A Time-Sensitive Framework for Including Geographic Information Systems (GIS) in Professional Development Activities for Classroom Teachers

This work shares a time-sensitive framework for teaching GIS to educators of all levels and disciplines. Existing relationships with teachers enabled the addition of GIS content in professional development activities. The amount of time devoted to GIS-related content varied depending on time made available for interaction with the audience. Content audiences included geography, history, social studies, science, agriculture, religion, and math teachers. The framework was developed, tested, and refined over a period of six years, during thirty-six trainings, and with 580 educators. Use of this framework emphasizes that not one size fits all in GIS education and that GIS can work for any teacher, their content, their classroom, and their time availability.     

Constructing a Dialogue: Geographic Education and Geographic Research

Geographic researchers and those who specialize in educational issues have paid insufficient attention to one another. Many theoreticians are openly contemptuous of those who study education; many who focus on pedagogy are unnecessarily defensive. This essay calls for a program of sustained intercourse that is explicitly mutually transformative in nature. It reviews what each perspective offers the other. A change in attitude among those who emphasize geographic research is needed that takes pedagogy far more seriously than it has hitherto. Conversely, geographers whose professional interest is in education would benefit from including new conceptual material such as social theory and political economy in pedagogic works. The results of such an intersection would be to inject new energy into the field, including secondary schools, widen geography's audience, and enhance its popular reputation.     

Geographic Information Technologies + Project-Based Science: A Contextualized Professional Development Approach

Abstract

This study investigated the effects of using a long-duration, project-based science professional development model on the acquisition of declarative knowledge and basic terminology associated with the use of geographic information technologies (GIT), teachers' self-assessed confidence in using GIT skills, and the implementation of GIT in participants' classrooms. Results suggest that a long-duration, project-based science model was effective in teaching GIT declarative knowledge and raising teachers' self-confidence in using GIT tools. The academy was funded through a grant from the US Department of Education with additional support from Environmental Science Resources Institute (ESRI), Inc., and members of the New Mexico Geographic Information Council.     

GIS Teacher Training: Empirically-Based Indicators of Effectiveness

In spite of various actions, the implementation of GIS (geographic information systems) in German schools is still very low. In the presented research, teaching experts as well as teaching novices were presented with empirically based constraints for implementation stemming from an earlier survey. In the process of various group discussions, the participants developed ideas for overcoming the constraints in the field of continuing teacher education among others. These ideas were used to create empirically based strategies for the future design of training activities in continuing education of teachers while taking these constraints into account. These strategies were later validated externally by comparing them to empirical findings on effects of training activities in continuing teacher education in general and empirical findings on GIS implementation from other studies.     

A National Survey to Examine Teacher Professional Development and Implementation of Desktop GIS

ABSTRACT

This article examines the results of an online national survey of K–12 educators who attended a series of GIS training workshops conducted by the authors between 1998 and 2004. Data from the self-report survey (N = 186) suggest new information about potential changes in instruction and assessment patterns following GIS training. The survey provides insight for those designing GIS-based professional development, while simultaneously describing relatively little change in instructional methodology. The survey confirms some classroom implementation constraints from an earlier national implementation survey, identifying a lack of time for teachers, variable skill levels among students, and software complexity.     

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.     

Reading the World: Integrating Geography in an English Language Learner Literacy Program

Abstract

English language development classes focus on teaching students of other languages how to speak, read, and write English. They must also prepare students to meet the many standards and requirements that are prerequisites to content classes, such as geography, and high school graduation. This discussion focuses on the integration of literacy and geography in a classroom with English language learners. A common English language development model, the “Into, Through, Beyond” model of learning, sets a foundation that integrates components of English language acquisition with language arts and geography standards. In turn, this approach to learning prepares the learners for success in social and academic arenas.     

Reflections and speculations on the progress in Geographic Information Systems (GIS): a geographic perspective

Great strides have been made in Geographic Information Systems (GIS) research over the past half-century. However, this progress has created both opportunities and challenges. From a geographic perspective, certain challenges remain, including the modelling of geographic-featured environments with GIS data model, the enhancement of GIS’s analysis functions for comprehensive geographic analysis and achieving human-oriented geographic information presentation. Several basic theoretical and technical ideas that follow the workflow and processes of geographic information induction, geographic scenario modelling, geographic process analysis and geographic environment representation are proposed to fill the gaps between GIS and geography. We also call for designing methods for big geographic data-oriented analysis, making best use of videos and developing virtual geographic scenario-based GIS for further evolution.     

Digital Data-Centric Geography: Implications for Geography's Frontier

The debate regarding geographic information systems (GIS) as tool, toolbox, or science still lingers in geography departments and among geographers. Analysis of geographic information is a vital component of decision making among business, governments, researchers, and academics. GIS users, geographers and nongeographers alike, use and benefit from problem-solving methods in numerous fields and contexts, making the use of GIS and the core competencies associated with using GIS a topic of intense debate. Complicating this ongoing discussion is the rise of data-centric approaches to research in geography that further expand the capabilities of spatial analysis and add to the expected knowledge of a GIS user and analyst. Building on a panel discussion at the 2016 American Association of Geographers (AAG) annual meeting, as well as informal dialogues on Twitter and other social media platforms that navigate this issue in academics and industry, this article explores how skills in research computing and programming operate in geography and GIS, especially given the rise of data-centric approaches to research in these realms. Some topics, like the costs and benefits of open and closed source software, are familiar from previous discussions in geography and GIS. Others, though, like the reward structures and recognition for computing skills or programming ability, have not been widely considered given the current landscape.     

Developing Mission-Focused Outcomes for a Professional Conference: The Case of the National Conference on Geography Education

Conferences are principal mechanisms for professional organizations to advance their missions. Conference evaluations can measure mission-related outcomes in order to gauge an organization's impact on the professional growth and development of its community and other stakeholders. Using data from two recent conference evaluations, this article examines the impact of the National Conference on Geography Education in an effort to encourage a discussion about possible future directions.     

Filling the gap: The geospatial skills shortage in New Zealand

Geospatial technologies span governmental, academic and private commercial sectors, and their potential for growth is considerable. The USA and Australia have trouble meeting demand for geospatial skills. This paper reports on a national survey of 157 organisations that identified a similar geospatial shortage in New Zealand. The paper also details dimensions of the shortage and the current frameworks for meeting the shortfall of skilled professionals. Arising from this skills gap, key challenges facing both the geography and geospatial communities are identified and discussed: raising student numbers, gaining experience, up‐skilling current professionals and raising awareness of the value of the geospatial skillset.     

《中国大百科全书•中国地理卷》西南区编撰对区域地理学研究的启示

《中国大百科全书》是中国文化遗产的宝库,地理卷作为其重要分册之一,是地理学的工具用书,更是普通大众了解地学知识的一个窗口,也是以书为鉴,明得失、知兴替的“铜镜”。基于《中国大百科全书·中国地理卷》第三版的编写,聚焦西南区,分析地理词条的构成与特征,探讨区域地理学研究的特色。梳理出西南区旅游与地理学协同发展,资源与生态保护地位凸现,地质灾害研究成效显著,地缘与经济战略优势突出等特点。并在浅析西南区地理学研究不足基础上,提出区内地理学发展的展望,即加强西南区地理学的基础性与综合性研究,提升地域系统对全球变化的动态响应研究,拓展新时期地理学的量化与应用性研究,重视地理科学知识科普的人才队伍建设等。     

Geographic Information Technologies and the History of a Shoreline: The Case of Chapter 91 in New Bedford,Massachusetts

Abstract

This article discusses the use of geographic information technologies to assist researchers in the exploration of historical databases. The case study is a pilot project in which we used geographic information systems (GIS) and global positioning systems (GPS) to study the history of the Public Waterfront Act (the “Chapter 91” program), a policy designed to balance private property rights, public interest, and environmental protection in the Massachusetts tidelands. The issues discussed range from the role of GIS in society and its limitations as a representational tool to the ability of current GIS to deal with historical data and to manage temporal attributes.

     

Geographic Information Technologies and the History of a Shoreline: The Case of Chapter 91 in New Bedford,Massachusetts*

This article discusses the use of geographic information technologies to assist researchers in the exploration of historical databases. The case study is a pilot project in which we used geographic information systems (GIS) and global positioning systems (GPS) to study the history of the Public Waterfront Act (the “Chapter 91” program), a policy designed to balance private property rights, public interest, and environmental protection in the Massachusetts tidelands. The issues discussed range from the role of GIS in society and its limitations as a representational tool to the ability of current GIS to deal with historical data and to manage temporal attributes.     

黄土高原地区农业可持续发展的用水模式探讨

黄土高原大部分地区处于半干旱地带,属于生态环境脆弱区。由于受水资源短缺的困扰,加之落后的粗放型生产方式得不到根本的改变,使该区农业发展严重受阻。从该区农业发展现状出发,结合国内外半干旱地区农业发展过程中的成功经验,针对黄土高原地区的农业水环境,提出了一种适合该区农业可持续发展的用水模式即黄土高原地区农业可持续发展的高效用水模式,并对其模式的可行性从水量因子、作物因子和人为因子等方面进行较为深刻的论证。     

南粤古驿道红色寻踪——基于《寻乌调查》的历史地理分析

基于毛泽东同志所作的《寻乌调查》,利用历史地图资料,结合当前遥感影像数据、道路地名信息及相关历史资料等,运用GIS技术对历史资料进行还原处理,从交通区位、经济地理与区域文化等方面,对20世纪30年代寻乌与南粤的区域历史地理关系进行研究：1）还原并佐证了《寻乌调查》描述的区域交通系统,梳理出寻乌与南粤区域水陆交通网络及交通运输的基本特征,寻乌典型的边区区位与自然地理等条件,成就了其联系南粤的交通枢纽功能。2）寻乌与南粤的区域经济地理关系具有典型的“盐上米下”特征;寻乌在区域贸易流通中承担着中转站的功能,但边区市集发展程度较低,寻乌的社会经济深受以梅县为腹地的南粤地区发展的影响。3）南粤革命力量对中央苏区具有不可磨灭的历史贡献,红色文化底蕴非常深厚。理解寻乌与南粤的区域历史地理关系,既对当前的区域发展规划与政策制定具较强的指导作用,也为当前的南粤古驿道活化和开发提供了一条“寻乌调查红色之旅”路线。     

“新型旅游”视角下的乡村旅游发展策略探讨——以福州市周边乡村为例

基于对Poon的“新型旅游”概念及其形成背景和特征的归纳和总结,认为“新型旅游”具有体验性强、组织灵活、信息化程度高、形式新颖等特点.以此为基础,结合福州市周边乡村旅游发展的实际,提出了产品设计特色化、灵活化、环保化、体验化等产品开发原则,文章认为福州市乡村旅游发展可采取蓝色之旅、绿色之旅、农桑之旅和人文之旅等四大策略.     

Preparing Geographers for Interdisciplinary Research: Graduate Training at the Interface of the Natural and Social Sciences

Recent debates about the state of geography raise valuable questions about how the discipline can and should change in response to shifting institutional realities. Focusing on the breadth and interdisciplinarity of geography, these discussions often overlook the role of pedagogy—particularly graduate training—in adapting the discipline to new institutional landscapes. Drawing on experiences as current and recent geography doctoral students, we identify institutional seedlings of opportunity that can be cultivated toward a spectrum of alternative doctoral training models. These alternatives offer significant opportunities to better prepare early-career geographers for success and to solidify geography's position as a leader in interdisciplinary research.