oalib
Search Results: 1 - 10 of 100 matches for " "
All listed articles are free for downloading (OA Articles)
Page 1 /100
Display every page Item
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.
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
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.
Geography Education Through Maps  [PDF]
N. Demiralp
Bulgarian Journal of Science and Education Policy , 2007,
Abstract: Geography studies the relationship between human and the earth and pay attention to space, place and environment. In its simplest definition, maps are language and communication tools in transferring knowledge of an area in the science of geography which studies the space. Thus teaching and teaching how to use maps is quite important. This is not valid just for all matters of geography education; they can be used at any point, level, age or grade in teaching. This is because map reading involves transferring a piece of information by coding it on a platform and the users to read and interpret the information by encoding it according to their needs. Thus, we can say that teaching maps and teaching how to use maps is the transformation or translation of a piece of knowledge from life, with the appropriate language. In order for this kind of teaching and learning to be accomplished it is a must that the map maker and the map user to know the common language of maps, which is map language, and for them to know qualities, types and limitations of maps. To gain this kind of knowledge, students must see every type of map from the simplest to the most complicated and study and analyse them, as well as get to know their different usages.
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.
An Empirical Survey of Technology Application in Teaching Geography in Nigerian Secondary Schools
OA Sofowora, A Egbedokun
Ethiopian Journal of Environmental Studies and Management , 2010,
Abstract: The main thrust of this study was to find out the extent of application of the new technologies in teaching and learning Geography in secondary schools in Nigeria. The present study is very important and necessary because many teachers are still very apprehensive about using the new technologies in instruction. In addition is the fact that, there are little empirical data on the level of preparedness and the extent of utilization of ICTs in instruction in Nigerian secondary schools. This study was therefore carried out to provide empirical data on the extent of the integration of the new technology in teaching and learning Geography in Nigerian Secondary Schools. The study employed the descriptive survey design. The sample for the study is made up of 214 Geography teachers drawn from secondary schools in Osun State. The schools and the teachers were selected through stratified sampling techniques based on school types, location, Local Education Area and gender. A structured questionnaire was used to collect data from the participants. It was divided into five sections and was validated using construct validity. The co-efficient of reliability was 0.68. The findings showed that 55% of Geography teachers had access to computer but did not have the pre-requisite ICT skills. Out of the modern technologies available for teaching Geography, the most commonly used are: instructional television (54%), instruction radio (59%) and video (59%).Other findings showed that 54% of Geography teachers do not know the instructional value of CDROM/ interactive web packages available free for teaching Geography. Not only this, 84% of the teachers also rarely use the news groups .While 42% rarely make use of multi- media presentation in teaching Geography. Where as many of these facilities are available free on the web for teachers use. Lastly, lack of skills and cost of utilization ranked highest as one of the factors preventing teachers from using the new technologies in teaching Geography. KEY WORDS Information and Communication Technologies, Multi-media, instructivist/constructivist approaches, Internet, news group
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.
Curriculum changes and teacher training: the pedagogy of geography teaching in Portuguese schools  [cached]
Maria Helena Esteves
Educate~ , 2006,
Abstract: The present changes in Portuguese geography curriculum have raised several questions about teachers' practices. In fact, in the Portuguese context, there is little previous research in the area of how teachers adapt to curriculum reforms and reorganization; what they are doing in classrooms; what kind of information is being provided and how teachers cope with on-going change. Considering that research into teacher practice allows effective strategies to be identified, suggests new training courses and contributes to an understanding of the process of teaching and learning, the research proposed in this research note aims to find out what kind of geography teaching is being done In Portuguese schools using an empirical approach involving both qualitative and quantitative methods.
Urban-Rural Differential in Teaching and Learning of Geography in Ahiazu Mbaise and Owerri Municipal Council in IMO State
M.N. Obasi
Environmental Research Journal , 2012, DOI: 10.3923/erj.2011.140.148
Abstract: The all important need for self-reliance and technology in Nigeria calls for teachers to meet the requirement of the new national policy on education. The concern of this study is therefore, focused on the problems of geography education in Nigeria. It examines the rural-urban variables affecting the teaching and learning of geography in Imo state. The sample for the study comprises ten schools, five each from rural and urban areas. Structured questionnaires were distributed to school principals and geography teachers of the sampled schools and contingency analysis employed to test for the significant differences. The major findings of the study include the following. That one consistent indicator of differences in schools certificate geography achievement is school location.
Page 1 /100
Display every page Item


Home
Copyright © 2008-2017 Open Access Library. All rights reserved.