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Project Approach in Geography Teaching
Mücahit CO?KUN
Journal of Kirsehir Education Faculty , 2004,
Abstract: Teachers must follow a student centered syllabus which enables students to be more creative and more skilled at problem solving. Besides, the courses must be in parallel with the daily life which, in turn, make students feel more self confident. If not so, there cannot be any permanenet learning. In teaching geography, permanenet learning is possible only with the right methods, techniques, and equipments. This study is a sample study which focuses on project, types of projects, and projects in teaching geography.
Possibilities of computer application in modern geography teaching process  [PDF]
Ivkov-D?igurski An?elija,Ivanovi? Ljubica,Pa?i? Milana
Glasnik Srpskog Geografskog Dru?tva , 2009, DOI: 10.2298/gsgd0901139i
Abstract: Geography is a science that follows modern trends in the development of contemporary science. One of the crucial things that gives teaching process a high quality in the application of modern techniques and methods. Modern organization of the teaching process in primary and secondary schools is unimaginable without innovations. This would mean changes and new elements in all segments of the teaching process. Good organization, innovation and new tendencies in the development of the science can raise the quality of the teaching process, thus enabling the student to study fully and rationally. Innovations should help students develop a dialectic way of thinking when explaining objects, phenomena and processes in nature and society, as well as enable them to notice cause and effect relationships. The application of new methods should provide maximum activity of the students in terms of their research and independent work. Computers are used in many different ways therefore they can be used very rationally in different segments of the teaching process.
How to Write Geography Teaching Paper  [cached]
Hua Liu,Lu Li
International Education Studies , 2011, DOI: 10.5539/ies.v4n1p179
Abstract: Geography teaching paper is the paper especially to describe geography teaching reform and research achievement, its main purpose is to find solution to handle questions encountered in teaching through personal teaching practice, constant trying and exploration, and to scientifically summarize the procedure and methods to deal with the problem, rethink and sublimate them, to promote and communicate them in subject teaching and researching.
The Importance of The News In Newspapers In Teaching Geography
Necati TOMAL,Cemile KARADENiZ,Hilmi DEMiRKAYA
Journal of Kirsehir Education Faculty , 2008,
Abstract: The news appearing in the newspaper can be used in the geographical lesson. The news connected with geography mostly includes news about environmental problems. The news about teaching geography can be used in various fields in teaching such as developing the skills of interpretation of tables and graphics, teaching the topics about the local environment, works of text analysis, homework and project works.
Are the rules for Didactical Transposition applicable to the concepts of modern physics?  [PDF]
Guilherme Brockington,Maurício Pietrocolla
Investiga??es em Ensino de Ciências , 2005,
Abstract: This study is part of a program to update the teaching curriculum. The subject matter of Modern and Contemporary Physics is generally absent in teaching at the Middle School level. In the study we analyse the requirements for the insertion of elements of Quantum Mechanics in teaching at that level. The analysis is based on the theory of “Didactical Transposition" proposed by Yves Chevallard and from which we point out some elements of his rules which are of questionable relevance to the topics of this "new" Physics.
THE USE OF PHOTOGRAPHS IN TEACHING THE URBAN GEOGRAPHY  [cached]
Ufuk KARAKU?
Zeitschrift für die Welt der Türken , 2013,
Abstract: This study aims at the use of photography as a teaching technique in geography education. The subject of the study was the demographical and functional changes of the cities taught in the human systems unit of the 11th year geography course. The study was carried out on 32 students studying in the high school located in Yenimahalle town of Ankara province in the fall term of 2012-2013 academic year. The research technique employed was the comparative document analysis and excursion and observation method .The data was evaluated by the use of quantitative data analysis. It was observed that the students were able to photograph the distorted urbanization, city planning, and transportation and settlement problems by the use of photography. It was observed that some of the students were able to make interesting conclusion for the problems of the city they live based upon cause and result analysis.
Barriers to Teaching Introductory Physical Geography Online  [PDF]
Michael E. RITTER
Review of International Geographical Education Online , 2012,
Abstract: Learning geography online is becoming an option for more students but not without controversy. Issues of faculty resources, logistics, professional recognition, and pedagogical concerns are cited as barriers to teaching online. Offering introductory physical geography online presents special challenges. As a general education course, an introductory physical geography course has a diverse population of students with disparate educational needs and goals that impacts its ability to be delivered online. Online learning is further complicated when lab courses require specialized laboratory equipment and fieldwork. A survey of geography departments in the United States was conducted to determine barriers to the deployment of introductory physical geography lab courses. Lack of faculty interest, faculty resources, and pedagogical concerns were found to be the most important barriers to deploying online physical geography lab courses. Knowing the challenges faced by geography departments offering online courses provides insight into where valuable support services and resources can best be used to address them. Recent advances in blogging, podcasting, lecture capture, web conferencing, and augmented reality are offered as solutions to the concerns expressed by survey respondents.
GIS IN THE CLOUD: USING WEBGIS FOR TEACHING SECONDARY GEOGRAPHY  [cached]
Andrew J. Milson
Didáctica Geográfica , 2011,
Abstract: RESUMEN: There is no doubt among most geography educators that GIS is an important tool for teaching and learning, but its use has been slowed by issues such as the cost of the software and the management of large spatial data files. The move to cloud computing is one trend that is promising for GIS in education. The "cloud" refers to a virtual network that provides many users with access to files, services, and applications. In this article I argue that cloud computing and WebGIS have the potential to transform geography education. I will describe three case studies that make use of these emerging tools in classrooms in the US, and discuss the lessons that we can learn from these cases. PALABRAS CLAVE WEBSIG; SIG; ense anza de la geografía; la nube de Internet; ArcGIS Online; ArcGIS Explorer Desktop (AGX). ABSTRACT There is no doubt among most geography educators that GIS is an important tool for teaching and learning, but its use has been slowed by issues such as the cost of the software and the management of large spatial data files. The move to cloud computingis one trend that is promising for GIS in education. The "cloud" refers to a virtual network that provides many users with access to files, services, and applications. In this article I argue that cloud computing and WebGIS have the potential to transform geography education. I will describe three case studies that make use of these emerging tools in classrooms in the US, and discuss the lessons that we can learn from these cases. KEY WORDS WEBGIS; GIS; cloud computing; ArcGIS Online; ArcGIS Explorer Desktop (AGX). RéSUMé Il n'ya aucun doute parmi les éducateurs les plus géographie que le SIG est un outil important pour
The Epistemological and Didactical Challenges Involved in Teaching Socially Acute Questions. The Example of Globalization
Jean Simonneaux,Alain Legardez
Journal of Social Science Education , 2010,
Abstract: Teachers are being asked to manage a specific didactic situation which falls into the category of what we have proposed to call “socially acute questions (SAQs)”. A SAQ is a question which is acute in society, in background knowledge and in knowledge taught. Thus, teaching SAQs demands socio-epistemological reflexivity in the processes of knowledge production and in the social conditions in which this knowledge emerges; teaching SAQs will give priority to interdisciplinary, scientific and ethical reasoning. The split between ideology and science can certainly be examined when considering a socially acute question which is the subject of debate in society. In the example of the globalization taught: the diversity of analysis in the economic domain gives rise to great uncertainty because it justifies practically opposing policies; within a transdisciplinary framework, the globalization includes concepts, ideologies or social practices in a double movement of standardization and differentiation. By way of SAQs, we have attempted to show that learning stakes are numerous. However didactic choices must be supported by socio-epistemological survey, the identification of an epistemological posture and the definition of a didactic strategy.Les enseignants sont appelés à gérer une situation didactique spécifique dans l’enseignement des questions socialement vives (QSV) . Les QSV sont des questions qui donnent lieu à débat dans la société, dans les savoirs scientifiques et dans l’enseignement. Ainsi, l‘enseignement des QSV nécessite une réflexivité socio-épistémologique dans le processus de production du savoir et dans les conditions sociales d’émergence de ces savoirs; l’enseignement des QSV donnera la priorité au raisonnement interdisciplinaire, scientifique et éthique. La scission entre l‘idéologie et la science peut être examinée lors de l‘examen d‘une QSV qui fait l‘objet d‘un débat dans la société. Dans l‘exemple de l’enseignement de la mondialisation: la diversité des analyses économiques donne lieu à une grande incertitude en justifiant des politiques quasi-opposées; dans un cadre transdisciplinaire, la mondialisation recouvre des concepts, des idéologies ou des pratiques sociales dans un double mouvement d‘uniformisation et de différenciation. Nous avons tenté de montrer que les enjeux de l‘apprentissage sont nombreux dans les l’enseignement des QSV. Les choix didactiques doivent être soutenues par une enquête socio-épistémologique, l‘identification d’une posture épistémologique et la définition d‘une stratégie didactique.
Interactive Digital Games for Geography Teaching and Understanding Geographical Space  [PDF]
Christian Nunes da Silva
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.67070
Abstract: This article aims to analyze and discuss the use of digital interactive games, such as learning tools to be used by educators in the classroom, as a resource for geography teaching-learning process in the early grades. This discussion arose from the analysis by geography course graduation students of the Federal University of Pará (UFPA), in the years 2013 and 2014, at which this tool has gained recognition of its potential by students. In this sense, the objective is a brief discussion, based on the analysis of some selected examples on how these digital games can become fundamental importance of resources for teaching Geography and how these should be used and applied in the classroom by educators in a critical way, which will allow students to have adequate learning about the geographic space.
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