The Use of Literary Works in Teaching Latin American Geography

Abstract

Properly selected literary works can spark student interest in regional geography. Since evidence is mounting that reading levels of students are continuously declining, special attention may be needed to draw students to books. Whereas a textbook, even a well-written one, may fail to hold a student's attention or stimulate him to attempt further reading, an exciting and informative novel may produce the desired response. Students can learn to appreciate the practical application of traditional geographic writing and instruction through the instructor's careful integration of course themes with the pseudo-real-life plots of fiction or the true-life situations recounted in biographical works or travel accounts.     

Co-Mingling Geographic Education with Social Studies Methods

Abstract

Most preservice teachers complete their social science course requirements in isolation from their social studies methods course. This paper reports the unique co-mingling of one interdisciplinary social science course (emphasizing geographic and environmental education) with the social studies methods for a cohort of undergraduate preservice teachers. Integrating parts of their curricula, instruction, assignments, and assessments through a co-mentoring process and action research project connected professors and preservice teachers with children and their environments. A review of the professors' process accompanied by a summary of preservice teachers' projects and reactions describes the classroom experiences and pedagogical outcomes experienced by each group.     

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.     

Concept and Skill Development in a Primary Geography Unit Utilizing Alternate Learning Progressions

Abstract

Sixty third grade students were placed in three groups two of which were given instruction in an experimental geography unit. The third group served as a control. Although the content, concepts, and skills were identical for each experimental group, one group received instruction in a teaching progression which went from concrete to abstract experiences while the other experimental group received instruction in an abstract to concrete progression. Both experimental groups achieved significantly higher scores on a post-test of concept and skill attainment than did the control group. However, neither experimental group achieved a significantly higher score than the other. Evidence emerged that learners with a low self-power concept achieved better scores when they were placed in the concrete to abstract sequence.     

Minnesota—A Sketch

Abstract

This article reports the results of an exploratory project to determine the abilities of Grade 6 children to work with digital data. The research questions dealt with understanding what is digital data, understanding what is a pixel, and how digital data can be used, making a digital map, and using pixels to determine area on maps. The results of the project showed that the children in this study were able to work with digital data, and that there is potential for using digital data on the Grade 6 level in geography instruction.     

Successful ETV Teaching

Abstract

This article represents a report by two geographers who have had successful experiences using educational television. In the first instance, educational television is being used to produce two enrichment series for the public schools of Texas. In the second, a university is using educational television to provide first-class instruction while at the same time relieving professors from an increasing number of freshman courses. The two authors have been involved in sessions concerning ETV at the last two NCGE conventions. It was their observation that interest was high; certainly the discussions indicated a desire for more knowledge by the membership. This article, therefore, will provide the profession with provocative and stimulating ideas on what can be done with educational television.     

Qualitative Health Research: Negotiating Life with HIV/AIDS

In this paper, I look at the use of qualitative methods in health geography. I focus on two projects using in-depth interviews with people with HIV/AIDS. Drawing from feminist work on qualitative methodologies and the production of knowledge, two questions are posed. First, what insights do interviews offer about people's daily experiences with HIV/AIDS? Second, given that interviews involve direct contact between interviewer and respondent, what are the implications of using this methodology? Projects reveal that living with HIV/AIDS involves a complex series of negotiations. These include negotiating one's own identity within medical discourse, dealing with health care professionals, and choosing how to use medication. The projects also indicate that qualitative research itself involves a process of negotiation. Researchers' preconceptions, interview settings and formats, and relationships established during research can effect research outcomes andresearch participants. I argue that a willingness to reflect critically on the use of qualitative methods is needed to safeguard against these unintended consequences.     

Editorial Notes and News

Abstract

Bibliographic instruction is aneglected component of undergraduate education in many geography curricula. Significant research problems are difficult to formulate and self-education cannot be achieved without the ability to use reference materials effectively. The research methods course is a logical vehicle for providing bibliographic instruction at the undergraduate level. Library training can be incorporated in this course through a series of instructional modules that requires students to work with a wide variety of bibliographic materials. Students should be allowed to focus on publications pertaining to topics of individual interest in all phases of their work. This paper outlines a methods course that emphasizes bibliographic instruction and gives suggestions for incorporating selected developmental materials.     

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.     

Spatial Thinking Concepts in Early Grade-Level Geography Standards

ABSTRACT

Research in the cognition and learning sciences has demonstrated that the human brain contains basic structures whose functions are to perform a variety of specific spatial reasoning tasks and that children are capable of learning basic spatial concepts at an early age. There has been a call from within geography to recognize research on spatial cognition in a meaningful way in primary school curriculum. This article utilizes the spatial thinking taxonomy proposed by Gersmehl and Gersmehl (2006) to examine to the extent to which spatial thinking concepts are being practiced in U.S. schools. The National Geography Standards and forty-nine state social studies or geography standards are examined. Using standards as a measure of geography content, it is concluded that while some of spatial thinking concepts appear often in curriculum, others are largely absent. Designing geography standards that address the findings of spatial cognition research may serve as a means of improving geography instruction.     

Evaluating field-based GIS for environmental characterization,modelling and decision support

ABSTRACT

This paper examines the potential of using GIS (Geographical Information Systems) in the field for environmental characterization, modelling and decision support particularly in isolated areas where data collection is difficult. Observations are based on experiences gained during two Anglo-Russian expeditions to the Altai Mountains of south central Siberia aimed at evaluating proposals for a new national park in the Katunsky Ridge area of the Belukha Massif. The use of GIS together with GPS (Global Positioning Systems) for primary data collection and verification/update of existing data is described and the use of field-based systems for on-the-spot environmental modelling and decision support is evaluated.     

The Utility and Organization of a College Field Course: Examining National Park Management

Abstract

This article reviews the benefits of field-based instruction, particularly as it complements traditional classroom learning. It suggests that direct observation and hands-on learning associated with field-based instruction raise students' interest level and improve their understanding and long-term retention of targeted concepts. In addition, planning, implementation, and evaluation strategies are provided and recommendations are outlined for instructors interested in organizing or improving a field course at their learning institution. The park management field course offered between spring and summer semesters at Oklahoma State University provides an example of the major components of a successful field course.     

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.     

Geographic Inquiry in the Elementary School VIA ETV

Abstract

Many of the “new” social studies curriculum projects emphasize strategies for teaching-without-telling, and traditional materials are being adapted to promote more inquiry-oriented learning experiences. While this article explores the potential for using the television medium in a relatively nonexpository manner, the techniques described are applicable at all educational levels and with other instructional materials. The authors believe that the key to the development of more meaningful geographic concepts and generalizations is active pupil involvement in hypothesizing, observing, and selecting evidence upon which to make inferences and draw conclusions.     

Image Building in the Metro Centers: Some Implications

Abstract

The purpose of this article is to demonstrate that:

(1) High school and college teachers and their students are most likely to achieve success in the field when they are armed with a conceptual framework, a plan for discovering the framework and a body of instructional theory.

(2) There are distinct differences between field teaching or training and field experience.

(3) During a time when many students are dissatisfied with classroom instruction, field experience can revitalize geography teaching in colleges and high schools.

(4) Field experience can create concrete images which are likely to be meaningful for many years.     

People’s strategies for perceived surveillance in Amsterdam Smart City

ABSTRACT

In this paper, we investigate people’s perception of datafication and surveillance in Amsterdam Smart City. Based on a series of focus groups, we show how people understand new forms of hypervisbility, what strategies they use to navigate these experiences, and what the limitations of these strategies are. We show how people tried to discern between public and private sector actors, to differentiate who they trusted by building on the existing social contract. People also trusted the objectivity of data in relation to prior experiences of social contexts and discrimination. Lastly, we show how the experiences of some of the inhabitants in our study who were most vulnerable to hypervisibility highlight the limits to strategies based on the neutrality of data. By asking about perceived surveillance rather than emphasising actual practices of surveilling, we show differentiated contexts and strategies, providing empirical grounds to question the dominant technical framing of smart cities.     

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.     

Seasonal Response of Mean Monthly Streamflow to El Niño/Southern Oscillation in North Central Florida

The southeastern United States, including Florida, has been identified as a region of homogeneous response to the El Niño/Southern Oscillation (ENSO) climatic anomaly, in which mean monthly precipitation and discharge during winter is above or below normal following the onset of the warm (El Niño) or cold (La Niña) phase of ENSO, respectively. However, this understanding of the response is expanded through a study of the effects of the ENSO phenomenon on the probability distributions of mean monthly streamflows of the Santa Fe river. The Santa Fe river basin is situated between one region, which experiences the greatest proportion of annual streamflow during winter, and another where the largest percentage of annual flow occurs during late summer. The basin experiences both winter and summer peaks in precipitation and (subsequent) streamflow and may therefore display responses to ENSO during each season. A two-parameter lognormal distribution is employed to model these streamflows during warm and cold phases of ENSO. Increases in both the mean and the variance detected during warm phase winters are compatible with previous observations. Increases in variance apparent during cold phase summers have not been previously identified. These results, which have considerable bearing upon predictions of high and low flow probabilities during the year, suggest that the response in streamflow is not spatially homogeneous across the state.