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Journal of Geography in Higher Education最新文献

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Navigating STEMification for critical geography educators: finding leverage in classroom and institutional pedagogies 为批判性地理教育者导航STEMification:在课堂和机构教学法中寻找杠杆作用
4区 教育学 Q1 Social Sciences Pub Date : 2023-09-26 DOI: 10.1080/03098265.2023.2261863
David K. Seitz, Daniel Cockayne, Ryan Z. Good, Kathryn L. Hannum, Adrianne C. Kroepsch, Mark Alan Rhodes, Jack Swab, Nancy Worth
ABSTRACTThis paper grapples with the challenges posed to critical geography educators by STEMification, or the enshrinement of market-oriented forms of science and technology education as the normative ideal for education in general. In both reactionary and progressive contexts, STEMification decontextualizes scientific and technological activity and deepens existing hierarchies of knowledge based on quantification, perceived scientific rigour, commercialisation, and employability. Critical geographical knowledges often incur misrecognition, dismissal, and in some cases, outright prohibition under such conditions. Offering strategies for navigating and contesting STEMification, this paper draws on collective auto-methods, analysing narrative vignettes from our pedagogical practices as critical geography educators. We offer the notion of seeking leverage in the face of STEMification: protecting ourselves and seeking traction within our institutions by translating our goals into familiar or sanctioned forms, while using those forms to alternative ends. To that end, we highlight seven pedagogical strategies: (1) meeting students where they are, (2) using applied examples, (3) grappling with the limits of problem-based learning, (4) disalienating students from assessment, (5) integrating critique with alternatives, (6) anticipating both resistance to and desire for critical content from students and colleagues, and (7) recognising the limits of institutional environments.KEYWORDS: StemificationSTEMauto-methodsneoliberalismcritical geography pedagogy Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. We thank the critical planning scholar Prasad Khanolkar of the Indian Institute of Technology Guwahati for his insightful participation in that session and subsequent conversations, which have inestimably enhanced this paper.2. Disturbingly, recent developments in problem-based learning tie the development of technical solutions to their monetisation, often in a start-up, venture-capital-backed environment (Nellis, Citation2017).
摘要本文探讨了科学技术教育市场化,即把科学技术教育的市场化形式奉为一般教育的规范理想,给批判性地理教育工作者带来的挑战。在反动和进步的背景下,STEMification都使科学和技术活动脱离了背景,并加深了基于量化、感知科学严谨性、商业化和就业能力的现有知识等级。在这种情况下,重要的地理知识往往会引起误解、解雇,在某些情况下,甚至会被彻底禁止。本文提供了导航和竞争STEMification的策略,借鉴了集体自动方法,分析了我们作为批判性地理教育者的教学实践中的叙事小片段。我们提出了在STEMification面前寻求杠杆的概念:通过将我们的目标转化为熟悉或认可的形式来保护我们自己,并在我们的机构中寻求牵引力,同时利用这些形式实现其他目的。为此,我们强调了七种教学策略:(1)满足学生的需求,(2)使用应用实例,(3)解决基于问题的学习的局限性,(4)使学生远离评估,(5)将批评与替代方案相结合,(6)预测学生和同事对批判性内容的抵制和渴望,以及(7)认识到制度环境的局限性。关键词:stemification stem - auto-method自由主义批判地理学教学法披露声明作者未报告潜在的利益冲突。我们感谢印度古瓦哈蒂理工学院的关键规划学者Prasad Khanolkar在该会议和随后的对话中富有洞察力的参与,这对本文有不可估量的促进作用。令人不安的是,基于问题的学习的最新发展将技术解决方案的发展与其货币化联系在一起,通常是在初创企业、风险资本支持的环境中(Nellis, Citation2017)。
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引用次数: 0
Teaching and learning emotional geographies 教授和学习情感地理
4区 教育学 Q1 Social Sciences Pub Date : 2023-09-24 DOI: 10.1080/03098265.2023.2261867
Matej Blazek, Alison Stenning
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引用次数: 0
Developing a geographies of sport module using an active blended learning approach 使用主动混合学习方法开发体育地理模块
4区 教育学 Q1 Social Sciences Pub Date : 2023-09-20 DOI: 10.1080/03098265.2023.2255539
Catherine Waite
This article reflects on the author’s experience of developing a standalone geographies of sport module that is taught using an active blended learning (ABL) approach. The article argues that an ABL pedagogy is an effective way of teaching meaningful sports geography to undergraduate students. It discusses how the approach allows a diverse range of relevant topics to be included, incorporating both “human” and “physical” geographies, and enables a personalised approach to learning. Teaching the geographies of sport provides students with opportunity to cement and enhance their understanding of fundamental geographical concepts whilst applying them to sports case studies that can be adapted to the interests of the student cohort. That is not to say that teaching of sports geographies comes without challenges, and this article reflects on some of those encountered. Most significantly, how to ensure that the module content is appropriate for final-year undergraduates as the body of dedicated geographical literature on sport is still comparatively limited.
本文反映了作者开发独立的体育地理模块的经验,该模块使用主动混合学习(ABL)方法进行教学。本文认为ABL教学法是对大学生进行有意义的体育地理教学的有效途径。它讨论了该方法如何允许包括各种相关主题,结合“人文”和“自然”地理,并实现个性化的学习方法。教授体育地理学为学生提供了巩固和加强他们对基本地理概念的理解的机会,同时将其应用于体育案例研究,可以适应学生群体的兴趣。这并不是说体育地理教学没有挑战,本文就遇到的一些挑战进行了反思。最重要的是,作为体育地理文献的主体,如何确保模块内容适合应届本科生,目前还比较有限。
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引用次数: 1
Impact of open educational resources on student performance in an introductory Geography course 开放教育资源对地理导论学生成绩的影响
4区 教育学 Q1 Social Sciences Pub Date : 2023-09-10 DOI: 10.1080/03098265.2023.2255556
Zachary J. Suriano
There is a growing body of evidence that Open Educational Resources (OERs) are a viable alternative to traditional “for cost” teaching materials. This paper provides a reflection on the process and outcomes of developing and implementing OER within an introduction Human-Environment Geography lecture-laboratory course. Evidence is further provided in support of improvements to the academic performance and completion rates of students enrolled in the course after the implementation of OERs over a period of 4–6 years. Results of the study indicate students’ academic performance significantly increased once OERs were incorporated into the classroom compared to the use of traditional materials purchased by the students. The rate of student withdrawal also was significantly less once OERs were implemented. The improvements to students’ academic performance and retention occurred despite OER being only used in the laboratory component of the course, suggesting that even a partial implementation of OERs can still have significant positive effects. The use of OERs can be considered as a legitimate option to increasing retention and student academic success in the Geography classroom.
越来越多的证据表明,开放教育资源(OERs)是传统“收费”教材的可行替代方案。本文对“人-环境地理学导论”课程开发和实施开放式教育资源的过程和成果进行了反思。进一步提供了证据,支持在实施开放式教育课程后4-6年期间,学习该课程的学生的学习成绩和完成率得到改善。研究结果表明,与使用学生购买的传统材料相比,将OERs纳入课堂后,学生的学习成绩显著提高。实施OERs后,学生退学率也显著降低。尽管OER只在课程的实验部分使用,但学生的学习成绩和保留率仍然有所提高,这表明即使部分实施OER仍然可以产生显着的积极影响。开放教育资源的使用可以被认为是一个合理的选择,以提高地理课堂的保留率和学生的学术成就。
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引用次数: 0
Digesting ourselves and others through a critical pedagogy of food and race 通过食物和种族的批判教学法来消化我们自己和他人
4区 教育学 Q1 Social Sciences Pub Date : 2023-09-10 DOI: 10.1080/03098265.2023.2255547
Heide K. Bruckner
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引用次数: 0
Self-assessment in student’s learning and developing teaching in geoinformatics – case of Geoportti self-assessment tool 地理信息学学生学习和发展教学中的自我评估——以Geoportti自我评估工具为例
IF 2.1 4区 教育学 Q1 Social Sciences Pub Date : 2023-09-06 DOI: 10.1080/03098265.2023.2251021
Nora Fagerholm, E. Lotsari, Tua Nylén, N. Käyhkö, Jussi Nikander, Vesa Arki, Risto Kalliola
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引用次数: 0
From high school to postgraduate: student perceptions of learning experiences creating ArcGIS StoryMaps 从高中到研究生:学生对创建ArcGIS故事地图学习经验的看法
IF 2.1 4区 教育学 Q1 Social Sciences Pub Date : 2023-09-05 DOI: 10.1080/03098265.2023.2255535
John H. Lowry, Cadey Korson
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引用次数: 0
Pedagogic opportunities of sports mega-events: teaching geographies of place through the example of the Tour de France cycle race 大型体育赛事的教学机会:通过环法自行车赛的例子来教授地理位置
IF 2.1 4区 教育学 Q1 Social Sciences Pub Date : 2023-09-03 DOI: 10.1080/03098265.2023.2250995
Fiona Ferbrache
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引用次数: 1
Developing geographic computer modeling competencies in higher education 在高等教育中发展地理计算机建模能力
IF 2.1 4区 教育学 Q1 Social Sciences Pub Date : 2023-08-30 DOI: 10.1080/03098265.2023.2250991
Rieke Ammoneit, C. Reudenbach, C. Peter
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引用次数: 2
Community organising in higher education: activist community-engaged learning in geography 高等教育中的社区组织:积极分子社区参与的地理学习
IF 2.1 4区 教育学 Q1 Social Sciences Pub Date : 2023-08-29 DOI: 10.1080/03098265.2023.2250996
H. Jarvis
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引用次数: 0
期刊
Journal of Geography in Higher Education
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