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Geographies of Food. An Introduction 食物地理。介绍
IF 3.1 3区 地球科学
Journal of Geography Pub Date : 2022-07-04 DOI: 10.1080/00221341.2022.2094986
G. Camară
{"title":"Geographies of Food. An Introduction","authors":"G. Camară","doi":"10.1080/00221341.2022.2094986","DOIUrl":"https://doi.org/10.1080/00221341.2022.2094986","url":null,"abstract":"","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"47 1","pages":"145 - 146"},"PeriodicalIF":3.1,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83646403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Rounding out the Vision for Geography Education’s Future: Integrating Perspectives of Early Career Scholars in Geography Education 完成地理教育未来的愿景:整合早期职业学者在地理教育中的观点
IF 3.1 3区 地球科学
Journal of Geography Pub Date : 2022-07-04 DOI: 10.1080/00221341.2022.2123546
L. Tabor, T. Larsen, A. Oberle
{"title":"Rounding out the Vision for Geography Education’s Future: Integrating Perspectives of Early Career Scholars in Geography Education","authors":"L. Tabor, T. Larsen, A. Oberle","doi":"10.1080/00221341.2022.2123546","DOIUrl":"https://doi.org/10.1080/00221341.2022.2123546","url":null,"abstract":"Abstract The voice and perspective of early career scholars are particularly important in geography education, a subfield that has traditionally been small and is rapidly becoming smaller due to the retirements of prominent scholars. This research surveys and discusses these early career scholars’ vision for the future of geography education, in light of a rapidly changing context for geography and education alike. We categorize respondents’ research agendas and aspirations into three progress variables and then ultimately discuss pathways for the future, including challenges and research opportunities.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"15 1","pages":"119 - 124"},"PeriodicalIF":3.1,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80454319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
How Preservice Teachers Refer to Different Knowledge Domains When Evaluating a Lesson Plan on the Tropical Rainforest 职前教师在评估热带雨林教案时如何参考不同的知识领域
IF 3.1 3区 地球科学
Journal of Geography Pub Date : 2022-05-04 DOI: 10.1080/00221341.2022.2078399
Nina Scholten, J. Doll, Nicole Masanek
{"title":"How Preservice Teachers Refer to Different Knowledge Domains When Evaluating a Lesson Plan on the Tropical Rainforest","authors":"Nina Scholten, J. Doll, Nicole Masanek","doi":"10.1080/00221341.2022.2078399","DOIUrl":"https://doi.org/10.1080/00221341.2022.2078399","url":null,"abstract":"Abstract In initial teacher education (ITE), preservice teachers acquire declarative knowledge in different knowledge domains: general pedagogy, content, and pedagogical content. To investigate how they use this knowledge in a school-related situation, n = 56 preservice teachers were asked to evaluate a peer's fictitious lesson plan. Their comments were subjected to content analysis and frequency analysis, which identified three distinct clusters reflecting different thought patterns. Participants referred predominantly to pedagogical knowledge, as well as some pedagogical content knowledge; exclusively content-focused comments were rare.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"11 10 1","pages":"91 - 99"},"PeriodicalIF":3.1,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82879409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Influence of Textbook Visual Quality of Geographical Phenomena on Children’s Conceptions 地理现象教材视觉质量对儿童概念的影响
IF 3.1 3区 地球科学
Journal of Geography Pub Date : 2022-05-04 DOI: 10.1080/00221341.2022.2088828
Petr Trahorsch, J. Bláha
{"title":"The Influence of Textbook Visual Quality of Geographical Phenomena on Children’s Conceptions","authors":"Petr Trahorsch, J. Bláha","doi":"10.1080/00221341.2022.2088828","DOIUrl":"https://doi.org/10.1080/00221341.2022.2088828","url":null,"abstract":"Abstract The aim of the presented study is to evaluate the influence of the quality of visuals in printed geography textbooks on the character of children’s conceptions using the example of the geographical location concept. Visuals are a graphical representation of a certain phenomenon. A two-tier diagnostic test without and with three types of high and low quality physical-geographical visuals was used to achieve this objective. The research study among elementary school students (n = 434) has shown that students are mostly unable to work effectively with visuals due to their inappropriate properties such as headline quality or factual errors.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"13 1","pages":"100 - 114"},"PeriodicalIF":3.1,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81442629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The Missing Course: Everything They Never Taught You about College Teaching, by David Gooblar, Cambridge, Massachusetts, Harvard University Press, 2019, 260 pp., $29.95 (Hardcover). ISBN: 9780674984417 《缺失的课程:大学教学中他们从未教你的一切》，大卫·古布拉著，剑桥，马萨诸塞州，哈佛大学出版社，2019年，260页，29.95美元(精装本)。ISBN: 9780674984417
IF 3.1 3区 地球科学
Journal of Geography Pub Date : 2022-04-12 DOI: 10.1080/00221341.2022.2048313
Carmen P. Brysch
{"title":"The Missing Course: Everything They Never Taught You about College Teaching, by David Gooblar, Cambridge, Massachusetts, Harvard University Press, 2019, 260 pp., $29.95 (Hardcover). ISBN: 9780674984417","authors":"Carmen P. Brysch","doi":"10.1080/00221341.2022.2048313","DOIUrl":"https://doi.org/10.1080/00221341.2022.2048313","url":null,"abstract":"","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"92 1","pages":"117 - 118"},"PeriodicalIF":3.1,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85858278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Integrating and Evaluating Interdisciplinary Sustainability and STEM Curriculum in Geographical Education: A Case of Three Teaching Modalities 跨学科可持续性与STEM课程在地理教育中的整合与评估:以三种教学模式为例
IF 3.1 3区 地球科学
Journal of Geography Pub Date : 2022-03-04 DOI: 10.1080/00221341.2022.2059099
S. Gilbertz, Brittany Wood, C. Craig, Ismail Karabas, Elizabeth L. Petrun Sayers, Benjamin McCormick
{"title":"Integrating and Evaluating Interdisciplinary Sustainability and STEM Curriculum in Geographical Education: A Case of Three Teaching Modalities","authors":"S. Gilbertz, Brittany Wood, C. Craig, Ismail Karabas, Elizabeth L. Petrun Sayers, Benjamin McCormick","doi":"10.1080/00221341.2022.2059099","DOIUrl":"https://doi.org/10.1080/00221341.2022.2059099","url":null,"abstract":"Abstract The effectiveness of interdisciplinary sustainability curriculum remains understudied in geography education. Accordingly, we deployed and evaluated an interdisciplinary sustainability and STEM module for in-person and online sections of a fall 2018 Human Geography course. Results indicate that sustainability knowledge improved after the interdisciplinary curricular intervention irrespective of course modality. Another focus is to explore student reactions to teaching modality due to COVID-19 disruptions. Results indicate that online student sustainability knowledge also improved during COVID-19 (fall 2020). For students in a section converted from in-person to blended, sustainability knowledge did not improve. Implications are provided.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"56 1","pages":"77 - 85"},"PeriodicalIF":3.1,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90769525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How Key Competencies Progress across School Terms? A Study of “Activities” in Geography Textbooks for Secondary Schools 关键能力如何在整个学期中进步?中学地理教材中的“活动”研究
IF 3.1 3区 地球科学
Journal of Geography Pub Date : 2022-03-04 DOI: 10.1080/00221341.2022.2052936
X. Xiang, Yaling Chen, Yuan Fang, Qi Zhang
{"title":"How Key Competencies Progress across School Terms? A Study of “Activities” in Geography Textbooks for Secondary Schools","authors":"X. Xiang, Yaling Chen, Yuan Fang, Qi Zhang","doi":"10.1080/00221341.2022.2052936","DOIUrl":"https://doi.org/10.1080/00221341.2022.2052936","url":null,"abstract":"Abstract The recent round of curriculum reform in China has proposed the educational goal of developing key competencies. This study examined how key competencies are integrated into geography textbooks for middle schools through pre-designed activities. The results showed that the textbooks emphasized the regional awareness competency. The activities in these geography textbooks promoted key competencies differently across the school years, and each competency showed a different type of learning progress over time.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"43 1","pages":"67 - 76"},"PeriodicalIF":3.1,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89310421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Young People’s Pre-Conceptions of the Interactions between Climate Change and Soils – Looking at a Physical Geography Topic from a Climate Change Education Perspective 青少年对气候变化与土壤相互作用的先入为主观念——从气候变化教育的角度看自然地理主题
IF 3.1 3区 地球科学
Journal of Geography Pub Date : 2022-03-04 DOI: 10.1080/00221341.2022.2037011
Veronika Deisenrieder, Svenja Müller, Bettina Knoflach, Anna Oberrauch, C. Geitner, J. Stötter, Lars Keller
{"title":"Young People’s Pre-Conceptions of the Interactions between Climate Change and Soils – Looking at a Physical Geography Topic from a Climate Change Education Perspective","authors":"Veronika Deisenrieder, Svenja Müller, Bettina Knoflach, Anna Oberrauch, C. Geitner, J. Stötter, Lars Keller","doi":"10.1080/00221341.2022.2037011","DOIUrl":"https://doi.org/10.1080/00221341.2022.2037011","url":null,"abstract":"Abstract The interactions of climate change and soils (ICCS) are scarcely examined in Climate Change Education (CCE). Analyzing the pre-conceptions of secondary school students (n = 421) reveals a high number of missing answers (48.2%), while residual participants responded with either medium (33.3%) or low (11.5%) complexity levels. The natural and the human sphere are scarcely interconnected and mentioned positive feedback effects indicate students’ spatial distance to the ICCS that occur in Alpine regions. In order to bridge these gaps with more elaborated and regional concepts, a careful consideration of ICCS content is urgently recommended for CCE.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"2 1","pages":"51 - 66"},"PeriodicalIF":3.1,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78419822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Reliability of the Reflective Learning Framework for Assessing Higher-Order Thinking in Geography and Sustainability Courses 反思学习框架在地理与可持续发展课程中评估高阶思维的可靠性
IF 3.1 3区 地球科学
Journal of Geography Pub Date : 2022-02-18 DOI: 10.1080/00221341.2021.2003848
Kate Whalen, A. Páez
{"title":"Reliability of the Reflective Learning Framework for Assessing Higher-Order Thinking in Geography and Sustainability Courses","authors":"Kate Whalen, A. Páez","doi":"10.1080/00221341.2021.2003848","DOIUrl":"https://doi.org/10.1080/00221341.2021.2003848","url":null,"abstract":"Abstract Experiential education partnered with guided reflection is thought to support students with higher-order thinking skills. In this study, 44 reflections from two university-level sustainability courses were compared. In both courses students were asked to write a reflection, but only one course used the Reflective Learning Framework (RLF). Tests of interrater reliability support the consistency of the RLF when used by trained raters. Furthermore, comparison of means using t-tests shows significant differences between mean ratings for the two courses. This provides evidence of the effectiveness of the RLF for students to apply and demonstrate the use of higher-order thinking skills.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"19 1","pages":"18 - 33"},"PeriodicalIF":3.1,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83248684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Citation for Michal LeVasseur and Howard Johnson, 2021 Recipients of the George J Miller Award for Distinguished Service 迈克尔·勒瓦瑟和霍华德·约翰逊，2021年乔治·J·米勒杰出服务奖获得者
IF 3.1 3区 地球科学
Journal of Geography Pub Date : 2022-01-02 DOI: 10.1080/00221341.2022.2030137
S. Hume
{"title":"Citation for Michal LeVasseur and Howard Johnson, 2021 Recipients of the George J Miller Award for Distinguished Service","authors":"S. Hume","doi":"10.1080/00221341.2022.2030137","DOIUrl":"https://doi.org/10.1080/00221341.2022.2030137","url":null,"abstract":"The National Council for Geographic Education bestows its highest honor, the 2021 George J Miller Award for Distinguished Service, on co-recipients Dr. Michal LeVasseur and Dr. Howard Johnson. Working individually and together, this married couple’s boundless commitment and steady leadership have shaped many institutions and enriched the educational and professional lives of community college, undergraduate, and graduate students; pre-service and K-12 teachers; and women in geography. They have also generously befriended, advised and mentored many of the NCGE’s members and leaders.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"4 1","pages":"1 - 4"},"PeriodicalIF":3.1,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78813920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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