The Geography Teacher最新文献_第4页

President’s Column 总统的列

The Geography Teacher Pub Date : 2023-04-03 DOI: 10.1080/19338341.2023.2250228

Greg Hill

引用次数: 0

Tour of a Map-Reader’s Brain, Part 2: Conditions and Comparisons 地图读者的大脑之旅，第二部分:条件和比较

The Geography Teacher Pub Date : 2023-04-03 DOI: 10.1080/19338341.2023.2242884

Phil Gersmehl

引用次数: 2

Meteorology and Myth: The Thunderstorm and Wind Gods of Japan 气象学与神话:日本的雷雨与风之神

The Geography Teacher Pub Date : 2023-04-03 DOI: 10.1080/19338341.2023.2233537

Dennis J. Edgell

{"title":"Meteorology and Myth: The Thunderstorm and Wind Gods of Japan","authors":"Dennis J. Edgell","doi":"10.1080/19338341.2023.2233537","DOIUrl":"https://doi.org/10.1080/19338341.2023.2233537","url":null,"abstract":"Stories from folklore and mythology should not be taken literally, either as true historical events or as scientific facts. However, there may be useful educational analogies to be learned from mythological allegories. My “Meteorology and Myth” series develops engaging teaching modules for use in general education geoscience courses. In this example, the reinforcement of basic concepts in geography and atmospheric science can be made through discussion about the character of Japan’s sky gods. Japan’s Shinto religion holds Raijin as a god of thunderstorms and Fūjin as a god of wind. These sky deities were depicted as demonic, destructive forces of nature in traditional Japanese art. A lesson was developed for teaching college-level geography, weather, and climate. The audience for the lecture is students in general education, including non-geography majors, be they in STEM (science, technology, engineering, and math) or in the arts and humanities. Myths such as Raijin’s penchant for eating the navels of children or why Fūjin’s skin is green are used to vividly illustrate weather concepts. Readers and future geography teachers are able to connect meteorological principles to legend, art, and culture. One of the goals of this project is to help bridge the gap that often exists between the natural sciences and the humanities; it is in this gap that geographers thrive. Students majoring in the arts and humanities could be stimulated to learn science principles, while students in the sciences might gain a greater appreciation for art history and culture. Raijin is the Shinto god of thunder and lightning, and Fūjin is a Shinto god of windstorms, including tornadoes (Levin 2008). Raijin and Fūjin were revered as gods (kami), but they were usually depicted in traditional arts as demonic oni, or ogres (Fig. 1). These deities personify the destructive forces of nature and are ubiquitous in Japanese folklore, art history, iconography, and architecture. Their popularity has survived to modern popular Japanese culture, and it is through popular culture that Raijin and Fūjin have diffused to western audiences.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"169 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126760106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using Giant Floor Maps to Understand the Heavy Consequences of Light Pollution 利用巨型地形图了解光污染的严重后果

The Geography Teacher Pub Date : 2023-04-03 DOI: 10.1080/19338341.2023.2233531

Becca Palczynsky, J. Scott Greene

引用次数: 0

Geography in the Classroom—A Fan Favorite: DOGSTAILS: An Introduction to Map Reading Skills 课堂上的地理——粉丝的最爱:《狗尾巴:地图阅读技巧入门》

The Geography Teacher Pub Date : 2023-04-03 DOI: 10.1080/19338341.2023.2233536

Gale Olp Ekiss

引用次数: 0

Mock Trial: Fast Food in Kuwait—Case Study 模拟审判:快餐在科威特-个案研究

The Geography Teacher Pub Date : 2023-04-03 DOI: 10.1080/19338341.2023.2233530

Sandra Makielski, Anna-Lisa Dahlgren

引用次数: 0

An Experiment in Structural Gamification of an Online GIS Course GIS在线课程结构游戏化实验

The Geography Teacher Pub Date : 2023-04-03 DOI: 10.1080/19338341.2023.2233525

Michael N. DeMers

{"title":"An Experiment in Structural Gamification of an Online GIS Course","authors":"Michael N. DeMers","doi":"10.1080/19338341.2023.2233525","DOIUrl":"https://doi.org/10.1080/19338341.2023.2233525","url":null,"abstract":"Introduction Recent emergency online learning, forced upon students around the globe as a result of COVID-19, has exposed many challenges to both learner and instructor in the online learning environment (Schultz and DeMers 2020). Among these numerous challenges is that of insufficient time management skills and learner motivation (Rouse 2013). While young people seem to be able to spend endless hours engaged in games, the same does not seem to be true of the learning experience, particularly regarding online learning. Additionally, while these same learners are deeply engaged in online games, with some exceptions, there is little or no long-term benefit outside of the digital badges and awards and the leaderboard score. As these gamers pursue these relatively inconsequential rewards, they are often observed researching strategies for winning, reading blog posts well beyond their normal comprehension level (Haskell 2013). There is something about the attraction of the game itself that motivates the player. Quest-based learning (QBL) is part of a larger set of approaches to learning called game-based learning. It is important to note that while games may be included in game-based courses, there is a fundamental difference between the use of games as learning tools and the general process of gamification (Mallon 2013). Gamification refers to the adoption of some or all mechanics of games that carry with them the allure and addictive behavior (Banfield and Wilkerson 2014; Renaud and Wagoner 2011; Rouse 2013). The mechanics of concern are points (called experience points), badges, levels, leaderboards, challenges, and other incentives and reward structures that motivate gamers. While the mechanics are present to some degree, how these mechanics are implemented is highly dependent on the form of gamification in play. There are two forms of gamification—content gamification in which the course content is converted to games and structural gamification in which the content remains intact and the mechanics are modified to leverage incentives found in games. Structural gamification focuses on the game mechanics that are considered some of the more common reasons that games are so inherently addictive. While generally, but not exclusively, not focusing on making the learning itself “fun,” instead it focuses on course organization, where all assignments—while traditional in their methods of delivery—are considered to be quests to be conquered. While assignments often have prerequisite skills and knowledge, acquired through successful completion of other quests, there is far more flexibility as to when they can be undertaken. In effect, the course, if based on a text, as was the case for my GIS class, does not require that the learner necessarily move linearly through the material. Within the loose structure, the learners have choices regarding taking high-value, long assignments versus lower-value but much shorter time frames. Such an approach allows a colle","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125605005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Letter from the Editor 编辑来信

The Geography Teacher Pub Date : 2023-04-03 DOI: 10.1080/19338341.2023.2251367

Rebecca Theobald

引用次数: 0

GIS in the Non-GIS Classroom: Using Student Mapping Assignments to Incorporate GIS in Traditional Lecture Classes GIS在非GIS课堂中的应用:利用学生测绘作业将GIS融入传统课堂

The Geography Teacher Pub Date : 2023-04-03 DOI: 10.1080/19338341.2023.2233521

Patrick D. Hagge

{"title":"GIS in the Non-GIS Classroom: Using Student Mapping Assignments to Incorporate GIS in Traditional Lecture Classes","authors":"Patrick D. Hagge","doi":"10.1080/19338341.2023.2233521","DOIUrl":"https://doi.org/10.1080/19338341.2023.2233521","url":null,"abstract":"Over the past generation, the use of geographic information systems (GIS) applications has skyrocketed, and GIS hardware and software are now used for daily decision making by countless organizations (Abeyta 2021). In academia, a further focus on GIScience has aided the theoretical framework for a more focused GIS curriculum. Unsurprisingly, GIS is also increasing its foothold in US education. In US higher education, both the number of GIS courses offered and the total number of GIS-specific degrees earned are on the rise. A recent report noted that programs using the federal CIP codes for “GIScience and Cartography” are rapidly growing. Since 2019, more master’s degrees have been earned under the “GIScience and Cartography” CIP code than all other “Geography” programs (American Association of Geographers 2022). The total number of bachelor’s degrees with the “GIScience and Cartography” code has more than doubled since the mid-2010s. In US secondary-level education, individual GIS course offerings, though rare, are increasing (Bednarz 2004; Kerski, Demirci, and Milson 2013). Meanwhile, extracurricular programs such as EAST or Project Lead the Way can offer GIS exposure to thousands of secondary students, and a national movement for high school GIS may be eventually met by the proposed AP course in GIS technology. The role of GIS in education is vital. Geospatial skills have been shown to correlate with improved performance of general spatial thinking (Lee and Bednarz 2009) as well as specific geography-related content (Hall-Wallace and McAuliffe 2002). As students are exposed to more GIS, they gain skills that are desired by a growing number of employers. This is not a flash-in-theplan approach of describing the utility of GIS; even forward-looking projections by the US Department of Labor are certain of the rosy future of geotechnology’s applications for decades to come (Gerwin 2004).","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115921468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Application of the “Powerful Knowledge” Concept in School Geography: Topics for the Creation of the Curriculum and Learning Tasks “强大的知识”概念在学校地理中的应用:课程设置与学习任务的主题

The Geography Teacher Pub Date : 2023-04-03 DOI: 10.1080/19338341.2023.2233548

Ondřej Šimik, Alena Seberová, Žaneta Šimlová,, Taťána Göbelová

{"title":"Application of the “Powerful Knowledge” Concept in School Geography: Topics for the Creation of the Curriculum and Learning Tasks","authors":"Ondřej Šimik, Alena Seberová, Žaneta Šimlová,, Taťána Göbelová","doi":"10.1080/19338341.2023.2233548","DOIUrl":"https://doi.org/10.1080/19338341.2023.2233548","url":null,"abstract":"This article describes the use of the “powerful knowledge” concept in geography education in primary schools. First, the concept of powerful knowledge is briefly introduced in the context of building geographical thinking. Next, we describe four key geographical concepts: place, space, environment, and interconnection. The main part of the article describes the possibilities of applying these four key concepts to teaching. We further specify individual concepts using generalizations (big ideas). For each of the key concepts, there are also tips for learning tasks that can be used to develop these concepts. Building geographical thinking, that is, thinking in spatial contexts, is important for modern geography education (Brooks, Butt, and Fargher 2019). A clear and well-thought-out structuring of educational content is important for building geographical thinking, which can be problematic in competence-oriented curricula, where subject content is often “suppressed into the background” and key competencies (for learning, communication, problem solving, etc.) are prioritized. However, these key, cross-disciplinary competences must be placed in the field context. In other words, they must be filled with specific content so that they can be grasped by the students. This problem could be overcome by using the concept of powerful knowledge. The concept of powerful knowledge was defined more than a decade ago (Young 2008; Young and Muller 2010). According to Young (2010), we should not view the world (which is the subject of geography teaching) merely as a place of experience, but rather it should become an object of thought. The meaning of the concept of powerful knowledge lies in the fact that it is context-independent and therefore transferable to situations that are outside the student’s personal experience. This knowledge makes it possible to think and understand beyond the framework of one’s own experiences. The school acquires a vital role here, as the student cannot learn this powerful knowledge on their own, only on the basis of personal experience. According to Young (2014, 74), “knowledge is powerful when it can predict (formulate hypotheses), explain, consider alternatives, and if it helps people think in new ways.” If we compare the concept of powerful knowledge with Bloom’s taxonomy of learning objectives (Krathwohl 2002, 215), we get to the operational levels of understanding and then applying, analyzing, evaluating, and creating. If we were to use an example, teaching geography is not only about listing the names of specific cities or just finding them on a map. The intention is to lead students to understand that every city is a unique place, with specific characteristics that shape it, and from which its location also depends. This ultimately has a number of practical consequences for human life. It is decision-making and active shaping of geographical space.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117285447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0