Review of International Geographical Education Online最新文献_第6页

Peer Assessment and Active Learning Experiences of Social Studies Teacher Candidates 社会学科教师候选人的同伴评价与主动学习经验

Review of International Geographical Education Online Pub Date : 2019-08-31 DOI: 10.33403/rigeo.615716

Irem Namli Altintaş, Hüseyin Karaaslan

{"title":"Peer Assessment and Active Learning Experiences of Social Studies Teacher Candidates","authors":"Irem Namli Altintaş, Hüseyin Karaaslan","doi":"10.33403/rigeo.615716","DOIUrl":"https://doi.org/10.33403/rigeo.615716","url":null,"abstract":"The aim of this study is to determine the opinions of teacher candidates on how teacher efficiency should be through peer assessment and active learning. For this purpose, an implementation was performed on the presentation skills of the social studies teacher candidates at a state university. In the study group, there are 28 teacher candidates as 10 males and 18 females. The study was designed in the case study. For 9 weeks, 8 groups gave lessons and a general assessment was performed for 1 week. The teacher candidates, in groups of twos, made presentations in accordance with the class level related to the subjects included in the secondary school social studies program. The presentations are based on critical, empathetic, reflective and project-based thinking. As the data collection tool, preliminary and final assessment forms consisting of open-ended questions were distributed. During the process, the teacher candidates were asked to keep individual and group reflective diaries. The diaries were used to support the final assessment forms. The data were coded through content analysis and analyzed by using the NVIVO 12 program. The main theme in the findings obtained was coded in accordance with peer assessment and active learning. The main themes were determined as The Effect on Peer Relationships, The Effect of Being Assessed, The Effect on the Assessor, and The Effect of the Process. The Category, Code and Dimensions were also shaped according to the main themes. The findings of the reflective diaries support the final assessment. At the end of the process, teacher candidates stated that peer assessment made a positive contribution to them, their relationships with their peers were negatively affected sometimes and active learning contributed to their personal development, professional knowledge, and collaborative works.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41955211","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: 3

UNESCO WORLD HERITAGE SITE OF VLKOLÍNEC (SLOVAKIA) IN GEOGRAPHICAL EDUCATION 联合国教科文组织VLKOLÍNEC（斯洛伐克）地理教育世界遗产

Review of International Geographical Education Online Pub Date : 2019-08-31 DOI: 10.33403/rigeo.573655

Iveta Rakytová, Ivana Tomčíková

{"title":"UNESCO WORLD HERITAGE SITE OF VLKOLÍNEC (SLOVAKIA) IN GEOGRAPHICAL EDUCATION","authors":"Iveta Rakytová, Ivana Tomčíková","doi":"10.33403/rigeo.573655","DOIUrl":"https://doi.org/10.33403/rigeo.573655","url":null,"abstract":"UNESCO identifies unique places in the World, whether natural or man-made, of universally outstanding value or cultural significance as World Heritage. These places are considered heritage of all mankind, rather than just heritage of a particular area, country, or region. Such sites can be rich sources of information not only for the people of the region, but also for the general public, and are often associated with lively tourism. The aim of this paper is to characterize the UNESCO World Heritage site of Vlkolinec, one of the most visited UNESCO sites in Slovak Republic, and to use the settlement of Vlkolinec as an example to describe how the site attributes can be used in geographical education. In the first part of the paper, we describe the natural potential of Vlkolinec, characterize the settlement’s development from the end of the 18th century to the present, and describe historical landscape structures whose existence in Vlkolinec was the reason for its inscription on the UNESCO World Heritage List. In the school year 2018/2019, we conducted a survey among students in the 2nd stage of primary education in Liptov region on their knowledge about the UNESCO site of Vlkolinec. Based on the results of the survey, we designed and realized a project with year eight primary students at the Slovak UNESCO World Heritage site of Vlkolinec.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42086107","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

Professional and Pedagogical Competencies of Geography Teachers in Malaysia 马来西亚地理教师的专业和教育能力

Review of International Geographical Education Online Pub Date : 2019-08-31 DOI: 10.33403/rigeo.509836

Mahat Hanifah, Hashim Mohmadisa, Saleh Yazid, Nayan Nasir, N. S. Balkhis

{"title":"Professional and Pedagogical Competencies of Geography Teachers in Malaysia","authors":"Mahat Hanifah, Hashim Mohmadisa, Saleh Yazid, Nayan Nasir, N. S. Balkhis","doi":"10.33403/rigeo.509836","DOIUrl":"https://doi.org/10.33403/rigeo.509836","url":null,"abstract":"This study aims to examine the professional and pedagogical competencies of form six geography teachers in Malaysia. Study involved 200 geography teachers from across Malaysia, separated into five zones; the Northern Zone, the Central Zone, the East Coast Zone, the Southern Zone and the East Malaysia Zone. A questionnaire was used to collect the data. The six variables of professional and pedagogical competence studied were as follows: teachers' understanding of their topics, professional knowledge, subject content knowledge, pedagogical content knowledge, pedagogical technology knowledge and professional values. The findings showed all competencies of professionalism and pedagogy to be at high levels. Specifically, correlations revealed teachers' understanding of topics to have strong, significant relationships with their subject content knowledge, pedagogical content knowledge and pedagogical technology knowledge, and moderate, significant relationships with their professional knowledge and values. Hence, the results indicate that teachers' professional knowledge and values need to be enhanced in order to achieve the ideal level of professional and pedagogical competence for form six geography teachers in Malaysia.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49497056","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: 9

Fourth Grade Students’ Cognitive Structures Regarding “Values”: Application of the Word Association Test 四年级学生关于“价值观”的认知结构:词汇联想测验的应用

Review of International Geographical Education Online Pub Date : 2019-04-20 DOI: 10.33403/RIGEO.511574

Nur Leman Balbağ, M. Kaya

{"title":"Fourth Grade Students’ Cognitive Structures Regarding “Values”: Application of the Word Association Test","authors":"Nur Leman Balbağ, M. Kaya","doi":"10.33403/RIGEO.511574","DOIUrl":"https://doi.org/10.33403/RIGEO.511574","url":null,"abstract":"Abstract With the help of the Word Association Test (WAT), the present study aimed to reveal elementary school fourth grade students’ cognitive structures regarding the values to be taught in relation to the learning areas within the scope of the course of Social Studies. The participants in the study were elementary school fourth grade students. In the research process, seven values such as respect, tolerance, love, responsibility, solidarity, benevolence and patriotism, which were all determined as the values to be taught to the students within the scope of the curriculum of the elementary school fourth grade course of Social Studies, were presented to the students at the end of the teaching process. The students were asked to write down the words that they associated at once with the seven key concepts in 1-minute. The data collected were recorded in a table of frequencies including the key concepts and words, and in the light of the data in this frequency table, mind maps showing the students’ cognitive structures were formed. The results obtained via the examination of the connections and associations between the words and the key concepts in these mental maps demonstrated that the students produced the most words regarding the values of respect and tolerance and the least words regarding the value of solidarity. In addition, the students with a cut-off point of 50 or higher were found to associate the values of love, respect and tolerance with each other and the value of responsibility with the words of job-duty. When the statements written down by the students in relation to the values were examined, it was seen that almost all of the students made sentences which included non-scientific and superficial information.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44232216","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

Students’ Reasoning Processes While Constructing Causal Diagrams 学生建构因果图时的推理过程

Review of International Geographical Education Online Pub Date : 2019-04-20 DOI: 10.33403/RIGEO.573464

Marjolein Cox, J. Elen, A. Steegen

{"title":"Students’ Reasoning Processes While Constructing Causal Diagrams","authors":"Marjolein Cox, J. Elen, A. Steegen","doi":"10.33403/RIGEO.573464","DOIUrl":"https://doi.org/10.33403/RIGEO.573464","url":null,"abstract":"The use of causal diagrams to externalize the mental representation of a problem is recognized to be an important step in solving complex problems. In geography education several global challenges taught about in class are highly complex due to the interconnectedness of many causes and consequences. A systems thinking approach might be helpful to better understand these global challenges. Former studies have shown the effectiveness of concept maps and causal diagrams to foster students’ systems thinking. However, it is not always obvious for students to construct proper causal diagrams. In order to optimize teaching strategies concerning these complex systems in geography education, this study analyzes students’ cognitive strategies while constructing a causal diagram. We used task-based think-aloud interviews to study their cognitive strategies. Four different cognitive strategies were observed. The different types of cognitive strategies all resulted in an acceptable constructed causal diagram by the students. The presented insights are explorative, but it reveals the thinking processes that are mostly tacit and therefore has the potential to contribute to better teaching strategies. After all, if we know what processes novices go through while carrying out a complex skill, which are often taken for granted by experts, in this case geography teachers, we can raise awareness among teachers to explicitly take those processes into account while designing lessons.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45290634","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: 4

Viewpoints of Social Studies Teachers about Oral History Method 社会学教师对口述历史方法的看法

Review of International Geographical Education Online Pub Date : 2019-04-20 DOI: 10.33403/RIGEO.513748

Ilker Dere

{"title":"Viewpoints of Social Studies Teachers about Oral History Method","authors":"Ilker Dere","doi":"10.33403/RIGEO.513748","DOIUrl":"https://doi.org/10.33403/RIGEO.513748","url":null,"abstract":"The aim of this study was to reveal the viewpoints of social studies teachers regarding oral history method. The qualitative research approach was used to achieve this purpose. A total of 225 middleschool social studies teachers from various provinces of Turkey participated in the study. A standardized open-ended interview form comprising three sections was used to collect data. Data collected online and during face-to-face interviews were evaluated with content analysis method. At the end of the research, important results regarding the usage of oral history in social studies courses were obtained. First, it was observed that most of the social studies teachers were acquainted with the oral history method and that they learned about this method during their university education. Second, most of the teachers defined the method as an interesting and effective method that facilitates permanent learning. Third, they remarked that the oral history method presents first-hand information, develops historical thinking skills and ensures the establishment of a meaningful connection with society. In spite of this, the teachers who stated that they do not use this method in their courses mentioned some problems related to the school curriculum and oral history method. In the context of these results, it can be concluded that the oral history method has begun to gain popularity among social studies teachers despite some problems.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47109244","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

Linking the Teaching and Learning Geography: The Gap between School and University in Turkey 地理教学与学习的联系：土耳其学校与大学之间的差距

Review of International Geographical Education Online Pub Date : 2019-04-20 DOI: 10.33403/RIGEO.546813

Niyazi Kaya

{"title":"Linking the Teaching and Learning Geography: The Gap between School and University in Turkey","authors":"Niyazi Kaya","doi":"10.33403/RIGEO.546813","DOIUrl":"https://doi.org/10.33403/RIGEO.546813","url":null,"abstract":"This study was carried out with the aim to determine the level of sufficiency of the geography teachers' education, which they received during their undergraduate education, in terms of their professional performance in the official secondary education institutions under the Ministry of National Education in Turkey. This study adopted the survey model and the relevant data was collected by using a descriptive approach. THESE data were collected from the actively-working geography teachers by using a data collection tool developed by the researcher with the modeling technique to be analyzed and interpreted. According to the results obtained from the collected data; it has been observed that the geography teachers did not consider the undergraduate education they received while carrying out their education activities and they did not have sufficient level in acquiring some of the fields that have to be given to the students. Undergraduate geography teacher programs need to be updated on a need-based basis by taking the opinions of all stakeholders, to be able to apply the geography curriculum effectively and effectively and to provide the geographic skills required by the 21st century to students. In addition, some suggestions can be made to the geography teachers who are currently working in the Ministry of National Education (MoNE) by developing application-based activities to meet the professional development needs in the areas they need.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48233035","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

A Qualitative Study on the Opinions of 7th Grade Students on Intangible Cultural Heritage 七年级学生对非物质文化遗产看法的定性研究

Review of International Geographical Education Online Pub Date : 2019-04-20 DOI: 10.33403/RIGEO.573470

Davut Gürel, T. Çeti̇n

{"title":"A Qualitative Study on the Opinions of 7th Grade Students on Intangible Cultural Heritage","authors":"Davut Gürel, T. Çeti̇n","doi":"10.33403/RIGEO.573470","DOIUrl":"https://doi.org/10.33403/RIGEO.573470","url":null,"abstract":"The purpose of this study is to identify the opinions of 7th grade students at middle schools on the elements of intangible cultural heritage (ICH) and to reveal their levels of awareness on such elements. The study based on qualitative research method was carried out through qualitative research design. The study group consists of 13 students studying at a school at the city center of Bartin. Data of the study were obtained from focus group interviews held with students. The data obtained were analyzed through content analysis method by using MAXQDA 2018 qualitative data analysis software. Results of the analyzed data were interpreted with their frequencies and percentages shown by figures and tables. From the findings obtained under the study, it has been concluded that the students are able to correctly interpret the notion of intangible cultural heritage and distinguish it from the notion of tangible cultural heritage, that students’ awareness on local cultural values is higher than national cultural values, that students have a high interest in traditional children’s games, which is a significant part of the intangible cultural heritage, however those games are not adequately experienced, that the survival of national values is dependent upon their discovery by the young generation, that settlement area, sex and age are major variables on the interest in cultural values, that society in general and family and educational institutions in particular have a quite significant function in development of young individuals’ awareness on the conservation of national cultural values such as cultural and religious rituals, folk songs and tales etc. , that technological developments cause young individuals to be alienated from national cultural values, that the conservation of such values is highly important for the existence of nations.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42940662","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: 4

Evaluation of Geography Textbooks in Terms of Misconceptions about Climate Topic 从气候主题的误区看地理教材

Review of International Geographical Education Online Pub Date : 2019-04-20 DOI: 10.33403/RIGEO.573480

F. Bozkurt

{"title":"Evaluation of Geography Textbooks in Terms of Misconceptions about Climate Topic","authors":"F. Bozkurt","doi":"10.33403/RIGEO.573480","DOIUrl":"https://doi.org/10.33403/RIGEO.573480","url":null,"abstract":"This descriptive study is centred on the representation of climate concepts in the geography textbook and academic books. The study mainly examined how the concepts, which were determined by considering the misconceptions in our previous studies, were presented in the 9 grade newlypublished geography textbook and academic books. Also, the study identified, discussed and showed the ways in which the representation of climate concepts in the textbook might corroborate the students’ misconceptions. Secondly, the misconceptions were examined by comparing how they were presented in local and foreign academic books. In addition, appropriate corrections, explanations and visual materials were presented to explain the conceptions. The findings show that the misconceptions or deficiencies mentioned in our previous studies still persist in the newly published textbook and local academic books. It is believed that such a study can help solve the problems related to the misconceptions encountered in geography teaching, and that it can increase the geography teachers’, textbook writers’ and publishers’ awareness of the common misconceptions of the students about climate and thus it can shed light on the definitions and materials that can be used in describing these concepts.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47726923","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: 7

“A border is a Ban” - Students’ Conceptual Understanding and Experiences of Europe’s Borders and Boundaries “边界就是禁令”——学生对欧洲边界的概念理解与经验

Review of International Geographical Education Online Pub Date : 2019-04-20 DOI: 10.33403/RIGEO.573476

Sebastian Seidel, Alexandra Budke

引用次数: 3