J-Reading - Journal of Research and Didactics in Geography最新文献_第4页

Geographical education in a changing world 变化世界中的地理教育

J-Reading - Journal of Research and Didactics in Geography Pub Date : 2012-12-21 DOI: 10.4458/1005-02

Joop van der Scheea

引用次数: 9

The emotional perception of landscape between research and education 研究与教育之间的景观情感感知

J-Reading - Journal of Research and Didactics in Geography Pub Date : 1900-01-01 DOI: 10.4458/8579-04

Antonina Plutino, Ilaria Polito

{"title":"The emotional perception of landscape between research and education","authors":"Antonina Plutino, Ilaria Polito","doi":"10.4458/8579-04","DOIUrl":"https://doi.org/10.4458/8579-04","url":null,"abstract":"The paper presents the laboratory activity put at the heart of the action training based on the idea of Geography as a science, whose holistic dimension fosters individual knowledge of the outside world and, at the same time, facilitates the understanding of human interaction with it. The didactic activities were performed basing them on an e-Learning methodology via the Moodle platform, a technology adopted in the e-Learning Lab of the Faculty of Educational Sciences at the University of Salerno. The laboratory involved 234 students – enrolled in the third year of the Primary Educational Sciences Degree – randomly divided into 26 groups. The investigation conducted through the laboratory availed of images that, far from being a mere instrument, involved higher cognitive processes, essential for the completion of a significant training process. The methodology adopted and the creation of a virtual learning environment are completely in line with the constructivist pedagogy that considers cooperation, collaboration, sharing and negotiation of purposes and meanings as key drivers for a really effective teaching. Through the lab experience, the learners were allowed to investigate a lived-acted space by identifying landscape elements symbolizing certain emotions. Making use of a photo-elicitation technique, the research helped them to gain a greater awareness of the landscape as a result of the interactions between man and nature, and turned out to be an effective tool for knowledge construction and training.","PeriodicalId":299934,"journal":{"name":"J-Reading - Journal of Research and Didactics in Geography","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128721837","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

GIS procedure to evaluate the relationship between the period of construction and the outcomes of compliance with building safety standards. The case of the earthquake in L’Aquila (2009) GIS程序，用于评估施工期间与符合建筑安全标准的结果之间的关系。拉奎拉地震案例(2009年)

J-Reading - Journal of Research and Didactics in Geography Pub Date : 1900-01-01 DOI: 10.4458/1682

C. Pesaresi, Diego Gallinelli

{"title":"GIS procedure to evaluate the relationship between the period of construction and the outcomes of compliance with building safety standards. The case of the earthquake in L’Aquila (2009)","authors":"C. Pesaresi, Diego Gallinelli","doi":"10.4458/1682","DOIUrl":"https://doi.org/10.4458/1682","url":null,"abstract":"The earthquake (Ml=5.8; Mw=6.3) that shook L’Aquila (Abruzzo region, Italy) on 6 April 2009 and caused huge widespread damage in the other 56 municipalities of the seismic crater has also provided important input to reflect proactively on the need to avoid the repetition of similar tragedies, learning from the ca-lamities that have occurred. In fact, L’Aquila and the other municipalities hit by the earthquake represent an open-air analysis laboratory to reveal and directly see the weak points of the different buildings on the field which did not adequately resist the shocks. In order to provide important data for social utility, in this paper we illustrate the steps which constitute a GIS procedure that we have thought in order to evaluate the relationship between the period of construction and the outcomes of compliance with building safety stand-ards. Through sequential activities which have enabled us to also produce three-dimensional scenarios – of immediate communicative impact and able to show details for interdisciplinary analysis and strategical planning – we have portrayed the urban evolution of L’Aquila per period of construction and mapped the level of damage to the buildings. The relational analysis and quantitative data have permitted us to show that in the case of L’Aquila the major percentages of “unusable buildings”, and also these together with “condemned buildings due to external risks” concern the structures erected until 1955 and then in the 1956-1975 period, followed by the ones constructed in the periods of 1976-1988 and 1989-1994. Similar results, in conjunction with other specific information, can offer the possibility to define and apply the consolida-tion measures necessary to tackle future earthquakes in an appropriate way, without a passive sense of res-ignation and with a deeper awareness of seismic risk.","PeriodicalId":299934,"journal":{"name":"J-Reading - Journal of Research and Didactics in Geography","volume":"261 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133569137","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

Challenges of Geography in Education. Proposals from the EUROGEO Conference (Amsterdam, The Netherlands, 2-3 March 2017) 地理学在教育中的挑战。EUROGEO会议(2017年3月2日至3日，荷兰阿姆斯特丹)提案

J-Reading - Journal of Research and Didactics in Geography Pub Date : 1900-01-01 DOI: 10.4458/9446-08

E. Gamberoni

引用次数: 2

The International Charter on Geographical Education: A reflection on published research articles on assessment 《国际地理教育宪章》:对已发表的评价研究论文的反思

J-Reading - Journal of Research and Didactics in Geography Pub Date : 1900-01-01 DOI: 10.4458/9446-01

C. Chang, Muhammad Aman

{"title":"The International Charter on Geographical Education: A reflection on published research articles on assessment","authors":"C. Chang, Muhammad Aman","doi":"10.4458/9446-01","DOIUrl":"https://doi.org/10.4458/9446-01","url":null,"abstract":"The paper examines the 1992 and 2016 versions of the International Charter on Geographical Education with a view to provide a commentary on the extent that research on assessment issues in geographical and environmental education respond to the directions set out in the two documents. The authors started on a concern with an apparent lack of discourse on assessment issues in geographical education and endeavours to provide a reflection of issues within the geography education community by an exploratory inquiry based on an analysis of article titles published in 4 prominent geographical journals: Environmental Education Research; International Research in Geographical Environmental Education; Journal of Environmental Education and; Journal of Geography from 2010 to 2017. The authors believe that the number of journal articles and issues related to assessment and evaluations in Geographical Education provide an indication of the general direction that were previously proclaimed, have to varying degrees been reflected and enacted upon by geography educators and scholars. The findings show that while the published research articles contribute to achieving some of the action plan items on the International Charter on Geographical Education, areas of improvement include research on professional development and international exchange of ideas about geography assessment. Moreover, the authors believe that geography educators are key facilitators of knowledge-making for Geography Education in the 21st century classrooms. As a consequence, geography educators should be empowered to do research on issues that are “relevant” to them, be guided and mentored, be given the appropriate channels to “feed-back” and “feed-forward” inputs, and if needed, to (re) shape action plans to adhere to the spirit or intention of these declarations.","PeriodicalId":299934,"journal":{"name":"J-Reading - Journal of Research and Didactics in Geography","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113943945","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: 2