Seedbed of Reform: Arnold Guyot and School Geography in Massachusetts, 1849–1855

Abstract

Swiss-born Arnold Henri Guyot (1807–1884) was the first professionally trained geographer to hold an academic position in the United States. After his migration to this country in 1848 he lived for several years in Massachusetts. During this period he introduced contemporary German-Swiss ideas of geography to key opinion leaders in an important series of lectures (published as Earth and Man), established a system of weather stations, and lectured on methods of teaching geography in Massachusetts teachers' institutes and normal schools. This article discusses Guyot's work in the reform of school geography in Massachusetts as the seedbed for his later, better-known work as the author of innovative textbooks and other teaching aids.     

AIDS to Successful Photography

Abstract

The National Geographic Society's Geography Education Program continues to work on improving geography in the nation's schools. A successful network of geography education Alliances is in place across the United States. These state-based Alliances emphasize grass-roots involvement by teachers and other geography educators. Features of the Geography Education Program include inservice teacher training at Alliance-sponsored summer institutes, institutes held at the Society's headquarters in Washington, and specialized institutes devoted to a specific topic such as technology in education, or water issues. In the near future, the Society's projects include urban outreach, technology training and application, development of preservice programs, and the implementation and dissemination of world-class standards in geography.     

Census 2000 and Geography Education

Abstract

By using stream restoration as a seminar theme, geography faculty can create a topical course that helps provide a shared intellectual agenda for both physical and human geography students, while highlighting the holistic strengths of our discipline. Although it is not necessary that faculty have prior knowledge about the topic, a willingness to work collaboratively is essential to creating an effective course about this complex endeavor. The course can simultaneously meets the needs of students continuing on to graduate studies as well as those preparing for teaching careers. Guidance on how a stream restoration class could be used to teach the eighteen geography standards is also provided.     

Differential Adoption of Internet-based Teaching Practices in College Geography

Abstract

Innovation diffusion research has shown that users of innovations have identifiable characteristics that can be used to differentiate them from nonusers. This research classifies practitioners of Internet-based teaching in college geography and relates adoption patterns to faculty members' research specialty, place of employment, teaching experience, and academic rank. All variables except academic rank were related to faculty members' adoption of and approach to Internet-based teaching. The results of the study provide insight into how the Internet is being used to teach geography in higher education.     

Experienced Teacher Participation in Preservice Programs: A Model in Geography at the University of Northern Colorado

Abstract

This paper discusses a model program for preparing secondary geography teachers in the Department of Geography at the University of Northern Colorado. The key feature of the program is the presence of an outstanding secondary teacher in residence throughout the year who team-teaches the Teaching Methods in Geography and World Geography courses with geography faculty, modeling effective ways of teaching the subject. Students are paired with Colorado Geographic Alliance teacher-consultants in summer institutes and for student teaching. Analysis of formative evaluation data collected through the third year provides some measure of the program's success. Students have responded favorably to the use of a variety of teaching strategies, the opportunity to discuss with faculty why certain strategies are utilized, and how their own constructed lessons have worked in their student teaching. They have also reported that their understanding of geography has improved from taking the team-taught courses.     

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.     

Storyline-metoden,geografi og klassekameratene til 'Lille Marius'

During the last few years storyline as a teaching method has created considerable interest in many Norwegian primary schools. In storyline the teacher supplies some key concepts and the framework, and the pupils make the storyline. In this article I use a passage from Alexander Kielland's novel Gift to show how storyline can be a useful approach in geography teaching.     

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.     

The cultural approach and geography ‐ the perspective of communication

An interest in culture developed in human geography from its beginning. It was rooted in a conception of 'geography as a science of places, not of men' (Vidal de la Blache), and focused on the study of man/milieu relationships through the analysis of landscapes or genres de vie , the origin and dispersal of agriculture, and the regional diversity of the earth. A neo-Weberian orientation appeared in the 1960s, but the main shift occurred in the 1970s, with the adoption of phenomenological or critical perspectives. The new cultural approach modernises the traditional orientations in the field, explores the meaning that people give to their spatial experience, and introduces new questions about the epistemological foundations of geography as a scientific discipline. In order to understand how society is produced and reproduced and how significance is given to the world, the new approach stresses the role of communication in cultural processes and spatial organisation.     

Making the Connections: Infusing the National Geography Standards into the Classroom

Abstract

How will the National Geography Standards change the way teachers teach? The Standards will provide teachers with a geographic perspective that will enable them to teach improved geography content while building geographic skills and knowledge that will benefit their students for the rest of their lives. By taking a fresh look at the content in the curriculum from a geographic perspective, teachers can make connections between the Geography Standards and our own classrooms. The Standards provide information and strategies for teaching geography. They can be used to create lessons which offer opportunities for students to “do” geography and apply the skills they are learning.     

Editorials

Abstract

Travelers' diaries are just one example of how primary documents can be used to experience geography in the classroom. Involving students in people's lives is an effective way to interest students in geography. Students will discover how these travelers migrated across the Missouri landscape, what modes of transportation they utilized, and the places they encountered along the way. This lesson focuses on people who traveled through Missouri in the mid-1800s. State historical societies and local archives are excellent sources of travel diaries and journals that can help your students experience geography and learn something about their own state in the process.     

A Seventh Grade Problem Study of Czechoslovakia

Abstract

Computer technology has a rich history in geography education. The Internet represents the latest in technological advancements that continue to have important effects on geography curriculum and instruction. Many geographers are involved with Internet-based instruction, which some educators believe has potential to facilitate changes in how we teach and even what we teach. This article describes how the Internet is being used by some geographers for instructional purposes and discusses opportunities for improving teaching and learning with the Internet.     

Teaching American Indian Geography and History with New Perspectives: The Lodge Pole River Project Example

Abstract

A three-year institute called “The Lodge Pole River Project” was designed to change educator perceptions of American Indian historical geography and encourage the creation of balanced and culturally sensitive American Indian K-12 curriculum. This project offered unique opportunities to assess a geography institute's impact upon teacher knowledge and perceptions towards Native people and pedagogical approaches to teaching about American Indians and their landscapes. The assessment suggests that three weeks of field work, archival research, and curriculum writing increased participant knowledge of American Indian history and culture, solidified sympathetic perceptions and attitudes towards Native people, and strengthened the ability of educators to offer different interpretations of American Indian geography and history to their students.     

Reading the World: Integrating Geography in an English Language Learner Literacy Program

Abstract

English language development classes focus on teaching students of other languages how to speak, read, and write English. They must also prepare students to meet the many standards and requirements that are prerequisites to content classes, such as geography, and high school graduation. This discussion focuses on the integration of literacy and geography in a classroom with English language learners. A common English language development model, the “Into, Through, Beyond” model of learning, sets a foundation that integrates components of English language acquisition with language arts and geography standards. In turn, this approach to learning prepares the learners for success in social and academic arenas.     

Environmental “Education”: The Last Measure Of Man

Promotion of nonacademic geography is a logical response to curtailment of opportunity for new teaching careers. Yet this necessary redirection of effort must be accompanied by renewed dedication to education and especially to nonprofessional undergraduate education. The case for geography in the liberal arts curriculum may well be a strong one, but questions about what we can offer need to be raised more frequently among ourselves if we are to respond effectively when such questions are asked by outsiders.     

Challenges of Teaching Advanced Placement Human Geography

Abstract

The new Advanced Placement (AP) human geography course is a wonderful opportunity to ensure the availability of high quality geographic education for high school students. As with any course, in addition to the students' interest and ability, their success is also closely linked to the teachers' preparation. In order to be as well prepared as possible, most AP human geography teachers want and need to know several things in addition to the course content. Questions addressed include how to promote the course, who to promote it to, necessary geographic background for both students and teachers, recommended texts and other resources, how to prepare students for the examination, and how to incorporate the course into the school curriculum.     

Sources of Literature for Commercial Geography

Abstract

The No Child Left Behind (NCLB) legislation has resulted in declining classroom time dedicated to geography instruction, especially in grades K-8. To combat this problem, a National Geographic Society Grosvenor grant provided resources allowing 28 teacher-authors to generate a package of more than 80 lessons that combine the teaching of geography and mathematics skills tested on Arizona's state mandated testing. When taught in 113 piloting classrooms that mirror Arizona's student demographics, GeoMath lessons generated statistically significant increases in performance in math skills and improved understanding of geography standards. In addition, a fourth of the K-8 piloting teachers surveyed felt that teaching GeoMath lessons increased in their level of comfort in teaching mathematics. Given the success of this GeoMath strategy, and a prior GeoLiteracy program, we advocate here a national agenda of articulating geography curriculum to high-stakes tested subjects of reading and math.     

Gender vs. Sex Differences: Factors Affecting Performance in Geographic Education

Abstract

Much has been written about sex differences in learning, but less attention has been paid to the impacts of gender—which is socially constructed—on learning geography. This article investigates whether differences in gender influence performance on a standardized test of geography knowledge. Undergraduate students in two large clases completed a standardized inventory of gender differences and then completed a standardized test of geography knowledge. The results of our analysis of the correlation between gender traits and geographic learning resulted in somewhat unexpected results, as well as a set of complex questions for further research on learning styles in geographic education.     

Jules Verne's Around the World in Eighty Days: Helping Teach the National Geography Standards

Abstract

Consistent with developments in American education pedagogy, geography educators have made great strides exploring a wide range of high- and low-tech methods for teaching and learning geographic concepts. This article draws on a qualitative analysis of essays in which college students discuss tenets of the National Geography Standards in the context of Jules Verne's Around the World in Eighty Days. Most of the students in this study reported that not only did their knowledge of the world increase after completing the course assignment but that their interest in the discipline increased as well.     

Classroom Questioning for Geography Teachers

Abstract

Questioning is an important teaching skill. Teachers should be able to ask ‘thinking’ questions as well as ‘memory’ questions and they should be able to ask questions about ideas as well as facts. To assist teachers with development of their questioning skills, two dimensions of a question — the intellectual processes involved in answering it and the form of knowledge constituting the content — are reviewed. The dimensions are then combined into a matrix illustrating thirteen types of cognitive questions.