Problem-Based Learning for Promoting Student Learning in High School Geography

ABSTRACT

This study determines the impact of problem-based learning on a preuniversity geography class. Learning activities include problem analysis, information collection, an examination of concepts, oral presentations, and group summaries in relation to current and perennial geographical issues of local and/or global concern. Assessment for learning and assessment of learning were done by the teacher, classmates, and students themselves. Results showed that students could analyze problem statements and present their understanding systematically but varied considerably in organization, argument, and quality of thinking. To seek improvements, teachers should become more active facilitators while encouraging students to learn as problem solvers. Teacher training and school-based support are needed for creating a collaborative inquiry-oriented atmosphere in the classroom.     

Chile

Abstract

This study provides empirical information about the extent of geography instruction present in history classrooms. Techniques of protocol analysis were applied to oral references to geography made by teachers and students in 44 U. S. and European history lessons in several grades. The references were coded according to GENIP' s five themes plus a sixth coding category for explicit references to maps. Two types of references were found: passing references, which merely mentioned a geographic issue or feature, and substantive references, in which geography was taught or played a substantial role. That 550 geographic references occur in these lessons may explain why so many history teachers believe that they are adequately integrating geography and history. However, 75 percent of all the references were passing and not substantive. We conclude that the core epistemological events for learning and reasoning in, about, and with geography are not being taught adequately in history lessons.     

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.     

Geographical Notes

Abstract

This article describes the benefits of combining field-based learning within the context of a competitive setting in the geography curriculum. Findings and data are presented based on experiences gathered from teaching an upper-level university geography course that combined geographic techniques and theory into a game of capture-the-flag. Students analyzed a variety of geospatial data sources, using ArcMap Geographic Information System software, to prepare a series of maps for the game. Students reported a first-time understanding of many geographic skills that were previously ambiguous to them when the material was presented in a different format, such as lectures and labs.     

Learning by Doing: Implementing Community Service-based Learning

Abstract

Community-based Learning (CSBL) is based on the idea that learning is facilitated when the classroom is linked with real-world experience. This paper presents an overview of the pedagogical basis of community service-based learning (CSBL) and compares CSBL projects carried out in two very different settings. The findings indicate that in order to implement CSBL successfully, instructors need to plan ahead, develop partnerships with community organizations, and allow community groups to guide student projects. It is also important to recognize that the full benefits of CSBL are only gained when students, community members, and instructors spend time reflecting on the CSBL experience.     

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.     

一种利用流形学习进行多影像匹配的方法

提出了一种利用流形学习方法进行多影像匹配的算法。通过两组宽基线序列影像的匹配实验,并与LE-SIFT方法、SVD-SIFT方法和基于局部线性映射的LLE-SVD方法进行了对比分析。结果表明,本文方法在获得多幅影像的共同匹配结果和利用多幅影像之间的约束实现两幅影像匹配的结果上都优于现有方法。     

Integration of Geospatial Science in Teacher Education

Abstract

One of the primary missions of our university is to train future primary and secondary teachers. Geospatial sciences, including GIS, have long been excluded from teacher education curriculum. This article explains the curriculum revisions undertaken to increase the geospatial technology education of future teachers. A general education class introducing geospatial technology to the general student body has been developed, a cartography class has been modified to provide applied geospatial experience explicitly for future teachers, and a service learning partnership with local K–12 schools has been established where students are working with teachers to integrate geospatial sciences in their academic programs.     

Chrysophyte cyst relationships to water chemistry in Pyrenean lakes (NE Spain) and their potential for environmental reconstruction

Chrysophyte cysts were identified from the surface sediment of 105 mountain lakes in the Pyrenees (NE Spain), and their statistical relationship to water chemistry was examined using canonical correspondence analysis (CCA). The chemical parameters that explained significant and independent amounts of variability were alkalinity, pH, potassium, nitrate and magnesium. In a CCA using these parameters, the first canonical axis was related to a gradient of alkalinity and pH, which reflected the varying nature of the watershed bedrock in the Pyrenees, while the second axis was correlated with potassium (negatively) and nitrate (positively). The potential for environmental reconstructions of the five chemical parameters was further studied by: (i) analyzing the distribution of optima and tolerances calculated by weighted-averaging (WA); (ii) carrying out detrended canonical correspondence analysis (DCCA) with a single environmental variable; and (iii) examining the performance of WA-PLS transfer functions. Acceptable transfer functions were obtained for alkalinity, pH and nitrate. However, for potassium and magnesium the tolerance of cysts was too broad and the distribution of optima too skewed, respectively. The possibility of reconstructing nitrogen-related issues using chrysophyte cysts is particularly interesting because of the lack of direct chemical records of nitrogen compounds in sediments. Nitrate reconstructions using transfer functions may be complemented by a holistic reconstruction using partial CCA, where, after subtracting the effects of other chemicals, samples are ordered on a plain defined by potassium and nitrate. This ordination could show down-core trends in lake productivity and renewal time.     

Learning Conservation: the role of conservation covenants in landscape redesign at Project Hindmarsh,Victoria

Biodiversity decline continues apace across the Australian landscape with a pressing need to redesign land use to address this situation. The significance of private land increasingly is recognised for the protection and enhancement of biodiversity as landholders inevitably make decisions that affect environmental quality. Biodiversity conservation is as much a social process as a physical one. Conservation covenants are perpetual agreements under which landholders choose to conserve land voluntarily, primarily for conservation purposes. The role covenants might play in landscape-scale conservation was investigated in north-western Victoria. In-depth interviews with a range of participants were undertaken, with an emphasis on the role covenantors might play as social learning and cultural change agents. Analysis of these interviews offers useful perspectives for understanding socio-cultural dimensions of landscape change and exploring the differing values of production farmers and nature conservation landholders. Consideration is then given to approaches to engaging local production farmers in nature covenants and promoting communication between this group and the largely non-production conservationists who currently form the mainstay of conservation covenants.