The Value of Place Geography in a Commercial Geography Course

Abstract

This article summarizes methods used in a secondary school geography class to interest students in geography through examples drawn from local geography. Instead of relying on examples taken from exotic places to illustrate geographic concepts, the local landscape is used in the classroom to teach students about geography. The article is arranged according to the six essential elements of the National Geography Standards, but it does not imply that the methods presented should be used to teach the standards. Rather, the examples presented are used throughout a course in the geography of North and South America to develop an interest among students and, with examples from the local landscape, to increase student understanding of geographic concepts related to issues presented in the course.     

Physical Geography and Environmental Problems: Relevance in a Course Content and Structure

Abstract

This paper explores the concept of relevancy in the context of an introductory physical geography course. The concern is with a relevant content and structure. Both are introduced through a problem-orientation. Current societal problems related to the physical environment are used to introduce students to conditions and processes involving environmental elements such as atmosphere, water, soil, vegetation, and topography. Because they are societal problems, the additional element, man, is included. The structure assumes a priori that the student has some prior knowledge of environmental problems. With a relatively high level of individual involvement, the student is asked to utilize this knowledge in learning about environmental processes and physical geographic concepts. Feedback from student to instructors is maximized through greater reliance on discussion groups, exercises, papers, and a problem-solving examination. In transmitting subject matter and environmental problems information, greater reliance is placed on readings and less on lectures.     

中国综合自然地理学的近今进展与前瞻

综合自然地理学及相关的景观生态学是自然地理学的重要分支学科。本文综述了近年来综合自然地理学在学术和应用方面取得的重要进展,由3部分组成：(1) 学科发展回顾;(2) 近今主要进展,包括在基础研究理论与方法技术方面的学科进展和研究成果应用方面的贡献;(3) 学科未来展望,包括机遇与挑战分析和重点研究领域。综合自然地理学的未来发展应注意以下方面：进一步促进更高层次的综合与集成,加强多学科间的交叉融合,共同探究地表系统复杂性问题及机制;进一步提高观测技术和模型模拟的水平,以解决空间与时间上更为复杂的生物地理过程和格局问题;进一步拓展应用领域,为国家资源、环境和社会经济的可持续发展提供科技支持。     

Concept Learning through Writing for Learning: Using Journals in an Introductory Geography Course

Abstract

To effectively use journals and other writing for learning tasks as critical thinking and learning tools, geographic educators need to draw from the education literature on concept learning. Using the literature on concept learning and critical thinking, geographic educators can construct different kinds of journal assignments that give students opportunities to personalize and understand concepts. I demonstrate that students, regardless of their sex, level of education, or previous coursework in geography, found journal assignments helpful in understanding human geographic concepts.     

Teaching Experiential Learning in Geography: Lessons from Planning

Abstract

Geography increasingly relies on training of professionals who can apply geographic concepts to solve real-world problems. The planning profession for years has been training professionals to work in the area of community planning. Planning programs typically include experiential learning modules throughout the curriculum. This article looks at how community planning approaches can be incorporated into geography programs in lower level courses to: (1) provide exposure to practical applications of geographic concepts; (2) give students experience with team dynamics; and (3) provide students with experience in real-world client relations. Advantages and challenges of experiential learning are identified and discussed. An example of an experiential learning exercise adapted from a planning application is presented. The exercise was developed to enhance learning in a geography curriculum.     

50款软件在高中自然地理教学难点中的应用:功能挖掘与操作介绍

信息技术为自然地理教学难点提供了新颖、直观的解决方案。目前少有专门针对中学地理课堂开发的教学软件,教师学习和应用软件的成本较大。本文搜集了50款软件,挖掘其在自然地理教学难点中的作用,以简明、系统的方式介绍各类软件的教学功能及其操作过程,为落实新技术、新方法与地理课堂教学融合提供参考。     

Hydrological Research and the Status of Physical Geography Journals: Increasing the Impact of Physical Geography in the Academy

Physical geographers are often confronted with the decision of whether to publish in geography or nongeography journals. The present study seeks to quantify the number of articles with a significant hydrology content published in geography versus hydrology journals by physical geographers from 1997 to 2002 using the ISI Web of Knowledge electronic database. Of 690 articles published in the 10 selected geography and hydrology journals during the period of study, over four‐fifths were published in hydrology journals. Based on our interpretation of the data, the comparatively smaller audience in geography and the risk of acquiring fewer citations compels physical geographers to publish in hydrology journals for increased visibility. A critical mass of physical geographers should consider publishing some of their work in physical geography journals to elevate the status of geography in the academy.     

论地理新课程教学方法的优化--以七年级上册"人口观"教育为例

新课程改革的一个重点是改变课堂教学方式.本文以笔者的教学经历谈对地理新课程教学方法的优化和对优化教学方法的几点评价.     

双台河口自然保护区濒海湿地景观变化及其管理对策研究

从国内外湿地研究进展看，濒海湿地景观变化及其管理对策研究得到人们越来越广泛的重视。以辽宁双台河自然保护区为研究区域，利用1994和1997年两期TM数据进行GIS数据处理，通过各种类型的湿地景观在该时段的面积变化得到保护区濒海湿地景观的动态变化特征，并在变化原因分析的基础上提出了一些相应的保护区管理对策，以便更好地为湿地保护和管理提供决策依据。     

Teaching and Assessing Information Literacy in a Geography Program

Abstract

In the technological world of the Twenty-first Century, students must be information literate. They must have the skills to access, evaluate, and utilize information needed in their undergraduate experience and in their future endeavors. It is important for Geography majors to acquire these skills as part of their undergraduate education. At one institution of higher learning, information literacy learning is embedded in the Geography curriculum. An online instrument to assess information literacy skills is used to evaluate seniors. In this article, goals for information literacy, the creation of the information literacy assessment instrument and the results of assessment testing are discussed.     

The farmer as a landscape manager: Management roles and change patterns in a Danish region

Geografisk Tidsskrift-Danish Journal of Geography 111(2):107–116, 2011

Rural landscapes are mainly maintained and changed through farmers' decisions and practices. As a landscape manager the farmer has many different roles of which three roles related to the farm as a whole is investigated in this paper: producer, owner and citizen. Although most farmers take landscape decisions in all these three roles production based decisions are assumed to be more important for full time farmers than for hobby farmers who have their main income outside the farm and who may consider their farm more as a living place than as a production place. Based on a large survey carried out in Hvorslev, Eastern Jutland, Denmark in 2008 farmers' landscape practices are analysed in relation to their background, occupational status and view of their farms as a production place versus a living place. Altogether 377 farmers were interviewed and some comparisons are made to a similar survey in the same area in 1996. It was found that a significant proportion of farmers are hobby farmers who mainly see the farm as a living place and who to a large degree have different landscape practices than full time farmers have. The findings indicate that more research is needed to fully understand the reasons for and implications of the differences in landscape management practices.     

Critical Thinking in Physical Geography: Linking Concepts of Content and Applicability

Abstract

This research examines the effectiveness of problem-based learning (PBL) in an online geographic information systems (GIS) course for adult learners. Adults expect to take greater control of their learning and tend to be self-directed. Students are encouraged to take an active role as problem-solvers in PBL courses. The effectiveness of PBL in face-to-face courses has been shown. Effectiveness in online courses is demonstrated in this study. The performance and experiences of students and instructor in two online courses are compared. The results show that PBL can be more engaging than traditional methods, making PBL-GIS a good choice for an online adult audience.     

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.     

Geography is for the Birds: Some Ideas for Using Ornithology in the Elementary Classroom

Abstract

This article deals with the topic of birds as a teaching tool for geography. Areas of examination for using birds as a motivating or teaching tool are discussed. A variety of activities are notes, and suggestions for class resources including bird guides, bird calls, international resources, and human resources, are provided.     

价值与异质性:选择实验下的滨海游憩环境评价

海岸公园环境管理作为重要的生态经济发展问题,在制定有效政策时,相关信息至关重要,尤其是与娱乐或游憩相关的环境属性经济价值评价。本文以大连沿海公园为研究区域,选取海滩类型、垃圾情况、水质清澈度、拥挤程度四个环境要素,采用三种离散选择模型对游客的环境改善支付意愿(Willingness to pay,WTP)进行了估算。研究发现水质改善和减少垃圾的经济价值最高,分别为40.69元和70.55元,另外,游客对于拥挤程度的改善意愿不明显(–0.12元)。此外,本研究针对公园属性组合对受访者偏好及异质性进行了分析,结果表明,在给定的属性因素中,不同游客个体特征下的WTP存在显著的异质性,女性游客较男性对水质改善有着更高的WTP,游客收入水平与支付意愿也有明显的正相关性,从事游泳和划船活动的游客对水质的WTP较高(59.83元)。这些发现为沿海公园管理者制定有价值的政策提供了有用的信息。     

The Environment of Gender and Science: Status and Perspectives of Women and Men in Physical Geography

In 1995 and 1996 we undertook surveys to identify the status, perspectives, and contributions of women and men in physical geography and geosciences/geology, and to study the evolution of our fields. This paper presents the results of the physical geography survey, and considers the following questions: How have academic men and women physical geographers' professional development experiences differed? Do men and women in physical geography emphasize different research areas? Do their research methods differ from one another? Gender differences were identified most strikingly in rank and tenure status, research topics and methodologies, and professional satisfaction. Generational differences by academic rank were identified in professional satisfaction and in pull factors. Minor gender differences were found in dual career couple status, but this status had major effects on career choices and opportunities for both men and women. This paper is part of our larger project aimed at comparing and contrasting geoscience/geology and physical geography, and at including the earth sciences in gender and science studies that have long focused on mathematics, chemistry, biology, and physics.     

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.