The Geography Teacher最新文献_第5页

Drama at Sea: Simulating the Dokdo-Takeshima Dispute in the Geography Classroom 海上戏剧:在地理课堂上模拟独岛-竹岛之争

The Geography Teacher Pub Date : 2023-04-03 DOI: 10.1080/19338341.2023.2233528

Benjamin Harris

引用次数: 0

Editor’s Notebook 编辑器的笔记本

The Geography Teacher Pub Date : 2023-01-02 DOI: 10.1080/19338341.2023.2203593

Rebecca Theobald

引用次数: 0

President’s Column 总统的列

The Geography Teacher Pub Date : 2023-01-02 DOI: 10.1080/19338341.2023.2200693

G. Hill

引用次数: 0

Ready. Set. GeO! 准备好了。集。地理!

The Geography Teacher Pub Date : 2023-01-02 DOI: 10.1080/19338341.2023.2203640

Rebecca Bush

引用次数: 0

Enhancing the High School Geography Experience through Collaboration between High School and University Geography Instructors 高中地理教师与大学地理教师合作提升高中地理体验

The Geography Teacher Pub Date : 2023-01-02 DOI: 10.1080/19338341.2022.2117724

Duane Draper, Heike C. Alberts, Laura Carnahan

引用次数: 0

Tour of a Map-Reader’s Brain, Part 1: Location 地图读者的大脑之旅，第一部分:位置

The Geography Teacher Pub Date : 2023-01-02 DOI: 10.1080/19338341.2023.2202176

P. Gersmehl

{"title":"Tour of a Map-Reader’s Brain, Part 1: Location","authors":"P. Gersmehl","doi":"10.1080/19338341.2023.2202176","DOIUrl":"https://doi.org/10.1080/19338341.2023.2202176","url":null,"abstract":"This is the first in a series of six articles about how spatial reasoning can help children “read” maps, graphs, and geographic texts. Since the late 1900s, neuroscientists and psychologists have used new brain-scanning and eye-tracking technologies to do a lot of research about visual perception and spatial thinking. One key conclusion is that human brains use a number of separate networks to perceive and process different aspects of a visual image (like a map). These operate in parallel, some at the same time, and often without conscious awareness (Zeki 2015; see also Buetti et al. 2016, White et al. 2019, Adamian, Andersen, and Hillyard 2020, Hafri and Firestone 2021). This view of brain function—as a “massively parallel visual brain” rather than a step-by-step image processor—has implications for many aspects of geography education. This first article will look at how the research could influence teaching about the concept of location, the first of the Five Themes of Geography. Location is the identifying mark of geographic inquiry—“if an investigation does not look at the effects of location, it may still be useful research, but it’s not geography!” The basic question about location—“where is it?”—heads the list of geographic questions in the National Geography Standards. Geographers assume that location is causally important—where you are can have a powerful influence on what you are or how you live (whether “you” are a farmer, builder, store owner, pine tree, bald eagle, or soil profile!). Recognizing the importance of location, in turn, is an essential part of dealing with a host of larger issues, such as redlining or roadbuilding at a local scale; power transmission or gerrymandering at an intermediate scale; or trade, climate change, or peacekeeping at a global scale. Given its central role in the geographic perspective, location has often been described as a “basic” or “primitive” idea—the “foundation” for “higher thinking” in geography. Educational standards and sample curricula often list location as one of the topics that should be covered in early grades. Neuroscience research, however, offers a quite different message. The key conclusion of one important article is clearly expressed in its title: “Reference frames for spatial cognition: different brain areas are involved in viewer-, object-, and landmark-centered judgements about object location” (Committeri et al. 2004). Note the date: The early 2000s are when brainscanning became safe enough (and cheap enough) to use in psychological research. Studies in many other labs and universities have come to the same general conclusion: Thinking about location is actually very complicated, because people have to use other kinds of spatial reasoning in order to define a location. These different modes of spatial thinking engage different brain networks (which, in turn, could provide a neurological reason for at least some individual differences among students—more about this in future art","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130471856","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: 1

Teaching the Fundamentals of Geography to Generation-Z Students with Collaborative Learning in Indonesia 印尼z世代学生合作学习地理基础

The Geography Teacher Pub Date : 2023-01-02 DOI: 10.1080/19338341.2023.2192749

S. Purwantara, A. Ashari, N. Nurhadi, K. E. Sariyono, Akalili Zafirah Syarafina, Restika Afriyani

{"title":"Teaching the Fundamentals of Geography to Generation-Z Students with Collaborative Learning in Indonesia","authors":"S. Purwantara, A. Ashari, N. Nurhadi, K. E. Sariyono, Akalili Zafirah Syarafina, Restika Afriyani","doi":"10.1080/19338341.2023.2192749","DOIUrl":"https://doi.org/10.1080/19338341.2023.2192749","url":null,"abstract":"Education is a vital part of developing human resources and society’s civilization. In Indonesia, education is one of the state’s goals, as stated in the preamble to the constitution. The law of education mandated that every citizen has the right to quality education provided by the state. To ensure quality, education needs to be current and relevant, integrating knowledge, skills, attitudes, and mastery of information and communication technology. Twenty-first–century education responds to various criticisms and reflections to build a closer causality between education and social harmony as a result of the many ideological, economic, and policy changes (Carneiro and Draxler 2008). Collaborative learning is one of the models following current developments. This learning model emphasizes group collaboration among students from different backgrounds (Laal and Ghodsi 2012; Laal and Laal 2012; Le, Janssen, and Wubbels 2018; Linden et al. 2000). Linden et al. (2000) explained that collaborative learning is suitable for changing views on learning and knowledge in today’s global era. This learning model encourages students to be more active and involved (Harianto et al. 2020). Collaborative learning is very suitable for high school students from the Generation-Z (Gen-Z) group. Various studies show that Gen-Z learning styles favor observation and practice rather than just reading and listening to explanations (Iftode 2020; Seemiller and Clayton 2019). Gen Z does have a higher motivation toward group work, even when compared to Millennials (Schlee, Eveland, and Harich 2020). Therefore, honing applied skills (Shatto and Erwin 2016), especially when combined with information technology (IT; Szymkowiak et al. 2021) leads to sustained knowledge and practice. Gen Z has similarities with Millennials in using and mastering IT, which have influenced Gen Z since birth. Technological innovation has happened at breakneck speed during the life of Gen Z. Even though they are not risk-takers, this generation is more tolerant than the previous generation and grew up in an always-connected world. Gen-Z students love independent learning with opportunities to collaborate as needed. They also like interacting with friends directly rather than on social media (Moore, Jones, and Frazier 2017). A study conducted by Schlee, Eveland, and Harich (2020) about Millennial and Gen-Z students shows that Gen Z is more critical of group work in learning than previous generations but likes the friendship that emerges in this model, accommodating active learning with high student participation in the learning process (Düzenli 2021). They prefer collaborative learning and studying independently at their own pace (Moore, Jones, and Frazier 2017). Gen-Z students expect more learning experiences connected to future career success, requiring pedagogical innovation from educators, including increasing student participation, increasing learning activities, enriching learning experiences, and us","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124370798","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

Min(e)d Your Metals: Inquiries into the Environmental Impact of Extraction 最小(e)d您的金属:开采对环境影响的调查

The Geography Teacher Pub Date : 2022-12-13 DOI: 10.1080/19338341.2022.2117723

E. Adams, Bretton S. Varga

{"title":"Min(e)d Your Metals: Inquiries into the Environmental Impact of Extraction","authors":"E. Adams, Bretton S. Varga","doi":"10.1080/19338341.2022.2117723","DOIUrl":"https://doi.org/10.1080/19338341.2022.2117723","url":null,"abstract":"When most people think about climate change, the use of fossil fuels such as coal likely comes to mind. However, when it comes to mining, it is not just the product that harms people and the environment but also the process. Mining and extractive practices contribute to climate change, but they also do great harm to people directly and immediately. For example, the extraction of the coltan used in smartphones has led to highly publicized stories about child labor, war, and human rights violations in the Democratic Republic of the Congo (DRC). Less publicized examples include enormous damage done to Indigenous nations by the Red Dog zinc mine in Alaska, which, according to the Environmental Protection Agency (EPA) and the Toxics Release Inventory, produces roughly 750 million pounds of pollution annually (Nobel 2018; Collins 2019), causing Alaska’s staggeringly high levels of environmental toxicity. Red Dog is responsible for the release of more toxins and pollutants than any other facility in the United States, earning Kotzebue, Alaska, the distinction of the “The Most Toxic Town in America” (Wernick 2019, 1). Although Red Dog distributes funds to the local community and pays fines related to violations of environmental policy, money is useless in the absence of clean water and healthy food sources or access to locations of cultural significance. More specifically, mining harms the environment in the following ways. First, fossil fuels are required to extract fossil fuels from the earth (Shaw 2010). According to a report issued by the Council of Alaska Producers (CAP) in 2010, 15.5 million gallons of fuel are required annually to operate Red Dog’s mining equipment (e.g., loaders, excavators, dozers, drills). Mining operations burn another 1.4 million gallons of fuel to transport machinery and material to and from the mine’s remote location. Notwithstanding the compounding effects of transporting these large quantities of fuel to Alaska, each gallon burned releases toxic pollutants into the air. Despite these significant ecological harms, Red Dog’s Subsistence Committee prides itself on growth and sustainability, advertising how the corporation works “cooperatively to share traditional knowledge that helps guide operations to help preserve the subsistence way of life and protect the lands” (Red Dog-Suvisi 2019, 2). In an attempt to mitigate public perception of Red Dog’s deeply problematic operations, Red Dog Mine has committed financial resources to address thawing permafrost (Herz 2020) as well as to offer fuel to locals at a discounted rate through a program entitled “Village Fuel Transfer.” Second, mining activities pollute water systems, dumping millions of gallons of wastewater into freshwater systems every day. For example, “In mountains outside the Montana capital of Helena, about 30 households can’t drink their tap water because groundwater was polluted by about 150 abandoned gold, lead and copper mines that operated from the 1870s until ","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125390227","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: 1

Eagles and Wind Turbines: Using Maps to Protect Animals and Increase Renewable Energy Use 老鹰和风力涡轮机:利用地图保护动物和增加可再生能源的使用

The Geography Teacher Pub Date : 2022-10-02 DOI: 10.1080/19338341.2022.2117725

Douglas Leeson, Tom Hammond, Kate L. Popejoy, Alec M. Bodzin, M. Hardisky, Sarah Lew

{"title":"Eagles and Wind Turbines: Using Maps to Protect Animals and Increase Renewable Energy Use","authors":"Douglas Leeson, Tom Hammond, Kate L. Popejoy, Alec M. Bodzin, M. Hardisky, Sarah Lew","doi":"10.1080/19338341.2022.2117725","DOIUrl":"https://doi.org/10.1080/19338341.2022.2117725","url":null,"abstract":"Energy sources affect many systems, such as economics, politics and, of course, ecosystems. When considering energy sources’ effects on ecosystems, the discourse typically focuses on emissions and climate change. Wind turbines can pose an additional risk, however. A study in the Wildlife Society Bulletin (Smallwood, 2013) estimated that more than 500,000 birds are killed by wind turbines in the United States every year. Among these birds are endangered or recovered species, such as the bald eagle. In this lesson, students will examine the trade-offs between wind energy projects and bald eagle habitats in Pennsylvania. Students will identify a site for the construction of a new wind turbine that is effective and safe to wildlife, based on federally supplied data. Students will also have an opportunity to use ArcGIS Online (AGO), a tool used by geographers and other professionals, to collect and analyze data, study geographic patterns, and make planning decisions. We have provided publicly accessible versions of the learning materials using the embedded URLs, or teachers can request their own free AGO accounts for student use at https://www.esri.com/en-us/industries/education/ schools/schools-mapping-software-bundle. While this lesson is focused on Pennsylvania, educators in other parts of the country can easily adapt the materials to their own geographic areas, given that wind power is ubiquitous and that bald eagles are native to the entire continental United States. Alternatively, the lesson can be adapted to focus on other local bird species, all of which will have the same concerns regarding wind turbines.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115534384","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

The Big Questions in Geography Education 地理教育中的大问题

The Geography Teacher Pub Date : 2022-10-02 DOI: 10.1080/19338341.2022.2135561

Larianne Collins

引用次数: 0