The Geography Teacher最新文献

{"title":"Editor’s Notebook","authors":"Rebecca Theobald","doi":"10.1080/19338341.2022.2088005","DOIUrl":"https://doi.org/10.1080/19338341.2022.2088005","url":null,"abstract":"","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117261638","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}

{"title":"Online, Engaged Instruction in Geography and GIS Using IoT Feeds, Web Mapping Services, and Field Tools within a Spatial Thinking Framework","authors":"J. Kerski","doi":"10.1080/19338341.2022.2070520","DOIUrl":"https://doi.org/10.1080/19338341.2022.2070520","url":null,"abstract":"Over its fifty-year history, geographic information systems (GIS) have endured numerous evolutionary changes in information technology (IT), from mainframe computers to microcomputers, to personal computers, and to web and mobile technologies (Sinton and Kerski 2020). I argue that GIS has not only endured as a persistent set of tools and methodologies for problem solving through these changes, but it has thrived through these changes. Each evolutionary change brought new capabilities and applications to GIS. Through each change, new audiences came to embrace GIS, bringing a wider diversity of discipline expertise. During the most recent change of GIS to the web, GIS also became increasingly connected with mainstream IT trends, such as cloud computing, machine learning, and distributed architecture. Indeed, web GIS has hastened the adoption of GIS through more users and a wider variety of organizations. When GIS began, some pondered whether GIS would someday be so embedded as an enterprise tool within organizations that it would no longer be recognizable as a distinct set of tools (Goodchild and Longley 2005). In part, this has occurred: In many public and private organizations, GIS has become an enterprise tool, valued throughout an organization’s many departments. In a typical city government, for example, GIS is applied in utilities, transportation, law enforcement, and tax assessment. In a private business such as a convenience store franchise, GIS is used for marketing and testing new products, organizing supply chains, and determining the optimal location for stores based on population growth, zoning, available properties, traffic, and consumer preferences. However, GIS still embraces a unique set of research questions and methodologies: Its practitioners and researchers continually ask “whys of where” questions as they examine change over space and time at a variety of scales. Hence, “spatial” is still rather “special.” Simultaneously, therefore, (1) GIS has moved from a niche technology to an increasingly embedded part of an organization’s IT infrastructure and dayto-day workflows, and (2) GIS maintains a distinct community with its own culture and research methodologies. These simultaneous trends have a deep impact on how, when, and where GIS is taught and learned worldwide. Data","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124515123","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}

{"title":"Teaching Geography in Times of COVID-19: Experiential-Based Learning with Everyday Digital Tools","authors":"José R. Díaz-Garayúa","doi":"10.1080/19338341.2021.1982747","DOIUrl":"https://doi.org/10.1080/19338341.2021.1982747","url":null,"abstract":"SARS-CoV-2 (COVID-19) has adversely impacted many geography programs across the globe. An essential component of many geography programs is fieldwork, and many scholars point out that the discipline of geography gravitates toward fieldwork activities and experiential-based learning methods (Healey and Jenkins 2000; Ives-Dewey 2009, Mathews and Flynn 2018). Unfortunately, since December 2019, fieldwork-based exercises have been postponed or cancelled across the US due to the SARS-CoV-2 pandemic. Many geography programs have been forced to migrate their classroom-based courses from face-toface interaction to online courses while simultaneously postponing fieldwork, field excursions, and conferences to adhere to physical distancing protocols. Keeping in mind that many people learn while doing, experiential-based learning curricula provide significant benefits to students (Roehling et al. 2010; Fulford 2013). These benefits are derived from in-person or remote courses through digital tools. Knowing that spatial thinking can be fostered in both curricula and by using technology (Kerski 2008), this paper focuses on an experiential-based teaching and learning lesson plan incorporating the everyday digital tools of smartphones, spreadsheets, and ArcGIS Online. Instructors can direct students to individually work in the field or their surrounding environments by using these standard technologies while maintaining physical distance during the pandemic. This lesson plan is designed to provide both junior high and high school students at home with a comparable fieldwork and technology experience (i.e., identifying a question to answer, data collection, and cartographic representation) to that which may be encountered in a face-to-face traditional GIS instructional laboratory. While students in a classroom may have access to various instruments to take physical measurements of the environment (i.e., wind speed or sound intensity instruments, GIS software such as ArcGIS Pro), these resources are often almost always absent for students engaging in distance learning from home. This lesson plan offers teachers and students the alternative of using their smartphone to collect data and ArcGIS Online to summarize and visualize their fieldwork through maps. This experiential-learning lesson plan was modified for high school and junior high students during the California State University, Stanislaus’s Science Saturday service-learning activities in Fall 2019. These exercises evolved from the introductory course, Introduction to Geospatial Applications. Equally important, this exercise is transferable to an online instructional setting, much like what many instructors are currently experiencing due to the pandemic. Lessons that focus on the use of handheld GPS receivers (i.e., Trimble, Garmin, Magellan) depend on the availability of the product. An advantage of this lesson plan is that students are freed from the requirement of owning a handheld GPS receiver and instea","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124866397","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}

{"title":"Designing Activities for Online Geography Courses Informed by the Community of Inquiry Framework","authors":"J. Parra, S. Chatterjee, Ayman Alzaid, Thomas Korang","doi":"10.1080/19338341.2022.2077799","DOIUrl":"https://doi.org/10.1080/19338341.2022.2077799","url":null,"abstract":"Though there has been debate regarding the effectiveness of online teaching and learning as compared to face-to-face or in-person modalities, the online experience has gained credence and momentum (Brenneman and Karpman 2020). The COVID-19 pandemic and its resultant global lockdown warranted the closing of schools and the adoption of online teaching and learning (Zhao 2020). Online learning has become a critical option for continuous education; however, many teachers and students were unprepared for the abrupt shift from in-person teaching and learning to a fully digital and online environment, and this shift resulted in many challenges. Challenges indicated by the literature for online learning include lack of access to technology tools and skills (Beaunoyer, Dupéré, and Guitton 2020; Brenneman and Karpman 2020), creating accessible content that meets the learning needs of all students (Coombs 2010; Bagoly‐Simó, Hartmann, and Reinke 2020), feelings of isolation and low morale (Baker and Watson 2014; Chametzky 2021; Elliott 2020; Schultz and DeMers 2020), and building an online community (Ferri, Grifoni, and Guzzo 2020; Vesely, Bloom, and Sherlock 2007). Pham et al. (2021) described how feelings of isolation threaten students’ well-being, which may impact academic performance. Creating spaces to connect personally and cognitively is important for fostering educationally meaningful experiences to the learners in a community (Bektashi 2018). The Community of Inquiry (CoI) framework (Garrison, Anderson, and Archer 2000; Carrillo and Flores 2020; Ferdig et al. 2020) provides an immediate lens for the concept of presence through which to address the challenges of isolation, low morale, and absence of community-building. Active online learning environments where teaching, social, and cognitive presence are high comprise students and instructors sharing ideas, engaging in activities, and interacting with the learning community (Picciano 2017). The CoI framework provides a structure regarding the concept of presence to identify and implement meaningful engagement strategies (Choo et al. 2020). The authors of this article include a professor and three doctoral students at a university in the southwestern United States. We consider the high diversity in enrollment at this university an important factor for enhancing online courses with culturally responsive teaching strategies (Gay 2010; Woodley et al. 2017). We work as a team to collaborate and create an innovative design for an educational technology course taught online for preservice teachers (Chatterjee and Parra 2020). This course is designed and taught based on research about teaching preservice teachers and includes the goal of building communities of inquiry. We merge research of communities of inquiry with research about teaching preservice teachers, which includes the need for a practice-based approach. Within this convergence, future teachers experience the strategies and practice with the tool","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"29 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120860444","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}

{"title":"GeoActivity Types in APHG: Discussions","authors":"J. Hong, Taylor Loux, Sojung Huh, Injeong Jo","doi":"10.1080/19338341.2022.2042835","DOIUrl":"https://doi.org/10.1080/19338341.2022.2042835","url":null,"abstract":"Discussions are one of the activity types that help students build their content-related background knowledge, understanding, and concepts through various communication approaches (Harris et al. 2009; Hofer and Harris 2011). Students express and share their perspectives and ideas with other students through a smallor large-group discussion (Harris et al. 2009). The formats of discussions may vary; they may be synchronous or asynchronous and structured or unstructured (Hofer and Harris 2011). Because geography is a field of study addressing real-world issues, discussions are a particularly important pedagogy to understand geographical concepts and to come up with solutions for those issues (Delaney 1991). Through classroom discussions, students become active learners, improve their critical thinking skills, embrace diverse perspectives, and develop higher-order thinking skills (Brookfield and Preskill 1999; Dallimore, Hertenstein, and Platt 2004; Delaney 1991). These are essential skill sets not only for geography learning but also for other courses and can be built upon throughout the high school curriculum. Discussions also help teachers determine the level of students’ understanding of concepts. In this paper, we share an effective way of utilizing traditional face-to-face discussions with some suggestions for video discussions in the Advanced Placement Human Geography (APHG) classroom and helpful hints for successful discussions.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128977883","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}

{"title":"GeoActivity Types in APHG: End-of-Year Culminating Project","authors":"Injeong Jo, April Bannert, Sojung Huh, J. Hong","doi":"10.1080/19338341.2022.2042838","DOIUrl":"https://doi.org/10.1080/19338341.2022.2042838","url":null,"abstract":"Project-based learning (PBL) is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge” (Buck Institute for Education 2021). PBL offers a broad range of academic benefits, including improved subject understanding and better examination results (Barak and Dori 2005), acquiring the knowledge through active learning, and taking responsibility for the learning (Frank and Barzilai 2004). Facilitating teamwork, communication skills, and project management skills are also wellknown benefits of PBL. A key characteristic of PBL is the emphasis on both the process and the product of a learning activity (Harmer and Stokes 2016). Student projects often involve research on the topics or problems being investigated and conclude with creation of a tangible product. Early exposure to research brings positive long-term outcomes (Diaz and Belgrave 2019), and researchers advocate for including research opportunities earlier in a student’s academic career, even within elementary, middle, and high schools (Russell, Hancock, and McCullough 2007). Despite a myriad of possible benefits, there are challenges when incorporating student projects and/or research in Advanced Placement Human Geography (APHG) classrooms. APHG is a content-heavy course including seven units— Thinking Geographically, Population and Migration Patterns and Processes, Cultural Patterns and Processes, Political Patterns and Processes, Agriculture and Rural Land-Use Patterns and Processes, Cities and Urban Land-Use Patterns and Processes, and Industrial and Economic Development Patterns and Processes—which take approximately 130 class periods to teach (College Board 2019). The tight curriculum schedule of APHG leaves little room for implementing student-centered learning activities, such as projects and research, in the middle of the school year. Much of the course time is devoted to explaining content and helping students practice for the exam in both multiple-choice and freeresponse question forms. Once the exam is completed in early May, however, the challenge pivots to holding student interest and engagement through the end of the school year. In this paper, we introduce a student project that can help students stay engaged in the course through the end of the year, through a project that can be implemented after the APHG exam is given. This culminating project requires students to synthesize topics and concepts in APHG that they have learned throughout the year in a fun, engaging, and active learning environment. The project also supports student lifetime skills including conducting research, creating visual representations and models, collaborating with peers, and presenting research findings and products. Teachers can use it as a final semester project to ensure that the rigor of the course is consistent for the whole semester.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115771662","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}

{"title":"GeoActivity Types in APHG: Introduction","authors":"J. Hong, Injeong Jo, Sojung Huh, April Bannert, Michelle Crane, Dean Haakenson, Taylor Loux, Kenny Martin","doi":"10.1080/19338341.2022.2042833","DOIUrl":"https://doi.org/10.1080/19338341.2022.2042833","url":null,"abstract":"Geography teachers use various instructional strategies to pro-mote students’ geography learning, from reading maps to making of West Georgia, in this study we aimed to collect instructional strategies for geography learning—GeoActivity types—to be implemented in College Board’s Advanced Placement Human Geography (APHG) courses. Collaborating with five experienced APHG teachers, we identified several GeoActivity types and documented detailed instructional processes, implementation strategies, assessment methods, expected learning outcomes, and tips and recommendations for APHG teachers. Through this symposium, we introduce five GeoActivity types (i.e., analysis of maps and photos, discussions, field study, exam preparation, end-of-year culminating project) to the readers of The Geography Teacher and share specific approaches successfully implemented in classrooms by experienced APHG teachers.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123498482","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}

{"title":"GeoActivity Types in APHG: Analysis of Maps and Photos","authors":"Injeong Jo, M. Crane, J. Hong, Sojung Huh","doi":"10.1080/19338341.2022.2042837","DOIUrl":"https://doi.org/10.1080/19338341.2022.2042837","url":null,"abstract":"Geography textbooks are full of visuals such as maps and photos, yet they are easily overlooked in class because teachers and students tend to focus mostly on text. Concepts and instrumentality of maps are commonly included in the first or second chapter of many geography textbooks (Gillen et al. 2010). However, activities of interpreting, analyzing, or creating maps seldom appear in subsequent chapters, and mapmaking activities remain without much reference to relevant knowledge and skills. Photos in textbooks are sometimes used merely to break up text and are not utilized to their full potential through accompanying tasks or learning activities (Yates 2000). Therefore, students tend to miss important stories behind these visual representations and opportunities to learn from them. Most geography curriculum is heavily laden with expectations that students interpret and find information regarding visual representations. Map reading and interpretation skills require students to read and interpret information presented in spatial forms. There are many photo and map prompts in Advanced Placement Human Geography (APHG) exams, so not being able to interpret and analyze them may cause students to miss important clues for those questions. While learning geography, students should have time and opportunities to unpack stories of maps and photos and develop the skills that allow them to take a much more analytical look at the images (Halocha 2008). Research has suggested that writing about or using information found on maps is effective in facilitating map reading and interpretation skills (Walker 1996). Photos also offer powerful points of departure for writing and conversation (Van Horn 2008). Photos invite stories to be told (Lilly and Fields 2014), and writing about photos engages students and helps them learn about the people, places, and environments featured in those photos (Laman and Henderson 2019). Walker (1996) identified four basic elements—the four F’s—of a successful writing program for the geography classroom: (a) fluency, the ability to write extensively; (b) frequency, the habit of writing often; (c) flexibility, the skill to produce diverse writing products; and (d) formality, the knowledge and use of language rules and structure. While there are some resources available, such as the “Interpreting Primary Sources with a Geographic Lens” by the Arizona Geographic Alliance (2015), there are few tools, resources, or specific learning activities known to help teachers design and implement writing activities with a specific focus on geographic analysis. The purpose of this article is to introduce two easy-to-use analytical tools—OPTIC (Overview; Parts; Title; Interrelationships; and Conclusion) and SCRAP (SpatialTemporal; Conditions, Connections, or Comparisons; Region; Aura, Association, or Analog; Pattern or Exceptions)—that can help teachers guide student learning with maps and photos. OPTIC and SCRAP support students’ higher-order thinkin","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127383930","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}

{"title":"Using GIS to Explore the Consequences of Agricultural Practices in the Amazon Rainforest","authors":"J. Perry","doi":"10.1080/19338341.2022.2055608","DOIUrl":"https://doi.org/10.1080/19338341.2022.2055608","url":null,"abstract":"Agriculture is one of the most expansive activities on Earth, touching almost every continent. From its very beginning in the Fertile Crescent of Ancient Mesopotamia, agriculture continues to shape the lives of humans and the landscapes of Earth. The paradox of agricultural production is that it can generate food to feed billions, yet it is a major contributor to climate change, exacerbating food insecurity around the globe. Nowhere is this paradox more apparent than in the Amazon Rainforest. According to the Amazon Conservation’s Monitoring of the Andean Amazon Project, deforestation has led to the loss of 2.1 million acres in 2020, with Brazil contributing 79% of the forest loss (Kimbrough 2021, 2). In this Advanced Placement Human Geography (APHG) lesson, students will use a geoinquiry approach to analyze maps and remotely sensed images to assess deforestation in the Amazon due to agricultural production and its impact on the region. Students will also examine the challenges of balancing the need for both environmental conservation and economic development in the Amazon Rainforest.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130245586","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}

{"title":"Half-Empty or Half-Full: The Choice Is Yours","authors":"Larianne Collins","doi":"10.1080/19338341.2022.2056497","DOIUrl":"https://doi.org/10.1080/19338341.2022.2056497","url":null,"abstract":"","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"167 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122322650","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}