Pub Date : 2022-01-02DOI: 10.1080/03098265.2022.2028474
Alan Jenkins
“The limited attention . . . to what we teach (let alone how we teach it) would suggest that this matter is not particularly important. Yet it is this teaching, at both undergraduate and graduate level that conditions the present health of our subject and its future growth.” Professor Stan Gregory’s Presidential Address to the Institute of British Geographers at Coventry University, January 1976; as cited in Editorial Board (1977, p. 3).
{"title":"David Pepper and the early years of the JGHE","authors":"Alan Jenkins","doi":"10.1080/03098265.2022.2028474","DOIUrl":"https://doi.org/10.1080/03098265.2022.2028474","url":null,"abstract":"“The limited attention . . . to what we teach (let alone how we teach it) would suggest that this matter is not particularly important. Yet it is this teaching, at both undergraduate and graduate level that conditions the present health of our subject and its future growth.” Professor Stan Gregory’s Presidential Address to the Institute of British Geographers at Coventry University, January 1976; as cited in Editorial Board (1977, p. 3).","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45099848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-10DOI: 10.1080/03098265.2021.2007863
Chao Ye, Xiaodan Zhu, S. Lieske
ABSTRACT Emotion is important in teaching and research but are rarely the focus of geographic scholarship. This article aims to bridge the gap between teaching geographic thought and teaching that considers emotion based on the case of a university class in China. Class sessions, supported with an English language textbook, were connected with different emotions and feelings in the unfolding stages of course and class delivery. We document and analyze the process of teaching with emotion through consideration of numerous approaches to the integration of emotion in teaching and observing student responses within individual class sessions and across an entire semester. At the beginning of the course, students’ feelings are most often detachment and apathy. During the semester students’ feelings change from confusion to knowledge, confidence and a sense of peace. We find it is important to let students and the professor speak their feelings. By teaching with emotion, most students gain the ability to confidently express their feelings and at the end of the course some students even said they love geographic thought. Affect including feelings, emotion, and even love are suitable for teaching geographic thought and may be applied to other aspects of teaching in the discipline.
{"title":"Speaking your feelings in the moment: teaching geographic thought with emotion","authors":"Chao Ye, Xiaodan Zhu, S. Lieske","doi":"10.1080/03098265.2021.2007863","DOIUrl":"https://doi.org/10.1080/03098265.2021.2007863","url":null,"abstract":"ABSTRACT Emotion is important in teaching and research but are rarely the focus of geographic scholarship. This article aims to bridge the gap between teaching geographic thought and teaching that considers emotion based on the case of a university class in China. Class sessions, supported with an English language textbook, were connected with different emotions and feelings in the unfolding stages of course and class delivery. We document and analyze the process of teaching with emotion through consideration of numerous approaches to the integration of emotion in teaching and observing student responses within individual class sessions and across an entire semester. At the beginning of the course, students’ feelings are most often detachment and apathy. During the semester students’ feelings change from confusion to knowledge, confidence and a sense of peace. We find it is important to let students and the professor speak their feelings. By teaching with emotion, most students gain the ability to confidently express their feelings and at the end of the course some students even said they love geographic thought. Affect including feelings, emotion, and even love are suitable for teaching geographic thought and may be applied to other aspects of teaching in the discipline.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43749323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-26DOI: 10.1080/03098265.2021.2007525
Heather Sangster
ABSTRACT Twenty-first century graduates need to have the aptitude to be critical thinkers and capacity to make balanced judgements. The undergraduate dissertation (capstone/independent research project) is normally undertaken at the end of the degree programme enabling students to demonstrate their ability to apply, analysis, synthesis and evaluate their knowledge. Despite the pedagogical importance of the dissertation and the implication of them for the undergraduate student experience, much of the literature on dissertations focuses on: design, structure and implementation; teaching and learning strategies; assessment criteria and marking standards; and, students’ development of subject-specific skills, personal attributes and transferable skills. However, the question remains how best to support and motivate undergraduate students in the final stages of the dissertation “write-up” process. This paper investigates and assesses the use of “writing retreats” within the final stages of the undergraduate dissertation process. Despite the benefits of writing retreats, they have to date typically only been offered to academic and research staff and postgraduate research students but not undergraduate students. This paper demonstrates that writing retreats are a feasible intervention tool that facilitates attitudinal changes, such as enhanced motivation, increased confidence and a more positive outlook on the final writing process of their independent research projects.
{"title":"The use of “writing retreats” in supporting geography and environmental science undergraduate independent research projects","authors":"Heather Sangster","doi":"10.1080/03098265.2021.2007525","DOIUrl":"https://doi.org/10.1080/03098265.2021.2007525","url":null,"abstract":"ABSTRACT Twenty-first century graduates need to have the aptitude to be critical thinkers and capacity to make balanced judgements. The undergraduate dissertation (capstone/independent research project) is normally undertaken at the end of the degree programme enabling students to demonstrate their ability to apply, analysis, synthesis and evaluate their knowledge. Despite the pedagogical importance of the dissertation and the implication of them for the undergraduate student experience, much of the literature on dissertations focuses on: design, structure and implementation; teaching and learning strategies; assessment criteria and marking standards; and, students’ development of subject-specific skills, personal attributes and transferable skills. However, the question remains how best to support and motivate undergraduate students in the final stages of the dissertation “write-up” process. This paper investigates and assesses the use of “writing retreats” within the final stages of the undergraduate dissertation process. Despite the benefits of writing retreats, they have to date typically only been offered to academic and research staff and postgraduate research students but not undergraduate students. This paper demonstrates that writing retreats are a feasible intervention tool that facilitates attitudinal changes, such as enhanced motivation, increased confidence and a more positive outlook on the final writing process of their independent research projects.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46470450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-26DOI: 10.1080/03098265.2021.2005002
Min Wang, Jiaxian Wu, N. An, Mingliang Lin
ABSTRACT Emotion has become an important topic in fieldwork courses of higher geography education. This study attempts to provide embodied evidence of the important value of emotional experiences in fieldwork and clarify that the teaching effect produced by fieldwork in a real environment is difficult to achieve in a virtual environment. Using eye-tracking , this study captured the eye movement data of 16 fieldwork participants and 15 nonparticipants gazing upon photographs and analyzed how emotions affect their acquisition of geographic knowledge. The eye-tracking experiment showed that students who participated in fieldwork processed visual information more quickly and had stronger emotional responses than those who did not participate. This article proposes that fieldwork can provide students the opportunity to encounter the environment in a “mind-body-environment” system, thereby constructing the following two different forms of geographic knowledge: characterizable and explicit knowledge and nonrepresentational, implicit, and embodied knowledge. The latter can be realized only via emotional experiences in the field. Therefore, this article claims that although the information age enables students to acquire remote knowledge of geographical environments through multiple channels, training qualified geographers remains inseparable from fieldwork, especially for cultivating cognition, emotions and responsibility for the “living” world..
{"title":"The effect of emotional experiences in fieldwork: embodied evidence from a visual approach","authors":"Min Wang, Jiaxian Wu, N. An, Mingliang Lin","doi":"10.1080/03098265.2021.2005002","DOIUrl":"https://doi.org/10.1080/03098265.2021.2005002","url":null,"abstract":"ABSTRACT Emotion has become an important topic in fieldwork courses of higher geography education. This study attempts to provide embodied evidence of the important value of emotional experiences in fieldwork and clarify that the teaching effect produced by fieldwork in a real environment is difficult to achieve in a virtual environment. Using eye-tracking , this study captured the eye movement data of 16 fieldwork participants and 15 nonparticipants gazing upon photographs and analyzed how emotions affect their acquisition of geographic knowledge. The eye-tracking experiment showed that students who participated in fieldwork processed visual information more quickly and had stronger emotional responses than those who did not participate. This article proposes that fieldwork can provide students the opportunity to encounter the environment in a “mind-body-environment” system, thereby constructing the following two different forms of geographic knowledge: characterizable and explicit knowledge and nonrepresentational, implicit, and embodied knowledge. The latter can be realized only via emotional experiences in the field. Therefore, this article claims that although the information age enables students to acquire remote knowledge of geographical environments through multiple channels, training qualified geographers remains inseparable from fieldwork, especially for cultivating cognition, emotions and responsibility for the “living” world..","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43659660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-26DOI: 10.1080/03098265.2021.2004391
N. Millner
{"title":"Unsettling feelings in the classroom: scaffolding pedagogies of discomfort as part of decolonising human geography in higher education","authors":"N. Millner","doi":"10.1080/03098265.2021.2004391","DOIUrl":"https://doi.org/10.1080/03098265.2021.2004391","url":null,"abstract":"","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49169666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-26DOI: 10.1080/03098265.2021.2006614
Yanna Xie, Genghe Gao, Ning Niu, Yuchan Wang
ABSTRACT This paper reports the practice of using the Mobile QQ and Oruxmaps mobile apps to assist in teaching general geology field practice and the results of evaluation experiments. A student subjective judgment questionnaire and a field test were used to obtain the experimental results. The key findings suggest that the proposed method has a significant effect in improving students’ field practice. Both the field test results and subjective judgments of the students who received the proposed teaching method were found to be better than those of the students who received the traditional teaching method. The findings also suggest that the proposed teaching method is simple and easy to use and does not require complicated work, such as software development. Mobile QQ is a real-time communication app that facilitates the exchange of information between teachers and students. Oruxmaps is a navigation app, but it can increase local geological layer information. We suggest that the use of these apps can be promoted in similar fieldwork, as their use has a clear beneficial effect, and the software is free.
{"title":"Exploration and practice of the use of mobile devices to assist in general geological field practice","authors":"Yanna Xie, Genghe Gao, Ning Niu, Yuchan Wang","doi":"10.1080/03098265.2021.2006614","DOIUrl":"https://doi.org/10.1080/03098265.2021.2006614","url":null,"abstract":"ABSTRACT This paper reports the practice of using the Mobile QQ and Oruxmaps mobile apps to assist in teaching general geology field practice and the results of evaluation experiments. A student subjective judgment questionnaire and a field test were used to obtain the experimental results. The key findings suggest that the proposed method has a significant effect in improving students’ field practice. Both the field test results and subjective judgments of the students who received the proposed teaching method were found to be better than those of the students who received the traditional teaching method. The findings also suggest that the proposed teaching method is simple and easy to use and does not require complicated work, such as software development. Mobile QQ is a real-time communication app that facilitates the exchange of information between teachers and students. Oruxmaps is a navigation app, but it can increase local geological layer information. We suggest that the use of these apps can be promoted in similar fieldwork, as their use has a clear beneficial effect, and the software is free.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48044136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-22DOI: 10.1080/03098265.2021.2004582
H. White, C. Forbes
ABSTRACT Undergraduate students may possess underdeveloped knowledge about water systems, particularly groundwater. The use of models and modeling have been employed in undergraduate classrooms to support students’ learning about water. However, effective modeling requires spatial thinking skills, which undergraduate students may also need to develop. Here, undergraduate students used a computer-based groundwater model in an introductory water course and we explored students’ spatial thinking about groundwater in two consecutive iterations of the course. We report findings from a descriptive study conducted in the course, through which we explored students’ understanding of space, representation, and reasoning by conducting quantitative and qualitative analyses on student tasks and interviews. Findings suggest that students may struggle with certain components of spatial thinking, such as tools of representation and reasoning. Specifically, students had difficulties interpreting model representations such as contour lines, and struggled to reason about groundwater flow. However, students performed better on other aspects of spatial thinking, such as concepts of space. Overall, these results suggest students struggle with certain aspects of spatial thinking in relation to this groundwater model. These findings have implications for undergraduate teaching and learning about groundwater.
{"title":"An investigation of undergraduate students’ spatial thinking about groundwater","authors":"H. White, C. Forbes","doi":"10.1080/03098265.2021.2004582","DOIUrl":"https://doi.org/10.1080/03098265.2021.2004582","url":null,"abstract":"ABSTRACT Undergraduate students may possess underdeveloped knowledge about water systems, particularly groundwater. The use of models and modeling have been employed in undergraduate classrooms to support students’ learning about water. However, effective modeling requires spatial thinking skills, which undergraduate students may also need to develop. Here, undergraduate students used a computer-based groundwater model in an introductory water course and we explored students’ spatial thinking about groundwater in two consecutive iterations of the course. We report findings from a descriptive study conducted in the course, through which we explored students’ understanding of space, representation, and reasoning by conducting quantitative and qualitative analyses on student tasks and interviews. Findings suggest that students may struggle with certain components of spatial thinking, such as tools of representation and reasoning. Specifically, students had difficulties interpreting model representations such as contour lines, and struggled to reason about groundwater flow. However, students performed better on other aspects of spatial thinking, such as concepts of space. Overall, these results suggest students struggle with certain aspects of spatial thinking in relation to this groundwater model. These findings have implications for undergraduate teaching and learning about groundwater.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48949807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-22DOI: 10.1080/03098265.2021.2007524
Bradley Bereitschaft
ABSTRACT This paper presents a review of the literature on the use of commercially available city building games (CBGs), such as SimCity and Cities: Skylines, as learning tools in classroom instruction. Given the ubiquity and popularity of digital games, particularly among young people, instructors in a variety of fields and at various academic levels have begun to consider using these media to motivate and advance student learning. CBGs challenge students to design and build economically viable virtual cities; a task expected to promote systems and critical thinking, as well as the acquisition and use of knowledge regarding urban geography, politics, and planning. Overall, the findings thus far are primarily positive, and suggest that commercial CBGs can be used to address a variety of learning objectives. For geography in particular, CBGs have demonstrated potential in helping students understand and apply geographic concepts, as well as develop spatial reasoning and creativity. In the concluding sections I propose an agenda for future work examining the role and effectiveness of CBGs in pedagogy, and provide a set of recommendations for instructors looking to use CBGs in the classroom.
{"title":"Commercial city building games as pedagogical tools: what have we learned?","authors":"Bradley Bereitschaft","doi":"10.1080/03098265.2021.2007524","DOIUrl":"https://doi.org/10.1080/03098265.2021.2007524","url":null,"abstract":"ABSTRACT This paper presents a review of the literature on the use of commercially available city building games (CBGs), such as SimCity and Cities: Skylines, as learning tools in classroom instruction. Given the ubiquity and popularity of digital games, particularly among young people, instructors in a variety of fields and at various academic levels have begun to consider using these media to motivate and advance student learning. CBGs challenge students to design and build economically viable virtual cities; a task expected to promote systems and critical thinking, as well as the acquisition and use of knowledge regarding urban geography, politics, and planning. Overall, the findings thus far are primarily positive, and suggest that commercial CBGs can be used to address a variety of learning objectives. For geography in particular, CBGs have demonstrated potential in helping students understand and apply geographic concepts, as well as develop spatial reasoning and creativity. In the concluding sections I propose an agenda for future work examining the role and effectiveness of CBGs in pedagogy, and provide a set of recommendations for instructors looking to use CBGs in the classroom.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46102276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-22DOI: 10.1080/03098265.2021.2004390
Leticia Serrano-Estrada, T. Martin, Pablo Martí
ABSTRACT Research that tackles the pedagogical use of geolocated social media as an investigative tool for understanding cities in Geography and Urban Studies higher education programs has not been fully exploited. This study contributes by addressing the transferability of these sources as a research medium for enhancing student knowledge of urban phenomena. A collaborative problem-based learning activity was conducted in a third-year compulsory Urban Studies module of the Fundamentals in Architecture Degree at the University of Alicante. Two groups – Spanish (25 students) and English (34 students) language, participated in the activity. Foursquare and Twitter datasets were used as sources of information, and scaffolding in QGIS software, data analysis, and visualization tools were provided. Pre- and post- activity questionnaires as well as the work submitted by students gave an indication of the extent to which the activity was useful for achieving the set objective. Recurring approaches adopted by students and their “how-to” make sense of social media information enabled them to align spatiotemporal and social phenomena to the use and perception of city spaces. Students developed critical thinking and interpretative skills that are key transversal competencies for understanding the huge volume of data available in today’s digitalized world.
{"title":"Understanding city dynamics: using geolocated social media in a problem-based activity as an investigative tool to enhance student learning","authors":"Leticia Serrano-Estrada, T. Martin, Pablo Martí","doi":"10.1080/03098265.2021.2004390","DOIUrl":"https://doi.org/10.1080/03098265.2021.2004390","url":null,"abstract":"ABSTRACT Research that tackles the pedagogical use of geolocated social media as an investigative tool for understanding cities in Geography and Urban Studies higher education programs has not been fully exploited. This study contributes by addressing the transferability of these sources as a research medium for enhancing student knowledge of urban phenomena. A collaborative problem-based learning activity was conducted in a third-year compulsory Urban Studies module of the Fundamentals in Architecture Degree at the University of Alicante. Two groups – Spanish (25 students) and English (34 students) language, participated in the activity. Foursquare and Twitter datasets were used as sources of information, and scaffolding in QGIS software, data analysis, and visualization tools were provided. Pre- and post- activity questionnaires as well as the work submitted by students gave an indication of the extent to which the activity was useful for achieving the set objective. Recurring approaches adopted by students and their “how-to” make sense of social media information enabled them to align spatiotemporal and social phenomena to the use and perception of city spaces. Students developed critical thinking and interpretative skills that are key transversal competencies for understanding the huge volume of data available in today’s digitalized world.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44987567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-08DOI: 10.1080/03098265.2021.2001643
J. A. García-González, Alejandro Gómez-Gonçalves, Isabel María Gómez-Trigueros, J. B. Sebastián
ABSTRACT There is growing interest in assessing the knowledge acquired by students. More often and in diverse disciplines it is necessary to know the level of the students through different types of testing. In the case of teaching of geography in Spain, there is a decrease and loss of such learning for various reasons. The aim of this research is to analyze the literacy in geography of university students in the Grado en Maestro de Educación Primaria (Degree in Elementary Education Teaching) for its possible multiplier effect, since they will be the ones who teach geography to future generations. In order to achieve this, our data source is based on a sample of 629 mental maps from students from four Spanish universities located in different autonomous communities in Spain. The knowledge of the assessed administrative unit was taken into value, but also its location and representation, showing the importance of the where in geography. Results show the inconsistent knowledge of the future teachers depending on the place of residence and which level of the structure of the country they are asked about. In turn, these results reinforce the usefulness of mental maps as an optimal method to assess geographic knowledge.
摘要人们对评估学生所获得的知识越来越感兴趣。更多的时候，在不同的学科中，有必要通过不同类型的测试来了解学生的水平。在西班牙的地理教学中，由于各种原因，这种学习的减少和损失。本研究的目的是分析初级教育硕士学位（Grado en Maestro de Educación Primaria）大学生的地理素养可能产生的乘数效应，因为他们将是向后代教授地理的人。为了实现这一点，我们的数据来源基于来自西班牙不同自治社区的四所西班牙大学的629名学生的心理地图样本。对被评估行政单位的知识进行了评估，但也考虑了其位置和代表性，表明了地理位置的重要性。结果显示，未来教师的知识不一致，这取决于他们的居住地和被问及的国家结构的级别。反过来，这些结果加强了心理地图作为评估地理知识的最佳方法的有用性。
{"title":"Geographic literacy in spain with mental maps","authors":"J. A. García-González, Alejandro Gómez-Gonçalves, Isabel María Gómez-Trigueros, J. B. Sebastián","doi":"10.1080/03098265.2021.2001643","DOIUrl":"https://doi.org/10.1080/03098265.2021.2001643","url":null,"abstract":"ABSTRACT There is growing interest in assessing the knowledge acquired by students. More often and in diverse disciplines it is necessary to know the level of the students through different types of testing. In the case of teaching of geography in Spain, there is a decrease and loss of such learning for various reasons. The aim of this research is to analyze the literacy in geography of university students in the Grado en Maestro de Educación Primaria (Degree in Elementary Education Teaching) for its possible multiplier effect, since they will be the ones who teach geography to future generations. In order to achieve this, our data source is based on a sample of 629 mental maps from students from four Spanish universities located in different autonomous communities in Spain. The knowledge of the assessed administrative unit was taken into value, but also its location and representation, showing the importance of the where in geography. Results show the inconsistent knowledge of the future teachers depending on the place of residence and which level of the structure of the country they are asked about. In turn, these results reinforce the usefulness of mental maps as an optimal method to assess geographic knowledge.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41674371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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