The Geography Teacher最新文献

{"title":"GeoActivity Types in APHG: Exam Preparation","authors":"J. Hong, D. Haakenson, Kenny Martin, Sojung Huh, Injeong Jo","doi":"10.1080/19338341.2022.2042834","DOIUrl":"https://doi.org/10.1080/19338341.2022.2042834","url":null,"abstract":"The Advanced Placement Human Geography (APHG) exam consists of two sections: sixty multiple-choice questions (MCQs) and three free-response questions (FRQs); both sections have equal percentages in the exam weighting (College Board 2020). Because the main motivation of the students taking this course is to earn college credit by scoring a three or higher on a scale of five, being successful in the APHG exam is particularly significant. Among any other activity types, taking a quiz or test may be the most direct way to help students prepare for the APHG exam. Taking a quiz or test belongs to convergent knowledge expression activities, where students demonstrate their prior knowledge building on structured forms, and is frequently used to review and examine students’ understanding and expressions of knowledge (Harris, Mishra, and Koehler 2009; Harris et al. 2010; Hofer and Harris 2011). This paper introduces two useful approaches for the MCQ and FRQ sections—AP Classroom’s Personal Progress Checks (PPCs) and Google Forms—to evaluate students’ level of understanding, help them prepare for the APHG exam, and ultimately improve their learning. Using these two technology-based approaches has been particularly beneficial during the COVID-19 pandemic because the instructions should be flexible to meet the need (in-classroom, hybrid, or virtual), and the College Board has offered online testing options.1","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"48 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":"127931301","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":"Editor’s Notebook","authors":"Rebecca Theobald","doi":"10.1080/19338341.2022.2055338","DOIUrl":"https://doi.org/10.1080/19338341.2022.2055338","url":null,"abstract":"","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"28 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":"127179161","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: Field Study","authors":"Sojung Huh, M. Crane, Taylor Loux, J. Hong, Injeong Jo","doi":"10.1080/19338341.2022.2042836","DOIUrl":"https://doi.org/10.1080/19338341.2022.2042836","url":null,"abstract":"“Geographers learn through the soles of their feet; fieldwork is what geographers have always done!” (McEwen 1996, 379). Geography educators regard fieldwork as an integral and powerful component of the geography curriculum (Fuller, Rawlinson, and Bevan 2000; Oost, De Vries, and Van der Schee 2011; Rice and Bulman 2001). Fieldwork, also called field study, is composed of knowledge-building activities, where students can construct and process knowledge (Hoefer and Harris, 2001), which includes field teaching, field trips, field research, and field camp (Dando and Wiedel 1971). Field study is a set of learning activities in “any area or zone within a subject where supervised learning can take place via first-hand experience, outside the constraints of the four-walls classroom setting” (Lonergan and Andresen 1988, 64). Field experience can elicit students’ awe and wonder about places and people and stimulate students to think beyond everyday knowledge through real experiences (Lambert and Reiss 2016). Prior research has emphasized that field study is an effective teaching tool to improve the understanding of core geographic concepts and field sites, as well as to develop inquiry skills and foster camaraderie and collaboration among students (Hupy 2011; Kent, Gilbertson, and Hunt 1997; Lee 2020). Rice and Bulman (2001), while designing field study integrated into Advanced Placement Human Geography (APHG) courses, suggested that field study can be conducted in three interrelated and progressive approaches: observation, investigation, and inquiry (Bland et al. 1996). Observation includes teacher-led activities that promote field study with looking, seeing, and listening skills through guided tours or field demonstrations. Investigation and inquiry are more student-directed field study through examination, measurement, or hypothesis testing. Along with these three approaches, Rice and Bulman (2001) also emphasized that teachers should consider the knowledge and skill levels of students and the alignment between the curriculum and geographical concepts addressed in the field study. This paper introduces four local field studies designed and conducted by two APHG teachers (Table 1). All of these activities were designed for ninth-graders taking APHG courses. Both teachers implement multiple instances of field study in different units of the APHG curriculum throughout the academic year (e.g., two times in each semester). The four activities were selected to introduce a variety of local field studies across different APHG topics and spatial scales. The aim of the field studies was to encourage students to experience the real world and apply APHG knowledge in their daily lives. Our students are natural geographers, and field study can show the real connection and application of what they learn with the real world. The local field studies help students develop geographical and critical perspectives and understanding how the world works. The four field study e","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":"125408786","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":"Learners as Teachers—Teachers as Learners: A Collaborative Approach to Develop Skills in GIS Education","authors":"Paul McKenzie, Sally Cook, Stephen Roulston","doi":"10.1080/19338341.2021.1982748","DOIUrl":"https://doi.org/10.1080/19338341.2021.1982748","url":null,"abstract":"A geographic information system (GIS) can be defined as a computer-based system that enables the collection, management, analysis, visualization, and sharing of spatial data. As this technology is a fundamental and fast-growing part of the global economy (Gilbert and Krygier 2007), there is a growing global demand for a skilled workforce that can use it to address an array of spatial issues (Richardson 2009). GIS is taught in some higher education courses, primarily geography, which enhances students’ employment opportunities. However, while there is potential to embed GIS as a commonplace tool in schools, doing so has been a perennial challenge, with an array of obstacles to overcome, and support for those “intrepid souls” (DeMers 2016, 23) who pioneer GIS use in schools is needed. Universities may have a part to play in this.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116946062","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":"We Speak for Geography Educators","authors":"Larianne Collins, Greg Hill, J. Lash","doi":"10.1080/19338341.2022.2026800","DOIUrl":"https://doi.org/10.1080/19338341.2022.2026800","url":null,"abstract":"","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130226896","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":"Conveying the Applications and Relevance of the Powerful Geography Approach through Humanitarian Mapping","authors":"T. Larsen, M. Solem","doi":"10.1080/19338341.2021.2008470","DOIUrl":"https://doi.org/10.1080/19338341.2021.2008470","url":null,"abstract":"ABSTRACT The Powerful Geography approach entails strengthening the relationship among curricula, student aspirations and motivations, and applications and practices of geographers in business, government, and nonprofit organizations. As a practical response to the GeoCapabilities project’s vision of future geography curricula based on conceptions of powerful knowledge, Powerful Geography is the idea that curricula connecting geography careers to student aspirations can help teachers make powerful knowledge accessible for students, specifically by helping students recognize relationships between geography and life beyond the classroom. Powerful Geography is a replicable approach to creating curricula that account for differences in state standards, course topics, student demographics, and school contexts. To illustrate this method in practice, the authors designed a humanitarian mapping lesson according to the approach.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116381708","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":"Out of Eden Walk: Bridging the Advanced Placement Human Geography and World History Courses","authors":"Jerry T. Mitchell, Michael Mewborne, Ali Hendrick","doi":"10.1080/19338341.2021.2005653","DOIUrl":"https://doi.org/10.1080/19338341.2021.2005653","url":null,"abstract":"In many Advanced Placement Human Geography (APHG) classrooms, there is a post-exam period of low activity. For example, in our home state, one school district had 12 class days remaining on the calendar prior to the school year end. In this project, we developed a series of post-exam activities focused on the National Geographic Society’s Out of Eden Walk project. The activities utilize concepts learned in APHG that can serve as a bridge to upcoming material in Advanced Placement World History (APWH), a course many students take the next school year. For example, students may compare city models learned in the APHG Urban unit to contemporary and historic cities visited by journalist Paul Salopek—the Out of Eden walker—and then investigate background information on those cities as a primer for the more in-depth material of focus in APWH. As Advanced Placement (AP) exam dates, and thus the number of post-exam days, vary yearly, our “module” encompasses five class days to provide a week of material. Our primary goals were to (1) maximize post-exam classroom time; (2) reaffirm APHG learning via application; and (3) introduce places, events, and concepts of note for the upcoming APWH course. Given the national nature of AP courses, this module is applicable to students across the United States. As described in this article, the project team met to create an articulation between the two courses to find learning opportunities of best fit; create new Out of Eden Walk materials; pilot the materials; refine materials from feedback; and then share the module with a wider audience here.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"144 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125847222","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":"Design a Children’s Map—Competition Edition!","authors":"Melinda Shimizu","doi":"10.1080/19338341.2021.2000470","DOIUrl":"https://doi.org/10.1080/19338341.2021.2000470","url":null,"abstract":"Map design was revolutionized in the 1940s and 1950s by Arthur Robinson with his research into the effects of color, perception, and readability of various cartographic techniques (Edney 2005). By the early 1990s, it became clear the development and use of geographic information systems (GIS) and computer-based mapping had changed map design once again (King 1991; Hu 2010). More recently, Designing Better Maps: A Guide for GIS Users, 2nd Edition by Brewer (2015) provides readers with succinct guidelines to better understand the components of map design and employ graphic skills that result in more effective maps. Using this book as a guide, we can provide students with a nine-part process to designing maps, which is used in the included lesson. This nine-part process is completed in two phases: the design phase and the execution phase. The design phase takes students through steps to plan map layout, required elements, and audience considerations. The execution phase guides students through producing and evaluating the map. This process was developed over the past few years from a combination of personal experience teaching cartography and insights gleaned from cartographic design texts. While the exact process is not in Designing Better Maps, it does follow a very similar approach as presented by Brewer. One of the first points to consider is map audience. This lesson directs students to make a map for children, a very specialized group of map users offering specific challenges to map design (Gerber 1993) who are often overlooked in introductory cartography texts. Indeed, even cartographic literature is surprisingly light on research regarding map design considerations for children. In 1995, Anderson and Vasconcellos identified the importance and value of considering the needs of children as map users and mapmakers and highlighted the surprising lack of research into the topic. More recently, Silva et al. (2020) identified the need to explore the design of digital maps for children, in particular children who can be described as “digital natives.” While map design considerations for children remains under-explored, there are studies that have investigated some specific map design elements with regard to children as the map audience. For example, we know that maps designed for children should use saturated colors (Buckingham and Harrower 2007), simple pictorial symbols (Cheek and Muir 1986; Anderson 1987; Bandrova 2003), prominent explanatory tools like the north arrow/compass rose or a scale bar (Miller 1982), and sans serif fonts in mixed case (Gerber 1982). Further, secondary students can apply generalizations including displacement, merging, and simplification to maps with little or no previous cartographic practice (Filippakopoulou, Nakos, and Michaelidou 2000). By choosing children as the map audience for the assignment presented here, students are provided with a specific design challenge that gives the opportunity to demonstrate cartograp","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115476613","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":"Empowering Maptivists: K–12 Education at the Leventhal Map & Education Center","authors":"Michelle Leblanc","doi":"10.1080/19338341.2021.1911825","DOIUrl":"https://doi.org/10.1080/19338341.2021.1911825","url":null,"abstract":"The Norman B. Leventhal Map & Education Center (LMEC) was created in 2004 as a nonprofit organization in public-private partnership between philanthropist Norman Leventhal and the Boston Public Library. With over 200,000 maps and 5,000 historical atlases, the center was founded to educate through exhibitions, educational programming, and robust digital collections. An essential part of LMEC’s mission is to “inspire curiosity and learning and foster geographic perspectives on the relationships between people and places” (LMEC 2020a). LMEC is one of only a few map collections that offers extensive K–12 programming and the only one that does so in a public library in the United States. LMEC uses its physical and digital collections to illuminate historical content and themes as well as current issues through a geographic lens. In more recent years, it has expanded educational training and access for the public and K–12 students to geographic information system (GIS) data and map making in order to empower individuals to better understand where they live and the issues that affect them.","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116411308","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":"The NAEP Data Explorer: Digging Deeper into K-12 Geography Achievement and Why It Matters","authors":"M. Solem","doi":"10.1080/19338341.2021.1895864","DOIUrl":"https://doi.org/10.1080/19338341.2021.1895864","url":null,"abstract":"When the National Assessment of Educational Progress (NAEP) program releases its reports on student achievement in various subjects, the data are added to the NAEP Data Explorer (NDE) website.1 The NDE offers tools to visualize students’ achievement patterns over time. Users can also compare achievement scores disaggregated by student background characteristics, school environment, community characteristics, and curriculum content and instructional practices. The NDE has been shown to support reflective educational practices in the social studies (Fitchett and Heafner 2013). Working with assessment data can stimulate ideas for how teachers can critique and evaluate curriculum making and instructional practices. However, there are no published accounts of geography teachers using the NDE for such purposes (Gribben, Schultz, and Woods 2019). To illustrate how NAEP data can address questions of concern to geography educators, this article reports the results of a study that investigated the following two questions with the help of the NDE:","PeriodicalId":182364,"journal":{"name":"The Geography Teacher","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131565395","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}