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Descriptors:
Climate; Curriculum Development; Questionnaires; National Curriculum; Misconceptions; Grade 9; Performance Factors; Environmental Influences; Environmental Research; Environmental Education; Knowledge Level; Familiarity; Fundamental Concepts; Scientific Concepts; Concept Teaching; Early Adolescents; Foreign Countries; Geographic Concepts; Geography Instruction; Educational Research

Abstract:
The purpose of this study is to explore students' understanding levels and misconceptions about temperature and factors affecting it. The concept of the study was chosen from Geography National Curriculum. In this study, a questionnaire was developed after a pilot study with an aim to ascertain the students' understanding levels of temperature and factors affecting it. The questions in the questionnaire were in the form of open-ended questions and short-answers. The questionnaire was applied to 100 students who were selected on a random basis. The students were at 9th grade, and their age group was between 14 to 15. The sample was chosen from high schools in the City of Trabzon. At the end of the study, it is revealed that the students did not understand the concept of temperature and factors affecting it sufficiently, and they have a lot of misconceptions about these. In the study, since there has not been success both in teaching and learning of this concept, it is recommended that both curriculum development experts and teachers be engaged in the teaching of this concept. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Active Learning; Natural Resources; Best Practices; Student Projects; Faculty Development; Elementary Secondary Education; Investigations; Geographic Information Systems; Educational Innovation; Student Interests; Spatial Ability; Thinking Skills; Teachers; Geographic Concepts

Abstract:
As use of geospatial technologies has increased in the workplace, so has interest in using these technologies in the K-12 classroom. Prior research has identified several reasons for using geospatial technologies in the classroom, such as developing spatial thinking, supporting local investigations, analyzing changes in the environment, and interesting students in technology and geography. The National Research Council (NRC) advocates spatial thinking instruction across the K-12 curriculum and instruction in geospatial technologies, such as geographic information systems (GIS), is one way to increase understanding in spatial thinking. Many educators agree that GIS can be a useful tool for student learning; however, if GIS is going to be successfully integrated into the classroom, many issues need to be addressed, including those related to professional development. Many of the characteristics of effective professional development apply to professional development in geospatial technologies but researchers continue to identify best practices. The professional development objectives for the NSF ITEST (Innovative Technology Experiences for Students and Teachers) program at the University of Kentucky were threefold: (1) to increase knowledge of geospatial technologies, including GIS, GPS, and remote sensing; (2) to develop spatial thinking; and (3) to apply that knowledge to community-based natural resource investigations, a localized form of project-based learning (PBL). The UK team hypothesized that the unique components of this professional development program would be an effective way to increase teachers' knowledge of new technologies and spatial thinking and to instruct teachers how to apply that knowledge to community-based investigations. (Contains 12 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Experiential Learning; Field Trips; Geography; Learning Theories; Geography Instruction; Models; Teaching Methods; Active Learning; Internet; Computer Uses in Education; Maps; Web Sites; Neighborhoods; Surveys; Geographic Concepts

Abstract:
Field trips have been acknowledged as valuable learning experiences in geography. This article uses Kolb's (1984) experiential learning model to discuss how students learn and how field trips can help enhance learning. Using Kolb's experiential learning theory as a guide in the design of field trips helps ensure that field trips contribute to internalizing relevant geographical theory and concepts. Three types of field trips are presented: an informal survey of a neighborhood, a more formal scavenger hunt, and a virtual field trip using Google Earth. (Contains 7 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Geography Instruction; Geography; Young Children; Geographic Concepts; Writing Skills; Educational History; Developmentally Appropriate Practices; Child Development; Concept Formation; Primary Education; Elementary School Students

Abstract:
In the earliest days of American education, leaders in educational theory and practice believed that the curriculum should revolve around the child's lived experiences. Geography, therefore, should hold a prominent place in the curriculum since it is through geographic concepts that children first experience the world around them. Reading and writing were considered the vehicles through which children enhance, correct, and express their understanding of the world. It was understood that children come to school with a rudimentary understanding of the world that should be developed through geography education. It is ironic that more than a century later geography is rarely taught in the earliest grades because teachers spend most of their instructional time on reading and writing skills, and teach geography (and other social and physical sciences) if there is time in the day after reading, writing, and math instruction are complete. To complicate matters more, today some educators have mistaken notions of developmental appropriateness and believe that young children cannot learn geography and other content areas. That is, they mistakenly believe that children are unable to learn some geographical and historical concepts because young children do not yet have the intellectual capacity to learn such things. Some even argue that children cannot learn geography (and other subjects) until they learn how to read and write. Both assertions are mistaken. Young children certainly can learn geographic concepts, and, indeed, come to school with some geographic knowledge already. They may not yet have the language skills to articulate their knowledge, but they have a fund of knowledge of the world around them that can be developed. This article describes two lessons that attest to the fact that not only can the youngest students learn geography, but also that learning geography can enhance other subjects. The lessons were written by K-3 teachers and have been taught in multiple variations across the country. These lessons prove that young students not only can learn geographic concepts, but they can have fun while doing it. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Geography Instruction; Adolescent Literature; Current Events; Language Arts; Geography; Young Adults; Geographic Concepts; Functional Literacy; Poetry; Literacy; Nonfiction; Textbooks; Secondary School Students; Cultural Awareness; Vocabulary; Teaching Methods

Abstract:
Functional literacy is important in both English/language arts and geography. Using the "found poetry" strategy, students will summarize a piece of text, identify main ideas and find geographic connections. While using young adult literature is a great way to incorporate geography into English/language arts classroom, understanding of geography and geographic themes may be better demonstrated by analyzing and interpreting nonfiction. By using nonfiction readings to supplement the textbook in the secondary geography classroom, the teachers not only encourage the growth of geographic skills but many English/language arts skills as well. Exposure to quality, creative, nonfiction writing expands students' understandings of cultures and in turn, helps dispel myths and stereotypes. Newspapers, magazines, and radio/Internet news sources make for great reading and are wonderful ways to incorporate current events into the classroom. This article presents a lesson which is a geography adaptation of "Found and Headline Poetry." Using quality, short, non-fiction readings, students expand their knowledge and understanding of geographic concepts to create unique poems using quotes from the article. Greater interaction with an article may help struggling readers to establish language fluency and increase understanding of key geographic vocabulary. This lesson is designed for the grades 6-12 geography/social studies and English/language arts classroom. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Curriculum Development; Geography; Educational Change; Educational Policy; Curriculum; Responsibility; Foreign Countries; Geography Instruction; Geographic Concepts

Abstract:
The word "geo-graphy" means "writing the earth". The subject of geography bears responsibility for engaging, constituting and configuring world knowledge, in other words, what the world is. This paper describes an enquiry into the nature of school geographical knowledge at a time of curriculum policy reform. In 2010, the newly appointed Coalition government in Britain introduced the concept of core knowledge for the school curriculum. Some of the problems associated with core knowledge are illustrated by showing two alternative ways of knowing the world that core knowledge overlooks. To understand the nature of the constitution of knowledge, I turn to Heidegger. His idea of Enframing explains the emergence of meaning about the world within the constraints of a technical scheme that conceals as much as it reveals. A second idea of Heidegger's, the event of appropriation, suggests how meaning comes into being through the "belonging together" of humans and the world. This belonging together takes us away from representational thinking into the realm of a more original and authentic sense of what is. Although this appears to provide a very credible argument about world meaning-making, it is superseded by Derrida's critique of Heidegger as someone who claims to deconstruct the history of ontology at the same time as retaining a commitment to it. Derrida's "differance" advances Heidegger's work into a consideration of meaning and justice. The associated deconstructive attitude takes responsibility seriously by disrupting taken-for-granted meanings and conceptual schemes and opening them up to see what other groups of people or ways of knowing might be overlooked. (Contains 4 figures and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Interior Design; Multicultural Education; Experiential Learning; Cultural Context; Teaching Methods; Ideology; Student Experience; Family Characteristics; Religious Factors; Beliefs; Geographic Concepts; Design Preferences; Student Projects

Abstract:
This experiential teaching method demonstrates students' enhanced understanding of the influences that cross-cultural perspectives have on the interior design of the home and is achieved through research and application of elements of assimilation and acculturation in the United States. Knowledge of human factors, family dynamics, geographic influences, religiosity, and spirituality gave students foundational understanding that guided their comprehensive designs. The final interior residential environments reflected the traditions, rituals, and meaning, demonstrating students' deeper knowledge and interpretation of cultural context and its impact on the design of the residents' home. Students discussed their learning experiences during a juried group critique of their project work. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Geography Instruction; Geography; Clubs; After School Programs; Geographic Regions; Theories; Relevance (Education); Cultural Awareness; Geographic Concepts; Early Adolescents; Learning Activities

Abstract:
This research describes how enrolling students in an afterschool Geography Club affects their perception of the discipline and their geographic literacy. The creation of the afterschool club at this particular school came out of the recognition of the need to increase students' exposure to geographical content. The results of this study show the following improvements in students' geographic literacy when they experience an increased exposure to geographic content: place recognition, application of geographic theory, establishment of connections between geographic facts and the students' daily lives, and awareness of other cultures. The emergence of such patterns confirms the benefits that can be derived from enhancing students' geographic literacy. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Geography Instruction; Informal Education; Cooperation; Visualization; Museums; Exhibits; Geographic Concepts; Volunteers; Teaching Methods; History; Interdisciplinary Approach; Literacy

Abstract:
As a result of reduced formal instruction and reduced direct experience in the natural environment, students suffer from a deficiency in geographic literacy. Informal learning environments, such as a model railroad exhibit at a history museum, can be exploited to introduce key geographic concepts (e.g., scalar compression, landscape transformations, and human-environment interaction). Presented here are historically and geographically accurate visualization tools developed via community collaboration across disciplines (geography/education) and institutions (university/museum/community volunteers). This article highlights geographic learning that takes place in informal education settings. (Contains 8 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Facilities; Physical Environment; Phenomenology; Social Studies; Geographic Concepts; Spatial Ability; Intimacy

Abstract:
This paper aims at revealing the various meanings of schools as more than built physical environments from a geographical-phenomenological (or "geo-phenomenological") perspective. This paper consists of five sections: the first explicates the meaning of "geo-phenomenology"; the second reveals the meaning of "environment" and a dialectics of strangeness and intimacy through geo-phenomenological analysis; the third examines the meanings of environment as "space" and "place" and the act of naming as the process of constructing meaning between humans and environment; the fourth section attempts to explore the meaning of conceiving school as a particular environment; and the final is the conclusion. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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