Author(s): |
Schachter, Ron |
Source: |
District Administration, v48 n6 p28-30, 32-33 Jun 2012 |
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Pub Date: |
2012-06-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
World Geography; Knowledge Level; Geography Instruction; Curriculum; Educational Change; Human Geography; Labor Economics; National Standards; Spatial Ability; Geographic Location; Integrated Curriculum; Teaching Methods
Abstract:
Geography is not what it used to be. Nowadays, that subject is often buried--and therefore inadequately covered--in a social studies curriculum itself under siege because of the extended commitment in schools to reading and math. But geographical knowledge also is not what it used to be. It has become essential to understanding a brave new world of international economic and political developments, as well as preparing for a host of jobs that did not even exist 20 years ago. The release of revised national standards for geography later this year--the first revision since these standards were introduced in 1994--emphasizes the changing geographical landscape. In a 2004 report, the latest report available, the U.S. Department of Labor declared that geo-technology--the combination of geography with an ever-expanding array of new high-tech jobs--represents one of the labor megatrends for the 21st century. These changing realities are posing a problem--and an opportunity--for American schools and their students, who by most measures lag behind the rest of the world in geographical knowledge and skills. Advocates for geography education emphasize that getting started with geographical concepts early on will be essential to competing in a 21st-century world.
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Direct Instruction; Cartography; Elementary Secondary Education; World Geography; Human Geography; Academic Achievement; Classes (Groups of Students); Physical Geography; Geography Instruction; Higher Education; Community Colleges; Two Year College Students; Comparative Analysis; Attendance; English Language Learners; Native Speakers; Educational Technology; Multimedia Instruction
Abstract:
In this study done at a community college in South Florida, the achievements of students who spoke English as their second language who had attended their K-12 education outside the United States in their home countries, in a U.S. college course on world geography are compared with the achievements of students in the same classes who spoke English as their first language and who had attended their K-12 education in U.S. schools. It is important to mention that 25% of the students who had attended their K-12 education in U.S. schools in this research were taking college classes at the same time they were studying at high school. In order to help level the playing field for both groups of students, the courses, which were 29 classes each, were taught in a classroom setting using visual computerized technology including PowerPoint presentations, DVDs, virtual fieldtrips, and online exploration of geographic data to explain all points of pedagogical interest instead of relying solely on direct instruction based on the textbooks used for these classes. Attendance was taken orally by the researcher for each class and these attendance sheets were the basis for determining student participation. Only students who attended all or all but one of the classes were included in the study. One of the important components of this study was the exposure of the students to highly visual and, hence, contextual, classroom lessons. The results of this research show no significant difference between the rates of achievement of the two groups, a resounding success in and of itself, given the difference in language proficiency levels of non-U.S.- and U.S.-educated students, although there are two interesting anomalies. There are very slight, non-statistically significant indications of superior achievement by the non-U.S.-educated students in human geography, cartography, and overall scores, and very slight, non-statistically significant indications of superior achievement by the U.S.-educated students in physical geography. (Contains 2 tables.)
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Author(s): |
Beck, Charles R. |
Source: |
Social Studies and the Young Learner, v23 n1 p16-19 Sep-Oct 2010 |
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Pub Date: |
2010-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
World Geography; Maps; Instructional Materials; Social Studies; Visual Aids; Student Participation; Cultural Awareness; Worksheets; Classroom Techniques; Student Interests
Abstract:
Display boards and wall maps, created by a teacher or designed by a company, are a common sight in most elementary classrooms, but students usually have a rather limited role in constructing these materials. The main objective of this article is to describe some techniques for encouraging students to create social studies displays that can serve as useful instructional materials for themselves and their classmates. These visually appealing lesson boards and wall maps are designed to enhance the students' interest in a wide variety of social studies topics, such as American and foreign cultures, and world geography. These materials develop a variety of skills, including researching websites, developing visual and artistic appreciation, composing passages to describe picture content, and designing worksheets with questions on several cognitive levels. The authors describe lesson boards and wall maps that can be used to address all ten of the social studies curriculum thematic strands; however, they are especially appropriate for addressing culture; people, places, and environments; and global connections.
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Pub Date: |
2010-02-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Student Projects; World Geography; Cultural Awareness; Active Learning; Statistics; Probability; Misconceptions; Secondary School Mathematics; Middle School Students; Cooperative Learning; Teaching Methods; Mathematical Concepts; Surveys; Research Methodology; Interdisciplinary Approach; Consciousness Raising
Abstract:
Statistics is the art and science of gathering, analyzing, and making conclusions from data. However, many people do not fully understand how to interpret statistical results and conclusions. Placing students in a collaborative environment involving project-based learning may enable them to overcome misconceptions of probability and enhance the learning of statistics concepts. This type of structure may also encourage debate and discussion, which can promote student engagement and new thinking while cultivating social development. This article discusses "Our School as 100 Students," a project the authors completed in five of their sixth- to eighth-grade math classes. The cooperative-learning-group model allowed students to work together to learn and apply the statistics concepts of survey populations, survey questioning, and survey methods. Promoting cultural awareness was another goal. The project explores how the world would look with only 100 people, if proportionally scaled. The idea is based on work from the 100 People Village (100 People Foundation), which uses world statistics to "educate, entertain and inspire participants to learn more about world geography, culture, language, religion, music and resources." The "Our School as 100 Students" project replicated this work by exploring school statistics and showing how the school would look with only 100 students, maintaining proportions. It culminated with a video showcasing the school as 100 students, which displayed the results of a survey that the students designed and conducted. The project objectives involved both statistical understanding and social awareness. The primary goal was to enhance students' understanding of statistics by providing an engaging project that explored their world. The underlying goal was to illustrate to students how their world, in the form of middle school, encompassed students from different backgrounds. (Contains 1 table and 2 figures.)
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Pub Date: |
2009-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Traditional Schools; Secondary Schools; Educational Games; Educational Environment; Internet; Virtual Classrooms; Electronic Learning; Social Environment; Asynchronous Communication; Distance Education; Interactive Video; Earth Science; World Geography; Algebra; Spanish; Online Courses; Socialization; Interpersonal Relationship; Educational Technology
Abstract:
Virtual Learning Environments (VLEs) are becoming increasingly popular in online education environments and have multiple pedagogical advantages over more traditional approaches to education. VLEs include 3D worlds where students can engage in simulated learning activities such as Second Life. According to Claudia L'Amoreaux at Linden Lab, "at least 300 universities around the world teach courses and conduct research in Second Life." However, to date, VLEs have been very limited in use for K-12 education. One option for secondary schools was developed by Game Environment Applying Real Skills (GEARS) and can be used in online or traditional schools. The 3D VLE is named ARC: The Impending Gale. This program has been used successfully for over a year as part of the Lincoln Interactive online curriculum. ARC allows students to create their own custom avatar and enter the educational environment. The actual content of the game differs depending on the subject the student is taking. Current courses include earth science, geography, pre-algebra, and spanish. The 3D VLE experience is designed to serve as a reinforcement of the concepts learned in the traditional lessons. The game environment itself has been very well received by students primarily because many of the continued development features were derived from student suggestions. One unique feature that was most requested was the inclusion of voice chat. Voice chat was only added as part of the ARC headquarters where students were able to meet before going out into the game world for their own specific content. The students are also highly motivated to progress through the content. ARC has been a great success for Lincoln Interactive and its parent company the National Network of Digital Schools. The social aspect of ARC was limited, and the ARC Headquarters prompted a plan to create a 3D Virtual Social and Educational World (VSEW) for the 15,000 students that had access to the Lincoln Interactive curriculum in 20 With the inclusion of a social component, the concept of an online community was evaluated. Garrison's et al. (2000) Community of Inquiry framework is used to explore the Lincoln Interactive Community. The VSEW contains a 3D social space with custom avatars, chat, Voice Over Internet Protocol (VOIP) communication, social objects in the form of community musical instruments, and a tutor zone for teachers. In 2009 four educational games are included in the VSEW. These educational games focus on basic concepts in the three disciplines of math, social studies, and language arts. Garrison et al, (2000) Social Presence, Cognitive Presence, and Teaching Presence are each explained in regards to the VSEW. Both ARC and the VSEW are implemented, and as of November 2009 they are currently being used by students. While there is still much to learn and explore in regards to 3D VLEs and Social Worlds, practical application by GEARS in an online secondary school has been positively accepted by faculty and students. National Network of Digital Schools: http://nndsonline.org/ Lincoln Interactive Curriculum: http://www.lincolninteractive.com/ Game Environment Applying Real Skills: http://gears.nndsonline.org/ 3D Virtual Social and Educational World: http://www.learnwithfriends.com. (Contains 5 figures.)
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