Pub Date : 2022-02-24DOI: 10.1080/03098265.2022.2041569
T. Mercer, Andrew P. Kythreotis, Joseph Harwood, Z. Robinson, S. M. George, David Sands, Joshua M. Brown, Toby Sims
ABSTRACT This resource paper explores the benefits of developing virtual fieldtrips to help future-proof geography teaching and learning in times of uncertainty and change. Drawing on a case study from a second-year biogeography module that saw cancellations to in-person fieldtrips in the first UK COVID-19 lockdown and the development of a virtual fieldtrip by the third UK COVID-19 lockdown, we offer some insights and lessons learnt to help other academics and practitioners adopt this approach.
{"title":"The benefits of virtual fieldtrips for future-proofing geography teaching and learning","authors":"T. Mercer, Andrew P. Kythreotis, Joseph Harwood, Z. Robinson, S. M. George, David Sands, Joshua M. Brown, Toby Sims","doi":"10.1080/03098265.2022.2041569","DOIUrl":"https://doi.org/10.1080/03098265.2022.2041569","url":null,"abstract":"ABSTRACT This resource paper explores the benefits of developing virtual fieldtrips to help future-proof geography teaching and learning in times of uncertainty and change. Drawing on a case study from a second-year biogeography module that saw cancellations to in-person fieldtrips in the first UK COVID-19 lockdown and the development of a virtual fieldtrip by the third UK COVID-19 lockdown, we offer some insights and lessons learnt to help other academics and practitioners adopt this approach.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":"47 1","pages":"330 - 338"},"PeriodicalIF":2.1,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41833329","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 : 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":"46 1","pages":"1 - 6"},"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":"47 1","pages":"269 - 284"},"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":"47 1","pages":"248 - 268"},"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":"47 1","pages":"188 - 209"},"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":" ","pages":""},"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":"47 1","pages":"210 - 226"},"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":"47 1","pages":"128 - 148"},"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":"47 1","pages":"161 - 187"},"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":"47 1","pages":"106 - 127"},"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}
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