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.     

Field Work in the Elementary School

Abstract

This research examines the effects of culture on a child's perceptions of his or her neighborhood by comparing the neighborhood sketch maps of a group of Amish and non-Amish children from the same rural Pennsylvania neighborhood. The results of this study lend credence to the belief that early and intensive acculturation helps define our sense of “neighborhood” very early in life. There are possible applications to multicultural education in this study. As we discover what is important to students from other subcultures and backgrounds, we can customize our instruction to make it more meaningful and effective.     

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.     

A New Look at the Maya Lowlands of Middle America

Abstract

The long search for geography's uniqueness may be aided with the acceptance of its primary tool being the multiple-scale approach. This is the division of data on a given topic or area into significantly different groups by the scales of the information needed to describe, analyze, and present its distributions. By using several scales in a logical order during research and presentation, geographers can improve the contributions of the discipline to science.     

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 Pedagogic Framework to Link GIS to the Intellectual Core of Geography

Abstract

This paper aims to develop a new pedagogic framework for teaching GIS at the college and university level using Berry's geographic matrix. By synthesizing different schools of thought, this paper argues that GIS education essentially involves two aspects—how to teach about GIS and how to teach with GIS. Berry's geographic matrix can be used to tie these dual aspects of GIS education together neatly. As an abstract representation of geographical phenomena, the geographic matrix embeds all three entities of GIS—location, attribute, time—and thus can help GIS instructors teach about GIS. As a synthesis of geographical approaches, the geographic matrix can assist GIS instructors teach with GIS. This paper demonstrates that GIS is actually an implementation of Berry's geographic matrix. Furthermore, the 10 approaches to geographical analysis, originally proposed by Berry for the geographic matrix, can be executed routinely in a GIS environment. By incorporating Berry's geographic matrix into GIS education, teachers can enable students to surpass technical issues and to appreciate the conceptual and functional linkages between GIS and geography's intellectual core.     

MIGRAT: A COMPUTER-ASSISTED INSTRUCTIONAL PROGRAM FOR THE SIMULATION OF MIGRATION

Primary individuals and the households that they head now compose a significant proportion of US households. This paper examines the regional and intraurban distribution of primary households. Macro-scale data from the 1960 and 1970 Censuses are used to examine the evolving regional patterns of primary individuals and households. Using intraurban data for the 1970's, the paper also examines the impact of recent rapid growth in the number of primary individuals on the spatial distribution of primary households within urban areas. Inferences are drawn with respect to the macro- and micro-scale distributions of primary individuals and households and the impact of continued growth of this subpopulation on urban form and population distribution.     

United States Census County Divisions As A Geographical Data Base

Single-value indices of population age balance have proved useful. Coulson's index, although an improvement over other measures, is deficient when applied to middle-aged dominant populations and violates normality assumptions required by the technique for deriving the index. An alternative index of age balance was developed to provide more information and flexibility than other measures without losing their primary advantages.     

TREASURER'S REPORT

The following arlicle prepared by a member of the School of tho Arts, The Pennsylvania State University presents an artist's analyst's of the character and function of Renaissance maps. The viewpoint of a non-geographer on this niatter may be of interest to the modem day cartographergeographer.     

Spatial morphology of an Australian high street: a century of retail change in Subiaco town centre

ABSTRACT

This paper describes an empirical case study of the Subiaco town centre in Western Australia. The research method employs geospatial mapping of archival and contemporary data sources to explore the town centre's changing spatial structure and high street morphology at the micro-scale over the past century. Once a thriving retail and business centre, Subiaco's (and possibly the state's), premier retail high street destination is now being compromised as the disruptive influence of online retailing gains further traction in the marketplace. Retail disruption provides the paper's conceptual foundation. Agents of disruption include the processes of creative destruction and innovation diffusion, which together with macro-economic factors help to explain the centre's evolution over time and space. The paper examines changes in the town centre's morphological character including residential gentrification, a growing dominance of fast food outlets, an overabundance of comparison stores and a more gendered offering in retail and personal services establishments. The paper also refers to the potential of the town centre to regain its past residential status as a means of fostering economic growth and renewal and suggests that this will only be achieved with radical intervention at the policy and planning level.     

Geographic Influences in the Development of St. Louis

Abstract

Ralph and Mollie Izzard. A Walk in the Mountains, A Family's Trip Through the High Lebanon.

Wesley Calef. Private Grazing and Public Lands, Studies of the Local Management of the Taylor Grazing Act.

S. H. Steinberg (editor). The Statesman's Yearbook, 1960-1961.

E. Joseph Dreany. Alaska.

John C. and Elsie F. Caldwell. Our Neighbors in Japan.

R. J. Harrison Church. West Africa: A Study of the Environment and of Man's Use of it.

Alex Somme, editor. A Geography of Norden.     

Newsprint Manufacturing in the Southeast

Abstract

This paper is a response to the two-fold thesis of Bartz; namely, that (1) maps are not really important in our society today, and (2) educators say that they value maps and mapping, but the evidence of children's performance in using maps is contradictory. In exploring problems related to Bartz's contention, the author arrives at four tentative conclusions :

1. A child can and does learn many but not all of the map concepts and skills at an earlier age when taught them developmentally, systematically, functionally, and effectively.

2. Mere manipulation of materials does not constitute a concrete experience for a child.

3. Map-related concepts must be taught prior to, and continued concurrently with, map skills.

4. The commercially prepared map tends to appear near the highest level of abstract mapping and is therefore not necessarily the most effective means of map instruction for the elementary teacher.

A most significant implication from the conclusions is the need to re-examine the preparation of the elementary teacher. If the focus of the education of a teacher moves in the direction outlined in this paper, Bartz's premise could be reversed.     

Technical Note The b-function and variable stream buffer mapping: a note on ‘A GIS method for riparian water quality buffer generation’

Abstract

Mapping variable stream buffers in a vector environment in which buffer width values are delineated often yields inaccurate results. Possible vector solutions are either ineffective or inefficient, An alternate raster approach is presented here in which a buffer effectiveness-achievement function (b-function) is introduced to map desirable buffer zones at an individual cell level based upon areal differentiations in physical and ecological conditions. The implementation of b-function is made feasible by a GIS procedure devised in this article. This tested method can be extended to a variety of variable buffer studies, such as visual buffers, noise buffers, greenways, and urban natural buffers.

‘A robe can never be made of the fur from one fox's axillae’ (A Chinese idiom).     

Strategic Positivism∗

Many “sociological”factors can account for the initial acceptance and continued persistence of W. M. Davis's Geographical Cycle. Such factors include Davis's attractive and forceful presentation of the cycle and the role of the cycle as a unifier of the discipline of physical geography, to name two. An analysis of the scientific character of the cycle, in the light of Karl Popper's criteria for demarcating between science and non-science, suggests that persistence of the cycle can also be attributed to a “logical”factor, the irrefutability of the central concept, stage.     

Teaching Geographic Field Methods to Cultural Resource Management Technicians

Abstract

There are perhaps 10,000 technicians in the United States who work in the field known as cultural resource management (CRM). The typical field technician possesses a bachelor's degree in anthropology, geography, or a closely allied discipline. The author's experience has been that few CRM field technicians receive adequate undergraduate training in geographic field methods, such as cartography and orienteering, which are considered critical to the demands of CRM studies. This paper assesses a practical on-the-job-training approach not uncommon to the industry and concludes with a recommended curriculum. As a result, educators should recognize this need as an opportunity to offer courses in basic geographic field methods at the college level.     

Women,Politics, Elections,and Citizenship

Abstract

Significantly more women than men are registered voters in the United States, and a higher proportion of women voters actually cast ballots on election day. Yet the 106th Congress (1999-2001) includes only 56 women members, 12% of the total membership of the House and Senate. Likewise, women hold only 22% of the total seats in state legislatures. The purpose of this article is to examine this paradox. It first examines the history of the women's movement in the United States. It then turns to an evaluation of women's progress in gaining elected office. Finally it considers three primary obstacles to women gaining equitable representation: solidarity among women, political culture, and the single-member district system now employed in the United States.     

Geographical Text-Books and Geographical Teaching

Abstract

We are teaching the television generation in our college classrooms and if we can't beat' em, we should certainly join' em. Visual images can, indeed, be effective teaching tools in geography. Three uses of a “classic” concealed image of Jesus Christ in a melting snowfield are discussed. First, the image serves as an example of the geographer's search for spatial regularities. On a more interpretative level, the concealed image becomes a metaphor for the quasi-religious quest for scientific truth. If we aren't careful, this quest can devolve into Ideological explanation. Finally, the mysterious origin of the Jesus image is akin to an urban legend. Its origin may be used to illustrate the fallibility of scientific citation as can the image entitled “My Wife and My Mother-in-Law” incorrectly cited by the geographer William Kirk. Whether the Jesus image was a natural event or a product of human creation is an object lesson in the pitfalls of imputed intentionality.     

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.