Inductive Method of Teaching Change of Seasons

Abstract

Easier access to submeter imagery has fueled debates over ethical uses of remote sensing. Some have called for ethics instruction to counter undesired uses of the technology. Here, this article reports the results of a survey examining attitudes related to teaching ethics in remote sensing. It was found that 52 percent of respondents teaching remote sensing include ethical use discussions. Agreement on the importance of ethics instruction is statistically associated with the year the instructor received their degree, the highest degree awarded by their department, the number of remote sensing courses offered at their institution, and their prior exposure to ethical debates in remote sensing.     

The Comparison of a Thematic versus Regional Approach to Teaching a World Geography Course

The benefits of a regional or thematic approach to the study and presentation of world geography have long been debated. The goal to not to reimagine these debates or to promote one approach over another; the aim is to explore how world geography courses are currently being taught in American universities. By polling and sharing information about course structures, topics, and forms of evaluation, an open dialogue between instructors that will improve teaching strategies and student comprehension is encouraged.     

Reflecting on Role Play in Geographic Education: The Case of the Banana War

Abstract

Debates over the nature and extent of globalization raise many issues to be addressed in a geographic education. In this paper, I briefly review case method instruction and role-play as teaching strategies suitable for material on globalization and other geographic subject matter, and then sketch an overview of an undergraduate geography role-play that treats themes of globalization and agricultural trade. The role-play revolves around a real-world trade dispute, referred to as the Banana War, that was waged between the United States and the European Union during much of the 1990s over who could sell how many bananas to Europe. I conclude the paper by reflecting on the contributions of, limitations to and possibilities for case method instruction and role-play in geographic education.     

Understanding and Portraying the Global Atmospheric Circulation

Abstract

Atmospheric circulation and resultant surface pressure patterns are important discussion topics in many introductory geography, meteorology, and earth science courses. In the past, summary materials developed to aid in teaching these concepts have used a north-south oriented meridional cross-section of the troposphere (e.g., the three-cell model). We suggest that while the Hadley Cell model works well for the tropics, an alternative depiction incorporating two map views should be used to present a more meaningful view of the mean extratrop-ical circulation. The combination of a tropical cross-section map and an extra-tropical map will assist students in learning about first-order motions associated with the Earth's atmospheric circulation.     

A Review of “An Everyday Geography of the Global South”

Human interactions with the marine environment and pollution hold broad lessons for understanding environmental change. Expanding geographical inquiry beyond its traditional, land-based foci and delving deeper into marine environment and risk issues offers fruitful avenues by which to elaborate and refine our understanding of nature-society relationships. I present a case study of marine petroleum transportation risks in the Straits of Malacca to illustrate the complex history of political and economic processes across a range of scales and shaping the risks in the Straits. The inescapable tension between generalizing global social and environmental processes and recognizing the array of local differences drives ongoing policy debates in the Straits, as it does increasingly for many global environmental problems.     

Integrated Teaching of Geographic Information Science and Physical Geography Through Digital Terrain Analysis

Abstract

We present an outline of a course in digital terrain analysis that provides students with integrated instruction in geographic information science (GISci) and topics in physical geography and earth science. Integrated teaching of GISci and other sub-fields of geography has value because it presents GISci technologies in the context of their application. Nevertheless, the design of college and university geography courses is often fragmented rather than integrated. Our course provides one potential model for such integration. Assessment of student reaction, using focus groups of both enrolled and non-enrolled students, revealed a generally positive attitude toward the course and pointed out the barriers that prevent some students from taking it.     

“Lois'’And “Lords”— Two New Land-Use Information Systems For New Jersey∗

Abstract

In the context of debates about policy relevance, geotechnologies, and the status of and prospects for geography, we present the case for a promotional strategy based on foregrounding the impact, diversity, and wealth of geographic scholarship.     

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.     

Employing SWOT Analysis in Coursework on the Geographies of Regional Economic Development and Trade

Abstract

The use of SWOT analysis is a means through which geography students can investigate key concepts in economic geography and essential topics in regional economic development. This article discusses the results of a course project where economic geography students employed SWOT analysis to explore medium-sized metropolitan areas across the southern United States and their suitability for export-led development. The results suggest that students were able to critically evaluate these urban regions and their potential for integration into the global economy. This case also intimates that the SWOT concept could be applied to other situations and regions in geography coursework.     

Continental Drift and Present Landscapes

Abstract

The subject of continental drift arouses great interest among students, for whom the idea that the landmasses are raft-like and in constant motion is new and exciting. The concept can be used with great advantage to persuade students to look in a more productive way at the shapes of coastlines, the distribution of mountain ranges, and landscapes in general. Some topics that may be useful to teachers are discussed in this article.     

Breaking Out: The Opportunities and Challenges of Multi-Method Research inPopulation Geography

Research traditions exert a powerful influence over the thinking of academic researchers. In population geography an entrenched empiricism and a reluctance to engage in wider debates on theory and method within human geography have resulted in a degree of separate development. Such methodological complacency has, until recently, threatened to undermine population geography's role within the discipline as a whole. Thus the discussion of multi-method research designs is of particular significance because it offers population geographers an opportunity to break out from the confines of a dominant research tradition and participate with other human geographers in an important methodological debate. This paper seeks not only to provide a critical overview of the current debate within population geography (as represented in the preceding papers in this Focus section) but also to extend that debate by raising issues of much more general concern. I argue that there are dangers in drawing the terms of the debate too narrowly. If we are to understand the nature and potential of multi-method research, we must first pose fundamental questions about the interrelationships among methods, data, and research problems. Pragmatic views on the choice of research method are inadequate because they fail to recognise the theory-driven nature of research. Only once we have achieved a better understanding of the philosophical grounding of research strategies will the opportunities afforded by multi-method research be fully realised.     

Belongingness and the Harlem drummers

In this article, I analyze a recent conflict over drumming in a Harlem park to understand the ways in which cultural and racial symbols are employed in negotiations of space within cities. Specifically, I argue that racial belongingness—a racialized claim to space that exists outside of property rights and demarcated through iconography—can be used to both resist and facilitate gentrification in urban locales. The Harlem case illustrates how racial belongingness functions as a device that allows groups to contest power, representation, and access to public space across temporal, physical, and aural boundaries. Thus, I look closely at the city as a canvas and stage upon which passive forms of communication manifest in a racially and culturally coded fashion. Additionally, I argue that contemporary public space discourse is overly preoccupied with class, often neglecting the significance of race in the constitution and experience of urban space.     

Book Reviews

Abstract

This paper summarizes a research project conducted to investigate the strategies developed by middle school students to solve a route-finding problem using Arc View GIS software. Three different types of route-finding strategies were identified. Some students were visual route-finders and used a highly visual strategy; others were logical route finders and used GIS software tools to apply a more analytical and systematic approach. A third group were transitional route-finders who used an approach that showed evidence of one that was shifting from a visual strategy to one that was more logical. The findings suggest that to be most effective, GIS teaching and curriculum development strategies should begin with an assessment of student understanding of spatial relationships and continue with a progression that spirals according to the evolution of student cognitive mapping skills over time.     

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.     

Mapping Polka and Its Ethnic Heritage in the United States

Abstract

Ethnic music is a strong indicator of cultural identity. Central and Eastern European ethnic groups have historically been associated with folk music traditions, such as polka, and radio broadcasting patterns in the United States reflect continued demand for and support of this music. Data from the 2000 Census was used to generate maps of the county-level ancestral patterns from European regions traditionally associated with polka music and was compared with the locations of radio stations that play polka. This article demonstrates straightforward quantitative approaches to evaluating these patterns of musical preferences. This study serves as an example for ways in which mapping and GIS can be used as tools for teaching and learning topics related to cultural geography.     

Teaching Symbolic Map Skills with Primary Grade Children

Abstract

There is a need to examine the ideas underlying the teaching of conservation, since changes are needed in order to bring conservation in the classroom into step with a rapidly changing world. The definition of conservation, the future of resource availability, and the status of conservation in education today, are among the topics examined. Suggestions are made on improving the content and emphasis of conservation courses.     

Exploring Cultural Universals

Abstract

This article identifies teaching strategies to explore cultural universals. Traits that contribute to distinguishing one culture from another can be classified into general categories that all cultures share. Students identify universals in their daily lives and then compare and contrast different cultural perspectives through an exploration of these universals. Computer technology provides access to images and information about other cultures that might be used to increase students' understanding of cultural perspectives. The Internet provides a vehicle for classrooms to exchange cooperative creative writing stories that allow students the opportunity to explore different cultural perspectives through the eyes of other students around the world. Suggestions about how to establish and conduct a classroom exchange project over the Internet are provided.     

The Promise for Geomorphic Discovery in the South

Abstract

Until recently a neglected region, renown for limited exposures, the southern United States is becoming an area of geomorphic discovery. This article presents an overview of current geomorphic research in this region, suggesting that despite past problems, academic geographers have made significant contributions to the geomorphology of the South in recent years. Research topics published on the region are highly varied, with some spatial bias as well as topical bias toward fluvial systems. Yet because of the limited historical work, much is unknown about these unique landscapes and their susceptibility to natural and human disturbances, and much benefit is to be gained from both applied and theoretical study of them.