Useful Products of the Century Plant a Lesson on Mexico

Creating opportunities for students to actively apply hazards theory to real-life situations is often a challenge in hazards geography courses. This article presents a project, the Jocko Lakes Fire Project, that implemented learning strategies to encourage students to be active in wildfire hazards research. Wildfire hazards stand out as an increasing threat to communities in forested areas given current and projected rates of urbanization, the growing concentration of wealth in hazard-prone areas, the increasing costs of forest wildfire reduction, and climate change. Components of the project involved students in problem definition and the articulation of a research plan; identifying and collecting relevant data; and analyzing and documenting the wildfire hazard event. The student-based evaluation of the project and its outcomes highlights the ways in which this approach can increase understanding of local hazard scenarios, familiarity with relevant theory, geographical knowledge, and skills in research.     

Transportation Part II

Abstract

This article presents research on evaluating problem-based learning using GIS technology in a Singapore secondary school. A quasi-experimental research design was carried to test the PBL pedagogy (PBL-GIS) with an experimental group of students and compare their learning outcomes with a control group who were exposed to PBL but not GIS. The results show significant differences in the learning outcomes between the two groups. Specifically, students in the control group show more memorization skill while students in the experimental group demonstrate more analytical and evaluation skills. The conclusion is that learning with PBL-GIS pedagogy can result in higher-order learning outcomes.     

The Course in Geography in the State Normal School at Salem,Mass.

Abstract

During academic year 1999–2000, the Geography Department at Michigan State University (MSU) launched a program of online geography courses. Since then, four undergraduate online geography courses have been collectively developed and delivered to over 4,500 domestic and international students in association with MSU's Virtual University Design and Technology (vuDAT). The creation of each virtual course has taught valuable lessons concerning course development and administration; interactions with students have shed insight on course structure, content, and instruction. This article addresses development, management, and pedagogic concerns pertinent to the operation of online geography courses and offers suggestions to others who wish to develop online courses. Preliminary evidence on the effectiveness of these courses is also presented.     

Critical Thinking in Physical Geography: Linking Concepts of Content and Applicability

Abstract

This research examines the effectiveness of problem-based learning (PBL) in an online geographic information systems (GIS) course for adult learners. Adults expect to take greater control of their learning and tend to be self-directed. Students are encouraged to take an active role as problem-solvers in PBL courses. The effectiveness of PBL in face-to-face courses has been shown. Effectiveness in online courses is demonstrated in this study. The performance and experiences of students and instructor in two online courses are compared. The results show that PBL can be more engaging than traditional methods, making PBL-GIS a good choice for an online adult audience.     

Experiential Learning,Spatial Practice,and Critical Urban Geographies

Abstract

Experiential learning pedagogies are being adopted across undergraduate education and touted as an effective strategy for enhancing student learning. This paper develops an explanation for how and why such pedagogies can foster students' critical thinking and learning. Drawing on data collected from first-year students in “field based” urban geography courses at an urban university, I show how students' existing knowledge of urban spaces and specific parts of the city is constructed from a variety of sources and experiences, and can be incorporated in experiential learning activities in ways that foster critical learning. Such an approach is crucial to creating learning environments in higher education that include a greater diversity of student identities and life experiences.     

The Digital Versatile Disc as a Learning Support Medium in the Teaching and Learning of Map Work

Abstract

This article describes the results of a study where the digital versatile disc (DVD) was used as a variant of Information and Communication Technology (ICT) in order to aid in the teaching and learning of map work in geography at secondary school level. A group of grade 10 learners of a previously disadvantaged school in South Africa comprised the target group for the project. A case study was conducted and data was gathered on the implementation of the DVD and the learners' perceptions thereof. Qualitative analysis techniques such as field notes, observation, interviews with the learners, and questionnaires were used to analyze the effectiveness of the implementation of the DVD as well as the learners' perceptions regarding the use of the DVD in geography education. The results of the study indicated that the geography learners demonstrated positive attitudes towards the implementation of the DVD as a learning support medium. To determine the contribution of the DVD project towards the achieved results of the learners in map work, both the experimental and control groups participated in a pre- and post-test at the beginning and conclusion of the project. Effect size was used to determine the significance of the differences between the two groups and indicates a strong practical significance regarding the contribution of the DVD project towards the achieved test results of the learners.     

Service-Learning: Critical Traditions and Geographic Pedagogy

Abstract

The rise of service-learning in higher education has been critiqued as little more than community service that encourages students to “do good,” but fails to generate original scholarship or social change. In this article, we argue that service-learning gives geographers the opportunity to challenge these critiques, by demonstrating the practical and political implications of collaborative research methodologies, while conveying powerful conceptual understandings of inequality. We begin by interrogating the philosophical overlap between experiential and service-based learning in the educational philosophy of John Dewey. Using this foundational approach, several theoretical and methodological debates in geography are examined, celebrating and drawing lessons from classic and current service-learning programs. We conclude with a discussion and reflection on experiences with implementing similar pedagogical projects.     

Mindful Learning in Geography: Cultivating Balanced Attitudes Toward Regions

This study examines the potential of mindful learning in geography education. A hypothesis was developed to form the research topic, and three experiments were performed to analyze it. The experiments supported the hypothesis. In other words, mindful learning was found to be helpful for cultivating balanced attitudes toward regions. In conclusion, mindful learning has the potential to be a simple but helpful method of geography education.