Journal of Geography in Higher Education最新文献_第7页

Experiential learning in physical geography using arduino low-cost environmental sensors 使用arduino低成本环境传感器进行自然地理体验式学习

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-12-18 DOI: 10.1080/03098265.2022.2155804

R. Pearce, M. Chadwick, R. Francis

引用次数: 0

Obtaining geographical competences through online cartography of familiar and unfamiliar urban heritage: lessons from student workshops 通过熟悉和不熟悉的城市遗产的在线制图获得地理能力:来自学生研讨会的经验教训

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-12-15 DOI: 10.1080/03098265.2022.2155935

Carlos Martínez-Hernández, Arie Stoffelen, Radosław Piskorski

{"title":"Obtaining geographical competences through online cartography of familiar and unfamiliar urban heritage: lessons from student workshops","authors":"Carlos Martínez-Hernández, Arie Stoffelen, Radosław Piskorski","doi":"10.1080/03098265.2022.2155935","DOIUrl":"https://doi.org/10.1080/03098265.2022.2155935","url":null,"abstract":"In times of the COVID-19 pandemic, teachers on all levels have had to adapt to an online or hybrid teaching environment. People in geography, a discipline that traditionally values field trips to connect theory to practice, have had to find online alternatives for educational activities that normally would have taken place in the field. This has led to several innovative practices, which, however, have only to a limited degree been purposively tested for efficacy because of the ad-hoc, enforced nature of the required changes. This project deals with this issue by studying, through student workshops dealing with the creation of online didactic walking routes in two cities, how students can obtain specific geographical competences such as interpreting different historical layers that collectively shape the current urban fabric through online cartography. We found that students reported clear improvements in geographical reasoning skills, regarding both GIS and heritage interpretation. There were no clear patterns regarding the role of familiarity with the studied city for the quality of the produced story maps. On final reflection, we argue that online cartographic exercises are a valuable addition to the geographers' educational toolkit to bounce forward to a more resilient, reflective educational practice after the pandemic.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46290198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

For a pedagogy of hope: imagining worlds otherwise 对于希望的教育学：想象世界

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-12-08 DOI: 10.1080/03098265.2022.2155803

Patricia J. Lopez

引用次数: 2

Engaging geography students through innovation in statistics teaching 通过统计学教学的创新吸引地理学生

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-10-14 DOI: 10.1080/03098265.2022.2129602

T. Pering, Luke Temple

{"title":"Engaging geography students through innovation in statistics teaching","authors":"T. Pering, Luke Temple","doi":"10.1080/03098265.2022.2129602","DOIUrl":"https://doi.org/10.1080/03098265.2022.2129602","url":null,"abstract":"ABSTRACT Geography undergraduate students have broad academic backgrounds; consequently, teaching statistics can be especially challenging. Unfortunately, there is a lack of up-to-date and geography-specific literature on the pedagogies of statistics instruction on an undergraduate geography degree course. In this paper we detail, discuss, and reflect on a range of innovative attempts to improve engagement and attainment. Many of the examples revolve around technological platforms to enhance student engagement, but also to improve and simplify module management, an under-valued part of delivering a team-taught module. We discuss a variety of quizzing platforms as effective ways of engaging students with content, but, also, as a method of scaffolding teaching, whereby student comprehension is gauged, and content is adapted on-the-fly. We also highlight that use of frequent formative quizzing can increase module engagement through a substantive increase in attendance in an era of lecture recording. We also reflect on differences in engagement pre-and-post pandemic. Overall, we highlight the benefit of incorporating technology into teaching geographical statistics, but caution that this must be on a case-by-case basis and should be used for clear pedagogical reasons.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42867655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A studio approach to teaching biosocial convergence science 生物社会融合科学的工作室教学法

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-10-08 DOI: 10.1080/03098265.2022.2129601

Rebecca Croog, Carol B. Brandt, Dirk Kinsey, Allison Hayes-Conroy

{"title":"A studio approach to teaching biosocial convergence science","authors":"Rebecca Croog, Carol B. Brandt, Dirk Kinsey, Allison Hayes-Conroy","doi":"10.1080/03098265.2022.2129601","DOIUrl":"https://doi.org/10.1080/03098265.2022.2129601","url":null,"abstract":"ABSTRACT A key desired learning outcome of higher education is that students understand the complexities and contexts of, as well as the multiple disciplinary perspectives on, the subjects they are studying. Geography higher education has been particularly adept at meeting this objective. Geographers have played key roles in the development of interdisciplinary areas of studies. such as environmental studies, cultural studies, food studies, and science and technology studies, which have increased interest in thematic learning and awareness of the myriad disciplinary perspectives on a particular topic. These efforts, however, have failed to achieve the broader dissolution of siloed disciplinary thinking in classrooms and across the university, leading to proposals for new transdisciplinary frameworks, such as “convergence science.” In this paper, we argue that geography, due to its long-standing role as a synthesis discipline, ought to be at the forefront of bringing this new wave of convergence research into education and training programs. We provide an example of a convergence-based and co-instructed course series for graduate students called the Biosocial Studio, led by a geographer in collaboration with bioscientists. We identify two key pedagogical tools that facilitated the learning process – studio-based teaching and cross-epistemological convergence – and discuss the internal and infrastructural challenges to their implementation.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44073763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Virtual Palaeosciences (ViPs) project: resources for online learning in or out of a pandemic 虚拟古科学（ViPs）项目：疫情内外的在线学习资源

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-09-30 DOI: 10.1080/03098265.2022.2129599

S. Hutchinson, K. Bacon, M. Bunting, Elizabeth R. Hurrell

{"title":"The Virtual Palaeosciences (ViPs) project: resources for online learning in or out of a pandemic","authors":"S. Hutchinson, K. Bacon, M. Bunting, Elizabeth R. Hurrell","doi":"10.1080/03098265.2022.2129599","DOIUrl":"https://doi.org/10.1080/03098265.2022.2129599","url":null,"abstract":"The Virtual Palaeosciences (ViPs) project is a collaborative initiative bringing palaeoscientists together to locate, access and share online educational resources (OERs). It began as a response to the 2020 shift to online learning when the COVID-19 pandemic curtailed field and lab work. We outline the development and initial outcomes of the project and consider future directions post-pandemic. Our initial focus was to create a searchable list of OERs (now numbers 600+). The project has also promoted co-operation across institutions and created new collaborations. It became clear that even experienced and teaching-focused educators were anxious about how to incorporate virtual materials and develop alternatives to field and laboratory work and deliver their intended learning outcomes. ViPs aim to become a “hub” for palaeoscience teaching resources. While some face-to-face teaching has returned in Higher Education, the benefits of online elements have become clear to students and educators alike. Therefore, following the pandemic, an increasing shift towards a blended delivery with greater use of OERs in palaeoscience and other disciplines is likely. Longer term, the ViPs project also seeks to increase inclusive, accessible education in the palaeosciences through the digital enhancement of provision, by supporting both users and creators of virtual teaching materials. [ FROM AUTHOR] Copyright of Journal of Geography in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41650667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Podcasting urban geographies: examining the utility of student-generated research podcasts for deep learning and education for sustainable development 播客城市地理：考察学生生成的研究播客对深度学习和可持续发展教育的效用

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-09-14 DOI: 10.1080/03098265.2022.2122030

Therese Kenna

{"title":"Podcasting urban geographies: examining the utility of student-generated research podcasts for deep learning and education for sustainable development","authors":"Therese Kenna","doi":"10.1080/03098265.2022.2122030","DOIUrl":"https://doi.org/10.1080/03098265.2022.2122030","url":null,"abstract":"ABSTRACT Action-oriented pedagogies are becoming an increasingly popular instructional approach within higher education, encouraging students to learn by doing and to actively participate in the construction of knowledge, forming part of learning-centred and research-centred approaches to teaching and learning thought to assist deep learning. Such pedagogies are also critical for attending to broader societal challenges through education for sustainable development (ESD). Despite pedagogical shifts, assessment methods remain largely centred on more traditional written methods such as exams or essays, even though there is a growing recognition of the diversity of learners within higher education institutions, coupled with recent drives for adoption of universal design principles for learning (UDL). Within this context, this paper reports on the use of audio podcasts for assessment in a final year urban geography module. Reflective statements completed by the students were analysed to examine the utility of learner-generated research-based podcasts for learning and assessment in urban geography, focussing on the depth of learning, creativity, and the development of graduate attributes. Podcasts have received little attention as a tool for teaching, learning and assessment within Geography, yet innovations in assessment can enhance the profile and popularity of Geography in higher education and beyond.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43057234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A critical incident analysis of inclusive fieldwork with students as co-researchers 以学生为联合研究者的包容性田野调查的批判性事件分析

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-09-12 DOI: 10.1080/03098265.2022.2122029

T. Collins, C. Atchison, S. Whitmeyer

引用次数: 1

Adopting and using geospatial technologies for teaching geography in Latin American higher education 在拉丁美洲高等教育地理教学中采用和使用地理空间技术

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-09-12 DOI: 10.1080/03098265.2022.2122028

Alejandro Cascante-Campos

{"title":"Adopting and using geospatial technologies for teaching geography in Latin American higher education","authors":"Alejandro Cascante-Campos","doi":"10.1080/03098265.2022.2122028","DOIUrl":"https://doi.org/10.1080/03098265.2022.2122028","url":null,"abstract":"ABSTRACT The article presents the results of a regional study analysing the factors that predict Latin American faculty adoption and use of geospatial technologies (GST) for teaching geography. The research involved an online survey with 337 participants from 17 countries, who answered a set of items adapted from the Unified Theory of Acceptance and Use of Technology on five GST – desktop GIS, web-based GIS, remote sensing, GPS, and digital globes. The data was analysed using a structural equation modelling. The results confirmed that faculty who identified pedagogical benefits of using GST considered technologies as easy to master, and valued the opinion of people influential to them about using technologies were more likely to be motivated to use GST for teaching. In addition, faculty willing to use the GST and report adequate institutional conditions were more likely to be using the technologies for teaching. Additional statistical testing found that human geography faculty expressed an infrequent use of these technologies compared to their physical geography and geospatial technologies colleagues, who did report a more consistent use of GST. These findings suggest a divide among Latin American faculty regarding the motivation and institutional conditions to implement technologies, based on their field of expertise.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41365628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of social enterprise in student employability: the case of SIDshare, a co-curricular student led social enterprise 社会企业在学生就业能力中的作用：以学生主导的社会企业SIDshare为例

IF 2.1 4区教育学

Journal of Geography in Higher Education Pub Date : 2022-09-09 DOI: 10.1080/03098265.2022.2122031

Abigail Upton, D. Sporton

{"title":"The role of social enterprise in student employability: the case of SIDshare, a co-curricular student led social enterprise","authors":"Abigail Upton, D. Sporton","doi":"10.1080/03098265.2022.2122031","DOIUrl":"https://doi.org/10.1080/03098265.2022.2122031","url":null,"abstract":"ABSTRACT Within Geography, as in other disciplines, the neoliberalisation of Higher Education has led to an increasing curriculum focus on graduate attributes with student employability as an outcome. The multiple and competing discourses of employability that shape pedagogies can at times ignore social enterprise and enterprising skills that are too often neglected within geography curricula. In this contribution we draw on our experience working with SIDshare, a co-curricula student run social enterprise operating as an NGO (non-governmental organisation), to show how enterprising skills nurtured through student communities of practice have enhanced employability. Drawing on a series of semi-structured interviews undertaken with graduates who previously participated in SIDshare we analyse how their engagement contributed to graduate employment outcomes. SIDshare had increased not only the development of enterprising skills and entrepreneurialism but also encouraged the development of transferable, so-called “softer skills”. These included strong interpersonal skills, team skills and good working relationships as well as professionalism developed through participation in an extracurricular student community of practice alongside engagement with external partners. Effectual and causal reasoning skills were developed further encouraging entrepreneurialism. Graduate interviewees clearly demonstrated that their career success had been aided by their involvement in the co-curricular student led social enterprise, SIDshare.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49044251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0