Geography in the International Baccalaureate

Abstract

The International Baccalaureate Organiz-ation (IBO) is doing much to promote the teaching of geography in schools. Since its establishment in 1968 to provide a common curriculum and university entrance credential for children of a geographically mobile international com-munity, it has evolved and now includes schools in national systems all over the world. As part of the curriculum group Individuals and Societies, geography is the-matic in organization, human in focus, and comprehensive in coverage. The geo-graphy syllabus can prove challenging to both teachers and students. Workshops are provided in each region to introduce new teachers to the assessment standards and practices of the IBO.     

The Council at Work: An Open Letter to the Membership

Abstract

Funding for the improvement of geography at the precollegiate level has increased dramatically, both in the amount of money raised and the number of funders making grants. Nevertheless, geography is still not high on the priority list of most funders. Geographic educators must present a stronger case to potential funding agencies. Grant seekers must define geography appropriately, plan for at least the next five years, inventory the resources available to move forward, and be sure to emphasize the present-day relevance of geography' s subject matter. Six essential elements for fund raisers are listed, and a short caution concerning potential conflicts of interest is offered.     

Geopolitics and “The Courage to Teach”: Identity,Integrity and the Subject of Political Geography

Abstract

Previous literature discussing and exemplifying the teaching of political geography has emphasized the material to be disseminated. Building upon those contributions, this paper offers a means of connecting student, teacher, and subject matter. Using the perspective of Parker Palmer, as illustrated in his book The Courage to Teach, it is suggested that placing the subject at the center of the classroom will result in the effective teaching of political geography. Two classroom exercises are used to exemplify the argument.     

The Geography of Black America: The Growth of a Sub-Discipline

Abstract

Although blacks constitute the largest ethnic minority in the United States, historically they have either been largely omitted from geographic literature or else portrayed in less than a humanistic manner. However, beginning about 1965 a change took place in geography regarding its interest and treatment of black Americans. Within the last eight or nine years the geography of black America has blossomed into a full-fledged subfield of geography. In all, over 200 theses, dissertations and published works have been produced by geographers during this period. Moreover, a sharp shift in subject emphasis has occurred. Prior to 1965, what little geographic literature there was dealt mostly with rural or regional studies. Now the emphasis is, at long last, upon urban black American where over eighty percent of blacks reside.     

The Collage: Its Use in Geographic Learning

Abstract

The purpose of this article is to introduce the use of the collage as a teaching technique to teachers of geography. The collage is presented within the context of a teaching unit in which emphasis is placed upon unit objectives, teaching techniques, and evaluation methods. Methods used to relate the college to subject matter content are stressed. It is demonstrated that the collage stimulates and increases student participation in the learning process and enhances the possibilities of meaningful, learning experiences. It is concluded that the collage has great potential as a non-verbal medium of communication, considerable usefulness at almost any instructional level, and applicability to a large range of geography and social science subject matter.     

Certain Persistent Errors in Geography

Abstract

Reform in geography education, as reflected in Geography for Life: National Geography Standards (1994) for the U.S.A., favors a constructivist approach to learning. This study examines the acceptance of this approach among students in two upper secondary schools in China. A lesson was developed to illustrate interactive problem solving methods. The students reacted positively to the lesson. The instructional practices stimulating their response and the potential for problem solving geography educational methods in China are discussed.     

政治地理课程体系设计研究——中外主流教材和课纲比较视角

当前的国际形势和国内治理问题对政治地理学理论和方法发展提出了巨大需求,但是目前国内政治地理学的学科和理论体系仍相对滞后,缺乏能够反映近二十年来理论进展和取得广泛共识的政治地理教材或课程体系。为此,本文在系统梳理和比较中西方主流政治地理教材和课程大纲的基础上,尝试提出一个面向中国当前需求的政治地理课程体系设计。该课程体系以“政治/权力”与“地理/空间”的关系为核心,以尺度为主线,包含学科概览、核心概念、国际尺度的政治地理理论、次国家尺度的政治地理理论和政治地理理论和方法的应用5大方面,纳入了关于学科思想史、方法论等方面的前沿成果和近年兴起的关于政治生态学、跨境移民、绅士化和“一带一路”倡议等理论议题,可供面向本科生和研究生的政治地理教材编写和课程设计参考。     

Transformative Geography: Ethics and Action in Elementary and Secondary Geography Education

Abstract

Geographic ethics are profoundly important if students are expected to be stewards of the earth and responsible citizens whose decisions about the environment will affect our planet's future. The proposed framework, founded in geography but applicable to other subject areas, guides students to moral decisions for the well-being of the planet and its people so that geographic skills will be applied for beneficial purposes. It is in the tradition of Kropotkin, Dewey, and Freire and introduces Nel Noddings' concept of caring to geography education. This proposed framework for the elementary and secondary levels is called transformative geography.     

Editorial

Abstract

Project GeoSim is a multidisciplinary effort by members of Virginia Tech's Departments of Geography and Computer Science, College of Education, and Learning Resources Center to develop computer-aided education (CAE) software for introductory geography and related classes. GeoSim laboratory exercises draw on the five fundamental themes of geography for their subject matter. The programs emphasize interactive learning combining the information capabilities of Geographic Information Systems (GIS) with the techniques of computer simulation. The result is a series of geographic explorations that will make available some of the most exciting aspects of geography to a potential audience of 425,000 introductory geography students per year.     

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 Review of: “Pittsburgh and the Appalachians: Cultural and Natural Resources in a Postindustrial Age”

Abstract

Geography is one of the subjects offered toward a diploma of the International Baccalaureate Organization. Like the others, its syllabus is regularly reviewed and revised to remain current. The advent of a revised syllabus brings overlap that can be challenging for teachers. The syllabus that is now coming to an end was described in 107(4–5) of the Journal of Geography. The present article compares that syllabus with the new one and, particularly, the demands the new syllabus will place on teachers and students alike.     

Existentialism in Geographic Education

Abstract

An existential approach in geographic education would utilize the subject matter of empirical and theoretical objective geography as elements in the formation of one's existential geography, that artistic creation of subjective importance belonging to each individual who recognizes himself as the focus of an egocentric space continuum. It would further teach that the individual must accept responsibility for overseeing what transpires in his existential space. Therefore the approach unites the subfields of aesthetic geography and advocacy geography.     

Some Suggestions Concerning a Course of Study in Geography

Abstract

Over the next decade or so, the National Assessment for Educational Progress in Geography and the Geographic Education Standards Project promise to give geography a new definition as a school subject. This will challenge the educational community to re-examine how geography is taught and learned across all the grade levels, K-12. If geography is to be perceived as an essential subject in preparing students for citizenship as adults, not only must its image change, but its content and the pedagogy that delivers it must be modified as well. To achieve those ends, new curricular models grounded in cogent and applicable research must develop through partnerships of teachers, teacher educators, learning theorists, and professional geographers.     

THE ARCHIVES OF THE ASSOCIATION OF AMERICAN GEOGRAPHERS

Although numerous courses in geographic information systems (GIS) have been introduced into the geography curriculum over the past few years, there has been remarkably little debate over the issues involved. This paper first discusses the arguments for geography as an appropriate disciplinary setting for GIS teaching at the undergraduate level. This is followed by a discussion of the nature of GIS courses and their appropriate place in the undergraduate geography curriculum. The final section of the paper describes the NCGIA Core Curriculum project and examines its significance in this broader context.     

THE NEED FOR PHYSICAL GEOGRAPHY

As a viable intellectual and professional pursuit with well defined goals, physical geography is alive and kicking but demands greater commitment from the geography profession generally. In particular, physical geographers are exhorted to be thoroughly trained in the subject matter and methodology of their own and related disciplines, to be integrative in the acquisition, analysis and interpretation of data, to be predictive in their work, and to be proud of the role that they can play in serving society's environmental needs.     

The Relation of Some Recent Engineering Problems to Geography

Abstract

As college curricular requirements have been liberalized since the mid-Sixties, and departments have competed for student enrollments, geography has been quite successful in attracting students to introductory courses. Upper level courses have also grown, but more slowly. The innovative energies directed toward high school and freshman college geography in recent years could now be turned to upper division curricula with advantage.     

Behind the scenes: the evolving urban networks of film production in China

ABSTRACT

Urban networks in the modern economy have become a focus of research in geography and other related disciplines. However, the network of the motion picture industry has remained an underdeveloped topic in the relevant literature. Drawing on data from film production projects, this paper presents a pilot study of the changing inter-city networks that are created by the motion picture industry in mainland China over the past 15 years. Combining the perspectives of both the urban network and economic geography literature, this study not only advances the research on urban networks by offering new insights into the project-based, inter-firm cooperation networks of an important cultural industry sector but also enriches our knowledge of the functioning of local clusters and trans-local networks in new economic activities. In addition, the paper also contributes to our understanding of the evolution of modern urban networks in a transitional economic system.     

Opportunities for geography in the New Zealand senior secondary school in the context of current curriculum developments

Abstract:  Current curriculum developments will provide a new framework for the teaching of social sciences, including geography, in New Zealand secondary schools. This article outlines recent challenges faced by the subject, and the development and likely nature of the new curriculum. Some ways in which teachers can plan and implement innovative programmes within the framework of the existing syllabus and the new curriculum are suggested.     

向100年来为国家和人类做出贡献的地理学家致敬

100年以来,我国地理学走过了艰难曲折和辉煌的发展历程.主要经历了中国近代地理学的开创和发展、中华人民共和国成立至20世纪70年代末期、改革开放至90年代后期和跨人新世纪以来四个阶段,这四个发展阶段义明显分成前40年和后60年两个大的历史时期.100年来,中国地理学家都热爱祖国、热爱自然.同时又都具有强烈愿望将自己的研究和教学成果奉献给国家和社会.但是,地理学研究内容、方式等又有近现代之分,发展规模、方向和方式明显不同.特别是中华人民共和国成立后的60年,中国地理学发展走过独特的发展道路.主要表现在党和政府重视和引导地理学的发展、 "以任务带学科"彰显出我国地理学方向和价值、大型综合性研究及其成果的总结推动理沦研究取得重要进展、有一批具有远见卓识的杰出地理学家的引导等几个方而.当然.中国地理学也面临着继承与发展、理论与方法的创新、基础教育与科普宣传等问题的挑战.在纪念近代地理学开创100年的时刻,我们怀着崇敬和感激的心情回顾以往走过的道路.牢记一代代前辈学者们的杰出贡献,决心开创地理学发展新的未来.