The Interpretation of Urban Land Use Maps

Abstract

Geographers have long been familiar with urban land use maps, and their production has been an important element in school and college fieldwork. Many geography students have worked hard to produce detailed maps. However, interpretation of these maps has generally consisted of subjective generalizations and simple comparisons. Recent developments in geography have made available more refined analytical techniques which can replace this unsatisfactory subjectivity.     

Paper versus Pixel: Effectiveness of Paper versus Electronic Maps To Teach Map Reading Skills in an Introductory Physical Geography Course

Abstract

This article addresses the lack of outcome-based research on the integration of technology into pedagogy at the undergraduate college level. It describes a study performed at a Midwestern university, testing the relative effectiveness of paper and electronic topographic maps for teaching map-reading skills, and considers the relationship between learning styles and paper or digital map preference. Results indicate that, although student map skill performance did not differ significantly with the use of paper or electronic maps, students preferred paper maps. Neither their performance nor their preferences were related to learning style. The article discusses the significance of these findings.     

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.     

Content-Based Language Instruction: A New Window of Opportunity in Geography Education

Abstract

The use of content-based language instruction (CBI) offers an innovative and effective method for teaching core geographic concepts and skills while students study a second language. This article focuses on a collaborative initiative developed and tested by university and high school level geography and second-language educators. The goal of the MOSAIC project is to develop and disseminate rigorous instructional modules using CBI to reach students in language classrooms who may or may not ever enroll in a stand-alone geography course.     

Notes

Abstract

The concept of correlation is becoming increasingly important to students of all ages as the use of electronic data base technology becomes more common. Data maps offer a significant and new format for secondary students to use along with tables of values and scatter plots as they learn and apply the correlation concept. Data maps are particularly effective in promoting the interdisciplinary treatment of important content by allowing students to interpret social or physical relationships within the geographic context in which they arise.     

Geographical Publications

Abstract

Using Gardner's Multiple Intelligences framework to teach map symbols to upper elementary school students can effectively communicate essential map content while allowing students to develop in all areas of intelligence. Curricular activities based on the seven intelligences initially identified by Gardner help students not only to recognize and practice their strengths but to stretch beyond their strengths to practice their less-developed intelligences. This article briefly reviews Gardner's Theory of Multiple Intelligences and describes multiple intelligences-inspired tasks for learning fundamental concepts about map symbols.     

Comparisons of Conventional “Subdued” to Vivid “Highly Contrasting” Color Schemes for Elementary School Maps: Report of An Experiment

Abstract

The appropriateness of color schemes commonly used on maps for middle grade children has been inadequately researched. Most contemporary designs seem based more on adult conventions than on investigations to determine the factors that make maps interesting and readable to children. Based on four specially-prepared maps and 384 interview sessions with subjects enrolled in fourth, fifth, and sixth grades of a public school system, the findings of this study provide some clear implications for those who either design or purchase maps for classroom use.     

The Elementary Social Studies: Sense and Nonsense in Integration

Abstract

The ultimate goal of all geographic education is to have our students think geographically for life. To this end, the five geographic skills sets allow teachers to use the inquiry approach to more accurately observe whether or not geographic thinking is actually taking place. As essential components of these geographic skills, fieldwork, journaling, and stories based on the field experience have proven to be effective tools of inquiry. This article demonstrates how a journal, kept by the author while on an advanced alliance summer institute to Russia in 1996, was used to write an original short story based on the author's fieldwork there. The author's experiences model the five geographic skills sets in developing lesson plans for the original short story, The Dragon and the Anchor. These activities allow the students to sharpen their geographic skills and develop a sense of place by studying the changes that have occurred in Russia since the fall of communism in 1991.     

Utilizing the Audio-Tutorial Approach

Abstract

Construction of raised-relief maps by students in middle school to high school is a rewarding “hands-on” experience. A major feature of this project is that materials are readily available, inexpensive and manageable by students themselves. Tracing from topographic maps on to inexpensive, easily-carved materials like cardboard or foam-core board involves the student in map interpretation techniques. Concepts such as interpreting elevations from contour lines, recognizing symbolization on a map, seeing raised-relief as representing “the lay of the land,” understanding map scale, and recognition of color in representation of elevations are part of this experience. Carving and construction of the raised-relief map give the student an appreciation of topographic features in 3-D. The finished model can serve as a display and learning tool for the future.     

Activities to Develop a Spatial Perspective Among Students in Introductory Geography Courses

Abstract

Teaching students to gain a spatial perspective is one of the most difficult yet important components of geographic education. This paper presents a series of activities designed to develop a more comprehensive understanding of spatial concepts among students in introductory geography courses. The activities and content are most appropriate for high school or university undergraduate students. An evaluation of these activities demonstrates that they enhance the student's spatial perspective and their understanding of the role of spatial concepts in geography.     

The Trade and Industries of Western South America

Abstract

This research was based on an instructional module developed and used to investigate whether GIS can be used to enhance fourth grade students' geographic knowledge and map skills. Another goal was to identify challenges the teachers and the students face using GIS.

Findings from the study suggest that using GIS in the classroom helps students improve their geographic knowledge and maps skills. In addition, this study found that the students' geographic content knowledge tended to improve gradually and the knowledge transferred to the subsequent lessons, while certain map skills tended to develop in a more specific manner.     

Decisions of the U. S. Board of Geographic Names. June 5, 1900, To January 8, 1902 II

ABSTRACT

Spatial literacy is a new frontier in K–12 education. This article describes a place-based introductory GIS/GPS middle school curriculum unit in which students used measuring tools, GPS units, and My World GIS software to collect physical and spatial data of trees to create a schoolyard tree inventory. Maine students completed “memory maps” of their schoolyards as a pre/post exercise assessment. A statistically significant increase in students’ spatial awareness was documented. A technology-based curriculum can significantly increase students’ spatial awareness especially in a place and context relevant to each student.     

Map Skills Instruction and the Child's Developing Cognitive Abilities

Abstract

Research in education, psychology, and geography is utilized to relate the child's pattern of gradually developing cognitive abilities to his increasing ability to master skills. Although the child's symbolization abilities develop quite early, his ability to orient himself spatially and to use the important concepts of scale and an external frame of reference develop more gradually, as does his manipulative ability to make accurate, detailed maps. Based on this research, a hierarchical sequence for map skills instruction is proposed and related to existing map skills programs. This sequential structure differs from most existing materials in its emphasis on the very gradual development of the ability to use grid reference systems and orient himself satisfactorily on maps, as well as the gradual acquisition of certain measurement abilities.     

Ad hoc matching of vectorial road networks

In integration of road maps modeled as road vector data, the main task is matching pairs of objects that represent, in different maps, the same segment of a real-world road. In an ad hoc integration, the matching is done for a specific need and, thus, is performed in real time, where only a limited preprocessing is possible. Usually, ad hoc integration is performed as part of some interaction with a user and, hence, the matching algorithm is required to complete its task in time that is short enough for human users to provide feedback to the application, that is, in no more than a few seconds. Such interaction is typical of services on the World Wide Web and to applications in car-navigation systems or in handheld devices.

Several algorithms were proposed in the past for matching road vector data; however, these algorithms are not efficient enough for ad hoc integration. This article presents algorithms for ad hoc integration of maps in which roads are represented as polylines. The main novelty of these algorithms is in using only the locations of the endpoints of the polylines rather than trying to match whole lines. The efficiency of the algorithms is shown both analytically and experimentally. In particular, these algorithms do not require the existence of a spatial index, and they are more efficient than an alternative approach based on using a grid index. Extensive experiments using various maps of three different cities show that our approach to matching road networks is efficient and accurate (i.e., it provides high recall and precision).

General Terms:Algorithms, Experimentation     

Some Glacial Conditions and Recent Changes on Long Island

Abstract

Models conceptualize structures and relationships. Their design and construction in high schools and junior colleges provide an excellent focus for group activities, and also a mechanism to generate new levels of awareness and understanding of current social issues. The particular method discussed by the authors effects spatial transformations to a demographic base by block accretion. Four illustrations are given ranging from macro- to micro-scale transformation: a continent (Africa), country (Thailand), a U.S. state (Michigan), and a city (Detroit S.M.A.). In each case a chorographic base map is set side-by-side with a demographic base map: one showing territorial or areal reality, the other the quantum reality of population. On these paired maps the distribution of socio-economic and other phenomena can be examined.     

The Origin and Pattern Of Development Of Urban Black Social Areas

Abstract

This exercise has been used successfully by more than a thousand students is an introductory college course, and it probably could be equally successful with high school students. Census tract data are used in a simulated research project. Quality of housing in the dependent variable (whose distribution we wish to “explain”), with owner-occupancy and age of housing as independent (or “explanatory”) variables. The distribution of the three variables is compared visually (by maps) and statistically (by scattergrams). A regression line is placed on the better scattergram, and residual values are mapped to provide a basis for the formulation of better working hypotheses.     

Mapping the physiography of Michigan with GIS

Abstract

We present a new physiographic map of Michigan, that is also available interactively, online. Only four, small-scale physiographic maps of Michigan had been previously published. Our mapping project made use of a wide variety of spatial data, in a GIS environment, to visualize and delineate the physical landscape in more detail than has been done previously. We also examined many of the unit boundaries in the field, using a GIS running on a GPS-enabled laptop. Unlike previous physiographic maps, the online version of the map enables users to query the criteria used to define each of the 224 boundaries of its 10 major and 91 minor physiographic units. The interactive nature of the online version of the map is a unique enhancement to physiographic maps and mapping. Our study also provides data on the number and types of criteria used to define each of the 224 unit boundaries within the map. Most of our unit boundaries are based on data derived from 10-m raster elevation data and NRCS soils data, e.g., relief, soil wetness, escarpments, landscape fabric, and parent material characteristics. Data gleaned from NRCS SSURGO county-scale soil maps were a strength of the project. [Key words: Michigan, physiography, landforms, soils, GIS, mapping]     

Geography and Multiple Abilities Program: Innovations in Teacher Education-Reconnecting Teaching to Students' Needs

Abstract

The University of Alabama is now offering a new and innovative, five-semester program that provides preservice teachers with both knowledge of and skill in using strategies and teaching methods associated with general and special education. The goal of the Multiple Abilities Program (MAP) is to enable teachers to accommodate the wide range of learning styles and developmental readiness for instruction of all learners in a given classroom, regardless of the labels with which the children are identified. This article describes MAP in light of the geography strand of the MAP curriculum. MAP students work with five topics in geography, which they use to develop a greater understanding of how authentic teaching and learning of geography are mediated by cognitive, affective, and social needs of children. MAP students take a particular topic in geography and design and implement instruction for it by creating authentic learning activities that offer elementary school students an opportunity to explore the topic. The variety that is systematically planned into the activities is the major means of accommodating differences in cognitive ability, learning style, level of physical and social development, and cultural, ethnic, and socioeconomic diversity.