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Journal of Geography in Higher Education最新文献

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Teaching topographic map- and image-based geomorphic analysis: an example from alpine glacial geomorphology 基于地形图和图像的地貌分析教学——以高山冰川地貌为例
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-24 DOI: 10.1080/03098265.2023.2250993
Karl Lillquist
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引用次数: 0
Teaching geopolitics through sport 通过体育来教授地缘政治
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-22 DOI: 10.1080/03098265.2023.2251022
Natalie Koch
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引用次数: 1
Uncatalyzed Carbometallation Involving Group 13 Elements: Carboboration and Carboalumination of Alkenes and Alkynes. 涉及 13 族元素的非催化羰基化反应:烯烃和炔烃的碳化和羰化作用。
IF 2.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-01 Epub Date: 2022-10-12 DOI: 10.1055/s-0042-1751362
Yudong Liu, K A Woerpel

Carbometallation of alkenes and alkynes are powerful carbon-carbon bond-forming reactions. The use of compounds containing bonds between carbon and group 13 elements, particularly boron and aluminum, are particularly attractive because of the versatility of subsequent transformations. Uncatalyzed carboboration and carboalumination represent less common classes of reactions. This Short Review discusses uncatalyzed carboboration and carboalumination reactions of alkenes and alkynes, including the reaction design and mechanism.

烯烃和炔烃的羰基化反应是一种强有力的碳-碳键形成反应。使用含有碳和第 13 族元素(尤其是硼和铝)之间的键的化合物尤其具有吸引力,因为其后续转化具有多功能性。非催化碳化和碳氨化是不太常见的反应类别。本短评讨论了烯和炔的非催化碳化和碳矾反应,包括反应设计和机理。
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引用次数: 0
Developing an equitable agenda for international capacity strengthening courses: environmental pedagogies and knowledge co-production in the Philippines 制定国际能力加强课程的公平议程:菲律宾的环境教育和知识合作
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-25 DOI: 10.1080/03098265.2023.2235668
D. Mitchell, E. Laurie, Richard D. Williams, K. Fryirs, G. Brierley, P. Tolentino
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引用次数: 0
River science: an educational resource for understanding and learning to survive flooding and environmental change 河流科学:理解和学习在洪水和环境变化中生存的教育资源
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-13 DOI: 10.1080/03098265.2023.2235699
M. Newson, J. Lewin, P. Raven
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引用次数: 0
Teaching about White Supremacy and Privilege after the Capitol Insurrection 国会起义后白人至上和特权的教学
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-02 DOI: 10.1080/03098265.2023.2228705
W. Njambi, William E. O'brien
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引用次数: 0
Floating in space: teaching atmosphere in human geography 漂浮在空间中:人文地理学的教学氛围
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-29 DOI: 10.1080/03098265.2023.2228541
Sasha Engelmann
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引用次数: 0
Sustainable urban development research in the time of COVID-19: reflections from doctoral researchers 2019冠状病毒病时期的可持续城市发展研究:博士研究人员的思考
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-26 DOI: 10.1080/03098265.2023.2228540
Deland Chan, David Howard, Clara Klages, Marion Lagadic, Andreas Papallas, Angela Ruiz Del Portal, Julia Youngs
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引用次数: 0
How to thrive when studying online 如何在网上学习时茁壮成长
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-27 DOI: 10.1080/03098265.2022.2087214
William Cox, Anoushka Alexander, H. West, A. Abzhaparova, Jennifer L. Hill
ABSTRACT The Covid-19 pandemic led to significant changes in higher education institutions, with a rapid pivot from on-campus to online teaching and learning. The move to predominantly online teaching resulted in a very different learning experience for many campus-based students, offering new opportunities and challenges. This Directions article is co-written by a student-staff partnership team and shares advice on how to thrive when studying online. The approaches developed to support online and blended learning during the pandemic are likely to be long-lasting, and so the top tips identified in this article have relevance to and beyond possible future disruptions to the higher education learning experience. We discuss four elements to support a successful and meaningful online learning experience: 1) Carefully managing time and balancing different tasks; 2) Staying motivated and rewarding yourself on completion of tasks; 3) Engaging and participating with online learning materials and classes, related to the effective use of online tools to study and stay in touch with peers and staff; 4) Engaging in professional development opportunities and seeking help and support when needed. Following the advice in this article will enable you to approach your studies with confidence, leading to a positive and meaningful learning experience.
摘要新冠肺炎疫情导致高等教育机构发生重大变化,从校内教学迅速转向在线教学。向主要在线教学的转变为许多校园学生带来了截然不同的学习体验,提供了新的机会和挑战。这篇《指导》文章由一个师生合作团队共同撰写,分享了如何在网上学习时茁壮成长的建议。在疫情期间,为支持在线学习和混合学习而开发的方法可能是长期的,因此本文中确定的首要提示与未来可能对高等教育学习体验造成的干扰有关。我们讨论了支持成功和有意义的在线学习体验的四个要素:1)认真管理时间并平衡不同的任务;2) 保持积极性,并在完成任务时奖励自己;3) 参与和参与在线学习材料和课程,有效使用在线工具进行学习并与同龄人和工作人员保持联系;4) 参与专业发展机会,并在需要时寻求帮助和支持。遵循本文中的建议将使你能够自信地学习,从而获得积极而有意义的学习体验。
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引用次数: 4
Working toward a place-based online pedagogy 致力于基于地点的在线教学
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-07 DOI: 10.1080/03098265.2023.2198199
J. Maxwell, Katie M. Burke, Yvonne Salton
Online learner engagement research has risen internationally due to the COVID-19 pandemic, especially in relation to experiential learning. However, this research has focused on the use of technology to access learning about a particular place rather than consider the pedagogical potential of the places in which the learner is located. This study therefore considers the question: What is the pedagogical potential of place for online learners? The aim of the study is to scrutinise pedagogical practices that facilitate applied understanding of course concepts in a way that enables learners to contextualise learning in their unique locations. This paper analyzes recounts of experiences with place-based inquiry with online students in an initial teacher education course offered in regional Australia. The evidence presented suggests that place-based pedagogy enables students to see learning concepts at work in context, beyond the . Further, contrary to expectations that the experience of place-based learning is diminished in an online environment, there might be advantages for the preparation of pre-service teachers in experiencing place-based inquiry in their own locales. [ FROM AUTHOR] Copyright of Journal of Geography in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
由于新冠肺炎大流行,在线学习者参与研究在国际上有所上升,尤其是在体验式学习方面。然而,这项研究的重点是使用技术来获取关于特定地点的学习,而不是考虑学习者所在地点的教学潜力。因此,本研究考虑了一个问题:在线学习者的教学潜力是什么?本研究的目的是仔细审查教学实践,这些实践有助于对课程概念的应用理解,使学习者能够在其独特的位置将学习情境化。本文分析了在澳大利亚地区开设的初级教师教育课程中,对在线学生进行基于地点的探究的经验。所提供的证据表明,基于地点的教学法使学生能够在上下文中看到工作中的学习概念,而不是。此外,与在线环境中基于地点的学习体验减少的预期相反,职前教师在自己的地点体验基于地点的探究可能有好处。[发件人]《高等教育地理杂志》的版权归Routledge所有,未经版权持有人明确书面许可,不得将其内容复制或通过电子邮件发送到多个网站或发布到listserv。但是,用户可以打印、下载或通过电子邮件发送文章供个人使用。这可能会被删节。对复印件的准确性不作任何保证。用户应参考材料的原始发布版本以获取完整信息。(版权适用于所有人。)
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引用次数: 0
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Journal of Geography in Higher Education
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