills, place-name location, physical geography, and human geography. Personal information gathered from each respondent included age, sex, travel experience, and level of geographic education. Older students scored better while geographically immobile groups scored lower. A strong correlation was found between travel and geographic knowledge. Findings show low overall geographic ability and that factors of age, travel experience and gender are correlated with certain aspects of geographic knowledge and skills.     

Using Interactive Multimedia for Dyslexic Students in Geographic Education

Abstract

This study was conducted to assess interactive multimedia for aiding students with dyslexia to learn geography. Guided by the National Geography Standards, four sections of a lesson were created in two formats: traditional text and interactive multimedia. Forty-six eighth grade students (dyslexic and non-dyslexic) participated. They took a pretest and then proceeded with the lesson, alternating each section with each format and answering multiple choice content questions after each section. The results indicate that multimedia helped both groups of students in terms of accuracy, response times, and enthusiasm, with a slight decrease in the performance gap between the two groups.     

Problem-Based Inquiry on World Water Problems in Large Undergraduate Classes

Abstract

This paper reports on the design and implementation of a project-based course—World Water Problems—that was introduced within the framework of introductory undergraduate geography education. The aims of the course were twofold: (1) to cultivate in students a world geographic perspective on water problems; and (2) to conduct an original research project on the search for detailed appraisals, or ex-post evaluations, of completed water projects and programs. The project involved problem-based inquiry and learning through several interrelated tasks including: hypothesis testing, systematic electronic library and database searching, corresponding with water resources experts; and synthesizing of results. Evaluation of the project, and the course more generally, was achieved through a questionnaire administered to the students and a focused in-class discussion. Overall, the students' comments about the course project demonstrate learning in the form of greater knowledge of world geographic regions and water sectors as well as enhancement of database search skills and critical thinking.     

Concept Learning through Writing for Learning: Using Journals in an Introductory Geography Course

Abstract

To effectively use journals and other writing for learning tasks as critical thinking and learning tools, geographic educators need to draw from the education literature on concept learning. Using the literature on concept learning and critical thinking, geographic educators can construct different kinds of journal assignments that give students opportunities to personalize and understand concepts. I demonstrate that students, regardless of their sex, level of education, or previous coursework in geography, found journal assignments helpful in understanding human geographic concepts.     

Bulletin Boards in Geography

Abstract

Teaching geography within a field-based, environmental-problem-solving framework integrates geographic knowledge and practice and introduces high school students to skills required to undertake geographic research. A five-day field investigation on coastal geography was designed for juniors at a science high school in New Jersey. The goal of the field investigation was to allow students to engage in problem-solving, gather field data, apply geographic concepts and tools, and foster the ability to think critically. The purpose of the investigation was to identify the spatial distribution of litter on a beach and interpret the distribution based on physical and human processes. The field site is a 400-m-long shoreline reach in Raritan Bay, New Jersey. Students defined the term “litter” for purposes of the investigation, developed a classification system, and mapped the location and type of litter on the beach. Three sampling grids were established across the beach from the dune crest to the waterline. Students conducted topographic surveys of the sampling grids, collected litter in each grid cell, and counted, classified, and weighed the litter. Data gathered were reduced, analyzed, and interpreted based on the published literature. Findings were presented at a formal presentation on the last day of the investigation. Students submitted a written report and presented the results of the investigation at a student conference two months later. Field investigations can expose students to different methods of data sampling and measurement. Collaboration between secondary schools and universities can result in successful learning initiatives that allow students the opportunity to experience the role of a practicing professional.     

“Is there a bubble to burst?”-college students’ spatial perception of campus and the city,a case study of rhodes college in memphis,TN

ABSTRACT

This paper builds on the study of student geography by critically examining college students’ perceived space of a university campus and the surrounding urban space. Rhodes College is a liberal arts college situated in the city of Memphis. As a campus with a majority white population located in a predominately black city, Rhodes College exists within but often separate from the city. It serves as a perfect case study to investigate how the college students build relationships with the environment within and beyond the campus. By using mental mapping and focus groups, this research unpacks four spatialities that shape college students’ perception of the urban space: (in)activity space, (im)mobility, boundaries, and center. This research demonstrates that student geography can be gendered, classed and racialized. The perceived space is socially constructed, and is reinforced by the lived and material space. Finally, this paper provides implications to facilitate deeper connections between students, the campus, and the city.     

Active Learning Strategies and Assessment in World Geography Classes

Abstract

Active learning strategies include a variety of methods, such as inquiry and discovery, in which students are actively engaged in the learning process. This article describes several strategies that can be used in secondary-or college-level world geography courses. The goal of these activities is to foster development of a spatial perspective in students through frequent analysis and interpretation of spatial data. Detailed examples of one particular technique, the “atlas warmup”, are included. Active approaches supplement expository teaching of standards-based geography concepts and current geographic issues. Assessment of the impact of these methods reveals the need for ongoing guided practice in the use of these skills.     

Industrialization and Economic Development in Advanced Placement Human Geography

Abstract

This article discusses the contents and significance of the industrialization and economic development section of the Advanced Placement human geography course. It also describes how the course outline breaks into four sections the concern of economic geographers with the analysis of the spatial character of economic activity. In summarizing the content of these sections attention is given to links with other course modules and to the use of effective pedagogies for articulating key concepts.