Students' familiarity and initial contact with species in the Monte desert (Mendoza,Argentina)

This study investigates how familiarity and initial contact with species can be explained by social-demographic variables in an arid environment of Argentina. Our main objectives were to investigate which species children are familiar with, and analyse the effect of place of residence, sex and age on students' knowledge and initial contact with species. In total, 1746 students between 7 and 18 years old participated in the study, from 25 urban and 19 rural schools. Students were asked to write down ten animals and ten plants, and to indicate where they had seen them for the first time. Children were able to name an important number of species but they were mostly acquainted with exotic ones. Familiarity with species and the use of different sources of information can be explained by interactions between the studied factors, while place of residence was not as significant as we expected. Sex was an important explanatory variable, likely influenced by differences in roles and children activities' preferences. It is necessary to improve the knowledge on native species, particularly those with conservation problems by using information sources close to nature, without neglecting the knowledge of the exotic species that children showed more familiarity from everyday life.     

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.     

Integrating Geospatial Technologies in Fifth-Grade Curriculum: Impact on Spatial Ability and Map-Analysis Skills

This study explores the effects of geographic information systems (GIS) curriculum on fifth-grade students' spatial ability and map-analysis skills. A total of 174 students from an urban public school district and their teachers participated in a quasi-experimental design study. Four teachers implemented a GIS curriculum in experimental classes over six weeks while three teachers continued with regular teaching in control classes. Both groups completed pre- and post-tests measuring spatial ability and map-analysis skills. Students in the GIS classes demonstrated more growth over time in spatial ability and map-analysis skills than did their peers in the control classes.     

Learning to do geography? University students posing questions in GIS laboratory exercises

In many higher education curricula, pre-structured step-by-step laboratory exercises in introductory courses in geographical information systems (GIS) are an important part of the training of future geographers. The reasons for this approach to teaching GIS are manifold, such as large numbers of students, off-the-shelf desktop software that is often complex, technical challenges, and scarce faculty resources. Often the reasons are well agreed upon by members of a university faculty and among the students. Research in other fields has shown that the use of a controlled manual for laboratory work often provides low learning potentials. However, not much empirical research has dealt with this issue within a GIS learning environment. Inspired by research on the value of student-generated questions within science education, the authors take a closer look at the type of student-generated questions and their relation to students' self-image of their learning approach in two pre-structured GIS laboratory settings at two Danish universities. They conclude that the vast majority of student-generated questions are of a basic information type and independent of the students' self-image of their learning approach. Further, it is found that wonderment questions, i.e. questions that are reflective in nature and show students the process towards acquiring extended geographical knowledge and software proficiency, are rarely asked.     

在韩中国朝鲜族社会网络地理特征对其中国认同的影响

许多研究表明,人们在流动到其他国家后,其族群认同、国家认同会因为迁入地的社会条件的影响而发生变化。这个结论已经毋庸论证,人们需要知道的是影响这些认同的因素和机制为何。在当今世界中,要破解复杂的国家认同问题,需要将影响国家认同的机制做细致分解。研究组设计了一般性分析框架,将社会网络之地理特性作为影响因素,旅居海外公民的母国认同作为影响结果,再以之分析在韩国的朝鲜族对中国认同的变化趋势,并对这种认同变化做一个基本的评价。分析结论是:在韩朝鲜族社会网络的三个地理特征对他们的中国认同有正向促进作用,其一是近年在韩朝鲜族的业缘网络对中国的覆盖度不断增加;其二是家庭长者作为亲缘网络中的核心人物位于中国;其三是中国的国际地位逐渐提高。地理学视角有助于更清晰地分析国家认同。未来需要分析在韩朝鲜族对哪个国家的认同更强,这对移入国和移出国双方或许更为重要。     

School Students' Understanding of Choropleth Maps: Evidence From Collaborative Mapmaking Using GIS

Abstract

Pairs of students from two age groups made choropleth maps using Arc View. Evidence from their discourse is used to assess aspects of their cartographic understanding as well as the nature of their collaboration. Students from both age groups spent a high percentage of their time talking about cartographic strategy and a low percentage of time on technical aspects of GIS functionality. Older students engaged in more reasoning and questioning. Key areas for teacher intervention include promoting better student understanding of what the mapped data mean (including directionality and numerical characteristics) and the most effective strategies for raising the level of students' conceptual exchange during collaborative learning.     

中日韩在东盟制造业价值链的参与特征及耦合关系——基于TiVA数据库的实证

从增加值创造与流转角度考察制造业区域网络及价值链,是当前国际贸易与产业专业化分工研究的新领域。各国在制造业区域价值链参与中的效应问题,尤其是价值链参与对各经济体及其生产要素的优化配置形成何种规制,更是一个需要探究的“黑箱问题”。基于OECD和WTO联合发布的TiVA数据库最新统计数据,借鉴、构造了区域价值链参与度指数、产业演进系数、产业竞争力指数、区域价值链参与度位序等量化指标,构建起区域价值链“参与度-适应性-竞争力”分析框架,对中日韩在东盟制造业价值链的参与特征及耦合关系,开展时序统计测度与横向比较。研究表明：① 中日韩对东盟制造业价值链的贡献份额提高到47%,是区域价值链的主要参与者与实际主导者。其中,中国历经1995—2001年、2002—2007年、2008—2015年三个发展期,超越韩日成为首位参与国;② 三国参与区域价值链的产业结构同期发生调整。中国符合产业演进梯度上升的一般规律,解构了所谓的东亚“雁行模式”,但在结构合理性上尚需提高。日韩则向中低技术产业逆向演进,契合市场需求;③ 三国的产业竞争力及其空间格局随之出现阶段性演替。当前,中日韩分别在高技术产业、中高技术产业、中低技术产业形成竞争优势,并在东盟区域演绎出了空间交叉、部分重叠、独据等三种产业互动类型。这与各国自身制造业产能及其发展阶段紧密相关,更受到区域价值链成长需求与参与国之间竞争关系的影响。     

Defining Appalachia: Public Policy and Regional Dynamics in Appalachia's Low-income Counties, 1965-2000

Abstract

The extant literature on place location learning resolves in varying degrees that place location knowledge (PLK) is deficient in the United States and abroad. This is particularly true for younger school-attending age groups. This study has three main aims: to investigate the validity of that claim in regard to secondary-level students in Dublin by testing their PLK; to assess what characteristics of tested place locations render some sites more visible in students' eyes than others; and to investigate statistically what traits of the respondents shape their PLK. The implications of these findings on geographic education and future research are also discussed.     

Intermediate school's trip to India: Preparing for competence

In November 2010, students from a Palmerston North intermediate school embarked on a 2‐week excursion to India. Qualitative research was carried out before, during and after the trip. Results discussed in this article focus primarily on the students' account of their trip, especially their perceived cultural competence and their explanation for it. Accounts of their competence are also offered by the parents and teachers, for example, they especially valued the students' extensive school‐based preparation. Insights gained from the experiences of this trip may be applied to other, including older, cohorts of students embarking on overseas school field trips.     

Understanding the spatial knowledge of freshmen and sophomores about their university campus: A case study from Jimei University,Xiamen, China

The influence of environmental familiarity on spatial knowledge development in the context of campuses and their surrounding environments has been well documented. However, existing studies have rarely stressed the distinction between the architectural styles of a campus and its surrounding environment. This study thus targets a campus with a historical architectural style that contrasts strongly with the surrounding modern environment, to gain a fresh view on how spatial knowledge develops with environmental familiarity on such a unique campus. This study recruited 30 freshmen and 28 sophomores to complete landmark selection, route sketching, and distance estimation tasks used to measure their spatial knowledge. The results mainly revealed that spatial knowledge developed by freshmen and sophomores stayed at a similar level as no significant differences were detected. As such, the key implication of this study is that spatial knowledge could be developed to the largest cognitive extent within a short period (i.e., 1.5 months) after students have entered a new campus in which the architectural style contrasts strongly with its surrounding environment. Increased environmental familiarity did not significantly promote their spatial knowledge development as sophomores with about an added year of campus stay performed similarly to freshmen.     

亚洲新兴经济体服务贸易竞争力比较研究——基于亚洲“四小龙”服务贸易数据分析

本文采用服务贸易国际竞争力常用评价指标体系,对亚洲新兴经济体一亚洲“四小龙”的服务贸易国际竞争力进行了比较分析。研究表明：中国香港的服务贸易国际竞争力最强,优势部门为运输和金融;新加坡服务贸易发展最为迅速;中国台湾和韩国服务贸易处于较低水平,但韩国的政府服务遥遥领先,建筑业已处于世界先进水平。在此基础上,提出应加强亚洲“四小龙”的服务贸易合作,形成优势互补,提高国际竞争力。     

基于企业母子联系的中国跨国城市网络结构——以中韩城市之间联系为例

从基于企业活动为城市经济活动的主要动因、企业组织联系为城市网络基础的认识出发,以企业跨国母子组织联系为根据,建立网络基本要素和联系密度等概念与指标。以中韩城市联系为例,分析了中国城市跨国网络结构特点。结果表明:跨国城市网络不断扩大的同时,网络基本要素分布呈现区位倾向性,集聚于环渤海和长三角;城市对和结点城市联系密度位序—规模分布显著,形成青岛、上海、北京、天津与首尔主导轴和青岛、天津、上海、北京等主导结点;城市对和结点城市的联系密度规模位序不断调整,同时在高位序群中保持相对稳定性;结点城市呈现专门性、综合性的分化,如北京和上海显示综合性,青岛和天津显示专门性等;受企业母子相互关系影响网络联系键具有矢量性,进而结点城市中形成源结点和受结点之分。     

省属师范院校地理科学专业本科生生源及就业特征研究——以信阳师范学院为例

基于信阳师范学院地理科学学院2001—2012级学生生源分布和就业数据统计,运用基尼系数和集中化指数识别分析了地理科学专业应届毕业生的生源地、就业地的时空格局。研究发现:研究对象的生源地和就业地呈"大分散、小集聚"且就业地分布较生源地分布分散的格局;来自不同地区的毕业生迁移距离具有标度分布的统计规律,可为高校的招生和就业工作提供指导和借鉴。     

Chinese Junior High School Students' Perceptions of Geographic Fieldwork: A Case Study

After nearly ten years of implementation of the first junior high school geography standards, Chinese geography educators have been increasingly incorporating fieldwork into their geography teaching. This study examined student perceptions of fieldwork from an international perspective by reviewing student fieldwork reports and administering a questionnaire to 337 junior high school students aged approximately fifteen years. The results demonstrate that the students' perceptions of fieldwork were primarily positive and that they found field experience to be interesting. Fieldwork provided the students with deepened understanding of issues, cognitive and affective benefits, transferable skills and knowledge, social skills, demonstration, and memorable experience. In addition, some factors for improving geographic fieldwork were identified.     

Does the High School Geography Experience Influence Enrollment in University Geography Courses?

The literature suggests that owing to profound difficulties with high school geography curricula, teachers play a vital role in stimulating student interest and in providing a platform for continuation in the study of geography at university. Yet, with little empirical evidence offered in support, it is unclear why students select geography at university and if their high school experience informs their decision. Through a survey of students enrolled in an introductory geography course at an Ontario university, this research questions the relationship between students' high school experience and their enrollment in the course and ponders the implications for the health of the discipline.     

Exploring Cultural Universals

Abstract

This article identifies teaching strategies to explore cultural universals. Traits that contribute to distinguishing one culture from another can be classified into general categories that all cultures share. Students identify universals in their daily lives and then compare and contrast different cultural perspectives through an exploration of these universals. Computer technology provides access to images and information about other cultures that might be used to increase students' understanding of cultural perspectives. The Internet provides a vehicle for classrooms to exchange cooperative creative writing stories that allow students the opportunity to explore different cultural perspectives through the eyes of other students around the world. Suggestions about how to establish and conduct a classroom exchange project over the Internet are provided.     

Using Photography to Visualize Children's Culture of Play: A Socio‐Spatial Perspective

Visual methodologies have great potential to offer insight into children's culture and how it shapes childhood. We explore children's culture of play in an urban, low‐income neighborhood using photographs as a means of encouraging participatory research with elementary school students. Focus group interviews were conducted to validate children's perspectives on play, and all data were analyzed inductively using open coding to develop categories and emergent themes. Findings suggest that adults often define the physical boundaries of play, but children were largely able to determine the nature of their activities. Children's culture of play in this study highlighted issues of power and privilege, while concurrently emphasizing the socio‐spatial nature of childhood.     

Teaching physical geography at university with cartoons and comic strips: Motivation,construction and usage

This article presents the cartoons and comic strips that the author draws and has used in his teaching of physical geography at the undergraduate level since 2011. In the context of an image‐based culture, this article discusses the pedagogic goals that cartoons and comic strips fulfil: enhancing learning and creativity, associating pleasure with learning, pushing students to think ‘outside the box’ and relating the students' learning experience to a media framework popular with students. Cartoons and comic strips also answer particular necessities related to the teaching of physical geography. Using characters placed in hypothetical situations, they explain the process of doing geography and being a physical geographer.     

Identification of tourist hot spots based on social networks: A comparative analysis of European metropolises using photo-sharing services and GIS

New sources of geolocated information, associated with big data and social networks, show great promise for geographical research, especially in the field of tourism geography. Photo-sharing services comprise one of these sources. The aim of this article is to demonstrate the potential of photo-sharing services for identifying and analyzing the main tourist attractions in eight major European cities: Athens, Barcelona, Berlin, London, Madrid, Paris, Rome and Rotterdam. Geotagged photographs on Panoramio were differentiated according to whether they had been taken by tourists or local residents, and their spatial distribution patterns were analyzed using spatial statistical techniques in a GIS. The results indicated the concentration and dispersion of photographs in each city and their main hot spots, and revealed marked differences between tourists' and residents' photographs, since the former showed higher spatial concentrations. In addition, differences were observed between cities; Barcelona and Rome presented a strong spatial concentration compared with London or Paris, which showed much greater dispersion.     

Mental Mapping: A Lesson That Creates Itself

Abstract

Mental image and place-preference maps of college students in Florida were created through a two-part lesson. The patterns revealed by these maps were linked to students' life experiences, census data on migration and income, and similar studies conducted in other states. Students prefer states with established migration links to Florida and better income/job opportunities. Because the maps could not be created without their input, students were wholly engaged in a lesson that uses concepts in population geography and cartography to fulfill several national geography standards.