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.     

What's on top for geography teachers? National Certificate of Educational Achievement and the prioritization of professional development

Geography teachers' work is influenced by multiple education policy initiatives. Professional development opportunities emerge to support these policy changes and associated compliance issues. This paper reports the results of a survey in which geography teachers self‐reported their knowledge and prioritized professional development needs. The data indicate that some compliance issues associated with assessment policy reform have largely been resolved, while more substantive assessment and course design issues continue to be prioritized for professional development. However, professional development that continues to focus on assessment reform may marginalize geography teachers' engagement with concurrent curriculum and pedagogical policy initiatives.     

A Typological Analysis of South Korean Primary Teachers' Awareness of Primary Geography Education

This study illuminates primary teachers' awareness of geography education. Data were collected through interviews with twenty-one teachers and analyzed using Straussian-grounded theory. A total of 210 concepts were categorized into twenty-two categories. The participants were categorized into three types. Many participating teachers (type 1 and 2) were clearly aware of the core characteristics of geography, and some of them recognized themselves as primary geography specialists (type 1). However, a few teachers (type 3) seemed unaware of the value of geography. These results suggest the necessity of primary-teacher training to improve primary teachers' awareness of geography education.     

Toward a Typology of Changes in Primary Teachers' Awareness of Geography Based on Receiving Graduate Education

This study illuminates the effects of graduate education on primary teachers' awareness of geography. Data were collected through interviews with twenty-one teachers who held M.A. or Ph.D. degrees in geography and analyzed using Straussian-grounded theory. The participants were categorized into four types. Many teachers (type A) showed meaningful refinement in their awareness of geography, and some of them (type B and C) identified themselves as experts in primary geography. However, a few participants (type D) showed only marginal development of their geographic knowledge. These results suggest the potential for improvements to graduate education in primary geography and for primary teachers.     

Writing a Successful Fulbright Group Projects Abroad Grant: Voices from a Journey to South Africa

Abstract

The authors share a successful Fulbright Group Projects Abroad grant award. The purpose of the grant was to enhance American educators' experience and knowledge of South Africa, in particular, and sub-Saharan Africa more generally. Toward that end, participants experienced a multifaceted view of South Africa's geographical diversity, both physical and cultural, through visiting three provinces and four major cities. Participants experienced people and places associated with reconciliation, segregation, and creolization, making comparisons with the U.S. historical experience. The program required participants to attend an orientation, participate in predeparture readings and to develop curriculum units that were shared at a national conference.     

Seedbed of Reform: Arnold Guyot and School Geography in Massachusetts, 1849–1855

Abstract

Swiss-born Arnold Henri Guyot (1807–1884) was the first professionally trained geographer to hold an academic position in the United States. After his migration to this country in 1848 he lived for several years in Massachusetts. During this period he introduced contemporary German-Swiss ideas of geography to key opinion leaders in an important series of lectures (published as Earth and Man), established a system of weather stations, and lectured on methods of teaching geography in Massachusetts teachers' institutes and normal schools. This article discusses Guyot's work in the reform of school geography in Massachusetts as the seedbed for his later, better-known work as the author of innovative textbooks and other teaching aids.     

Problem-Based Inquiry on World Water Problems in Large Undergraduate Classes

Abstract

This paper reports on the design and implementation of a project-based course—World Water Problems—that was introduced within the framework of introductory undergraduate geography education. The aims of the course were twofold: (1) to cultivate in students a world geographic perspective on water problems; and (2) to conduct an original research project on the search for detailed appraisals, or ex-post evaluations, of completed water projects and programs. The project involved problem-based inquiry and learning through several interrelated tasks including: hypothesis testing, systematic electronic library and database searching, corresponding with water resources experts; and synthesizing of results. Evaluation of the project, and the course more generally, was achieved through a questionnaire administered to the students and a focused in-class discussion. Overall, the students' comments about the course project demonstrate learning in the form of greater knowledge of world geographic regions and water sectors as well as enhancement of database search skills and critical thinking.     

The Trade and Industries of Western South America

Abstract

This research was based on an instructional module developed and used to investigate whether GIS can be used to enhance fourth grade students' geographic knowledge and map skills. Another goal was to identify challenges the teachers and the students face using GIS.

Findings from the study suggest that using GIS in the classroom helps students improve their geographic knowledge and maps skills. In addition, this study found that the students' geographic content knowledge tended to improve gradually and the knowledge transferred to the subsequent lessons, while certain map skills tended to develop in a more specific manner.     

Teaching American Indian Geography and History with New Perspectives: The Lodge Pole River Project Example

Abstract

A three-year institute called “The Lodge Pole River Project” was designed to change educator perceptions of American Indian historical geography and encourage the creation of balanced and culturally sensitive American Indian K-12 curriculum. This project offered unique opportunities to assess a geography institute's impact upon teacher knowledge and perceptions towards Native people and pedagogical approaches to teaching about American Indians and their landscapes. The assessment suggests that three weeks of field work, archival research, and curriculum writing increased participant knowledge of American Indian history and culture, solidified sympathetic perceptions and attitudes towards Native people, and strengthened the ability of educators to offer different interpretations of American Indian geography and history to their students.     

River Views of Beginning Pre-service Teachers: Content Knowledge Use

Abstract

How beginning teachers organize themselves to teach new or unfamiliar topics is an important issue for research. This paper discusses information about rivers in pre-service teachers' lessons taught to fourth grade students. Lessons were videotaped and transcribed for analysis. The data consisted of all information about rivers found in the lessons. Lesson content was analyzed for accuracy, coherence, centrality, over-simplification, and undue emphasis.

Seven kinds of problems with lesson content occurred because the beginning teachers lacked sufficient knowledge about rivers. Inaccurate information was either presented or allowed to stand unchallenged in the lessons. The lessons lacked coherence, because the beginning teachers tended to make passing references to concepts. About twice as many of the lesson concepts were peripheral to the study of rivers, the problem of centrality. The relationships between some river-related ideas were misunderstood or ignored. Both physical and human geography concepts were consistently over-simplified. The recreational use of rivers was consistently over-emphasized.     

Effectiveness of Teaching Pedagogical Content Knowledge Through Summer Geography Institutes

Abstract

Research presented in this paper addresses two fundamental questions: how effective have state geographic alliance summer geography institutes (ASGIs) been in changing the classroom teaching behaviors of participants, and to what extent do the institutes reflect characteristics of effective inservice training? Both questions are grounded in Shulman's concept of pedagogical content knowledge—the notion that effective teaching requires knowledge of how specific ideas and procedures in a particular content domain can best be taught. On-site evaluations and four follow-up evaluations provided data regarding the strengths and weaknesses of the institutes as well as evidence regarding the institutes' long-term effectiveness in promoting change in geography instruction. Results of the study indicate that ASGI graduates not only make substantive changes in how they teach geography, but also conduct high-quality inservices that lead to changes in the teaching practices of their colleagues.     

Challenges of Teaching Advanced Placement Human Geography

Abstract

The new Advanced Placement (AP) human geography course is a wonderful opportunity to ensure the availability of high quality geographic education for high school students. As with any course, in addition to the students' interest and ability, their success is also closely linked to the teachers' preparation. In order to be as well prepared as possible, most AP human geography teachers want and need to know several things in addition to the course content. Questions addressed include how to promote the course, who to promote it to, necessary geographic background for both students and teachers, recommended texts and other resources, how to prepare students for the examination, and how to incorporate the course into the school curriculum.     

Regularities in Spatial Information Processing: Implications for Modeling Destination Choice

This paper investigates the determinants of spatial knowledge and how our knowledge of space varies according to geographic location. By using data on U.S. city names recalled at 22 test locations, a multivariate model of the information surface specific to each test location is calibrated. This model links the probability of a city being recalled from memory to its distance from the test site, its population size, its location with respect to other cities, and whether or not it is a state capital. The paper then suggests that these recall data provide information on spatial knowledge surfaces from which large-scale spatial choices, such as migration destinations, are made. Results from the analysis lend further evidence to the idea that spatial knowledge is stored and processed hierarchically and that individuals underrepresent information in large clusters. Consequently, the results have important implications for modeling any spatial behavior based on individuals' spatial information surfaces. In particular, the results cast further doubt on the validity of traditional large-scale spatial choice frameworks and lend support to the competing destinations hypothesis.     

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.     

Design of a view-based DSS for location planning

Abstract.

The traditional approach in DSS falls short of providing a highly interactive problem solving environment for planning. Often, cumbersome procedures are required to implement optional plans and obtain feedback information. In dynamic graphic systems, the user is able to view different linked graphic representations (e.g., spatial or statistical graphs) of statistical data and interact (e.g., selecting items) with these graphics. In this paper we describe the design of a DSS for planning facility locations, which uses principles of dynamic graphics to achieve a highly interactive problem solving environment. As in dynamic graphic systems, the user interacts with the DSS through active and linked views. However, where views in dynamic graphics are different representations of a given dataset, the views in the DSS are active data structures describing the facility system to be planned from different perspectives. The declarative and procedural forms of knowledge involved are identified by a logical analysis of planning problems. A frame-based formalism is proposed to represent the knowledge contained in the views. The main advantage of this view-based approach is that it offers the user a highly flexible and interactive environment for performing ‘what-if’ analyses.     

Editorials

Abstract

Instruction at the primary grade level should be designed to give attention to a child's developmental level and to utilize a child's experience. This article describes how the geographic themes of location, movement, and region can be taught in the primary grades. Students move from concrete to semiconcrete to abstract tasks while learning geographical skills incorporated with math, science, reading, and writing.     

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.     

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 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.