This article reports on a problem-based learning (PBL) fieldwork activity carried out by geography education students on the Mooi River in the North West province of South Africa. The value of doing ...practical fieldwork using a PBL approach in the training of geography teachers was researched by means of an interpretative multimethods approach. Findings indicated that students experienced this approach positively as a teaching and learning strategy and expanded their view on the complexity of environmental issues. PBL fieldwork should be part of the training program of geography teachers and can add to the growth of ecologically literate citizens.
Desde fines del siglo XX la discusio?n sobre la renovacio?n de la Educacio?n Geogra?fica es un tema reite- rativo. Se exige que la ensen?anza de la geografi?a desarrolle los procesos pedago?gicos y ...dida?cticos para explicar las condiciones ambientales, geogra?ficas y sociales de la comunidad y entender la complejidad del mundo contempora?neo. Alli? ha sido inquietud la dificultad formativa ocasionada por la vigencia de los fundamentos de la geografi?a descriptiva y de la pedagogi?a tradicional, en la actividad cotidiana del aula escolar. Esta problema?tica determino? realizar una revisio?n bibliogra?fica y estructurar un planteamiento que analiza la situacio?n de la actual Educacio?n Geogra?fica, los desafi?os que enfrenta, la exigencia de facilitar la accio?n pedago?gica desde la integracio?n escuela-comunidad, con el objeto explicar su realidad geogra?fica. Concluye que la ensen?anza de la geografi?a debe atender la complicada situacio?n geogra?fica comunitaria y gestionar una labor formativa que armonice los propo?sitos de la escuela y las dificultades del lugar, acorde con los desafi?os del mundo globalizado y en procura de la formacio?n integral de los ciudadanos.
Palabras clave:
Educacio?n Geogra?fica, Escuela-Comunidad, Ensen?anza Geogra?fica.
Abstract
Since the late twentieth century, the debate on the renewal of Geographic Education is a recurring theme. It requires the teaching of geography develops educational and teaching processes to explain the environmental, geographical and social conditions of the community and understand the complexity of the contemporary world. There has been concern formative difficulties caused by the force of the fundamentals of descriptive geography and traditional pedagogy in everyday classroom activity. This problem determined to perform a structured literature review and an approach that analyzes the current situation of Geographic Education, the challenges faced, the requirement to provide the pedagogical action from the school-community integration, in order to explain their geographical reality. Concludes that teaching must address the complicated geography community geography and manage a training workshop to harmonize the purposes of the school and the difficulties of the place, commensurate with the challenges of the globalized world and seeks the integral formation of citizens}.
Keywords :
Geographic Education, School - Community Geographic Education.
Desde fines del siglo XX la discusio?n sobre la renovacio?n de la Educacio?n Geogra?fica es un tema reite- rativo. Se exige que la ensen?anza de la geografi?a desarrolle los procesos pedago?gicos y dida?cticos para explicar las condiciones ambientales, geogra?ficas y sociales de la comunidad y entender la complejidad del mundo contempora?neo. Alli? ha sido inquietud la dificultad formativa ocasionada por la vigencia de los fundamentos de la geografi?a descriptiva y de la pedagogi?a tradicional, en la actividad cotidiana del aula escolar. Esta problema?tica determino? realizar una revisio?n bibliogra?fica y estructurar un planteamiento que analiza la situacio?n de la actual Educacio?n Geogra?fica, los desafi?os que enfrenta, la exigencia de facilitar la accio?n pedago?gica desde la integracio?n escuela-comunidad, con el objeto explicar su realidad geogra?fica. Concluye que la ensen?anza de la geografi?a debe atender la complicada situacio?n geogra?fica comunitaria y gestionar una labor formativa que armonice los propo?sitos de la escuela y las dificultades del lugar, acorde con los desafi?os del mundo globalizado y en procura de la formacio?n integral de los ciudadanos.
Palabras clave:
Educacio?n Geogra?fica, Escuela-Comunidad, Ensen?anza Geogra?fica.
Abstract
Since the late twentieth century, the debate on the renewal of Geographic Education is a recurring theme. It requires the teaching of geography develops educational and teaching processes to explain the environmental, geographical and social conditions of the community and understand the complexity of the contemporary world. There has been concern formative difficulties caused by the force of the fundamentals of descriptive geography and traditional pedagogy in everyday classroom activity. This problem determined to perform a structured literature review and an approach that analyzes the current situation of Geographic Education, the challenges faced, the requirement to provide the pedagogical action from the school-community integration, in order to explain their geographical reality. Concludes that teaching must address the complicated geography community geography and manage a training workshop to harmonize the purposes of the school and the difficulties of the place, commensurate with the challenges of the globalized world and seeks the integral formation of citizens}.
Keywords :
Geographic Education, School - Community Geographic Education.
University students often cite field experiences as some of their most important and memorable. Yet research shows that field trips are on the decline in many colleges and universities; this shift ...may impact geography courses that are traditionally field based. Often cited is the problem of instructor time, increased enrollment, and concerns over liability. However, field experiences give students opportunities to develop competencies, forge community connections, and provide tangible experiences that encourage deep learning. This project employs survey data from a food geography course to understand how field experiences combined with classroom discussion help students internalize and reexamine course content.
This Teacher's Notebook documents an alternative way of designing geography field trips. It relies upon a treasure hunt, which is designed to foster students' active participation in identifying ...relevant places as well as discovering and making sense of these places. The treasure hunt is fun and challenging and encourages students to think critically and creatively. The activity documented here is an assignment for an undergraduate class on the human dimension of disasters at The University of Auckland in New Zealand. However, it may well be applied in other settings for any geography classes.
This symposium explores and examines the cha- llenges and opportunities of building community-university collaborations in marginalized urban areas. The selection of short essays highlights different ...experiences of building and sustaining community-university partnerships in a variety of cities as vehicles for enhancing experiential learning in geography, urban studies, and cognate disciplines. The aim is to foster a debate among geographers about the role of community-university partnerships in marginalized urban areas and their potential for advancing reciprocal activities that address community needs while offering new circumstances for university out- reach and teaching.
Geographers have assessed the success and failure of the U.S. Civil Rights Movement in terms of the African American struggle for justice, social identity, and economic survival. Conspicuously absent ...from the geographic literature are pedagogically oriented studies of the historical geography of the Civil Rights era. The Movement's popular image has congealed into a celebratory collection of names and dates, the sum of which is a vague, nearly mythic retelling that students might recognize but not necessarily care about. As a result, the Movement is at once contemptuously familiar yet bewilderingly strange for our students. This article offers a sympathetic critique of conventional Movement narratives, introducing the notion of empathetic pedagogy and presenting a case study of the Montgomery bus boycott. Our pedagogical approach stresses the role of empathy, both as a factor in shaping the actual sociospatial development of the Movement, as well as a strategy for encouraging students to appreciate the everyday courage and sacrifice that animated so many of its participants. Our study brings together two burgeoning literatures that have the potential to cultivate empathy among students: the critical reevaluation of mobility and explorations of subjectivity from a psychoanalytic perspective. Here mobility is understood in both its literal and figurative sense: in the case of the bus boycott, the intricate network established to literally move African Americans around the city, as well as the figurative movement of sympathy and solidarity that "moved" people to support their efforts and now informs popular, selective understandings of the protest.
On April 17, 1975, Phnom Penh, the capital of Cambodia, fell to the armed forces of the Communist Party of Kampuchea (). Cambodia, however, was not primed for revolution. This is significant in that ...it contributed to specific postconflict policies and programs initiated by the , including the promotion of geographic education and the use of propaganda photographs. In this article we examine six photographs produced during the Khmer Rouge era. Our main thesis is that when viewing these photographs, we are witnessing the photographic production of a nationalist landscape. As geographers have argued, photographs are inauthentic from the standpoint of "truthful" representations. However, the photographs produced by the are authentic simulacra in their "truthful" representation of how the envisioned both the revolution and subsequent administration of Democratic Kampuchea. In so doing, our research is positioned within a longer tradition of cultural-political geography that has examined the use of landscape photographs as political instruments used in nation-building.
Research conducted in 2013 identified the perceptions that K-12 teachers and administrators hold with respect to: (1) the perceived needs in education, (2) the professional audiences that are most ...important to reach, and (3) the service models that are most effective. The specific purpose of the research was to refine and improve the services that the Mississippi Geographic Alliance (MGA) provides to K-12 schools, educators, and students in the state. This article reviews the process of conducting the research along with the results that emerged followed by description of how MGA programming has changed in response. The overall goal of this article is to offer suggestions for how all alliances can improve the services they provide to the K-12 educators that comprise the primary market for such services.
Over the past fifteen years, AP Human Geography has grown in numbers and spread to almost every state. This article synopsizes the early history of the subject, summarizes the course and the exam, ...highlights positive impacts on the discipline of geography, and focuses on the following three issues: teachers who come to the course having majored in other subjects, the large numbers of students taking the exam as ninth graders, and the need to incorporate more geospatial technologies and critical geography into the course outline.
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