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Web GIS as a pedagogical tool in tourist geography course: the effect on spatial thinking ability and self-efficacy Web GIS作为旅游地理教学工具对学生空间思维能力和自我效能感的影响
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-05 DOI: 10.1080/03098265.2023.2198200
Kai Cao, Yunting Qi, Hui Yun Rebecca Neo, Hui Guo
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引用次数: 3
Road trip field course 公路旅行实地课程
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-04 DOI: 10.1080/03098265.2023.2198197
Eric Magrane, Daniel L. Carter
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引用次数: 0
Challenges of teaching sports geography in higher education 高等教育体育地理教学面临的挑战
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-03 DOI: 10.1080/03098265.2023.2198198
Lisa M. Dechano-Cook, Lucius F. Hallett
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引用次数: 1
Experiencing (dis)comforting pedagogies: learning critical geography beyond the here and now 体验(非)安慰教学法:学习超越此时此地的批判性地理
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-02 DOI: 10.1080/03098265.2023.2198201
John Clayton, P. Griffin, G. Mowl
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引用次数: 1
The paradox of the ‘sustainable fieldtrip’? Exploring the links between geography fieldtrips and environmental sustainability “可持续实地考察”的悖论?探索地理实地考察与环境可持续性之间的联系
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-21 DOI: 10.1080/03098265.2023.2190961
Andrew Telford, A. Valentine, Steven P. Godby
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引用次数: 0
Pandemic pedagogies: reflecting on online learning using the community of inquiry framework 流行病教学法:利用探究社区框架反思在线学习
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-19 DOI: 10.1080/03098265.2023.2190962
H. West, Jennifer L. Hill, A. Abzhaparova, W. Cox, Anoushka Alexander
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引用次数: 4
Students’ comparison competencies in geography: results from an explorative assessment study 学生地理比较能力:一项探索性评估研究的结果
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-05 DOI: 10.1080/03098265.2023.2174960
Marine Simon, Alexandra Budke
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引用次数: 2
Spatialising Sport Management 体育管理空间化
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-02 DOI: 10.1080/03098265.2023.2174961
G. Kohe, Nicholas Wise
ABSTRACT Sport and geography may be considered allied and complementary disciplines. They share, variously, interests in ideological and physical spaces, political and socio-cultural processes of space- and place-making, historical dis-/continuities, individual and collective identity formation, demography and topographies and representational practices therein. Sports geography modules may, for example, be taught independently within Geography, Sport Management/Studies/Science, Urban Studies, Development or Liberal Arts programmes, or form a bridge across shared degree/honours courses as a way of attracting an interdisciplinary audience of students. Regardless of institutional “home”, sports geography, affords a rich context for engaging students with critical contemporary issues, global-local analysis, and socio-cultural complexities and social justice concerns. We argue in this paper for a more pronounced place for sports geography – specifically, critical spatial studies – within Sports Management. We draw on our professional and personal experiences teaching sport and geography related courses. We contextualise the teaching of sports geography against wider Higher Education forces. Next we provide pedagogical illustrations of the benefits of a sports geography focus. We offer some recommendations and reflections. Ultimately, we advocate for improved collaboration between Sports Management and Geography fields, and call for continued scholarly and pedagogical symbiosis and play that might produce new and creative interdisciplinary inquiry.
摘要体育和地理可以被认为是相互关联和互补的学科。他们在意识形态和物理空间、空间和场所形成的政治和社会文化过程、历史差异/连续性、个人和集体身份形成、人口学和地形以及其中的代表性实践等方面有着不同的兴趣。例如,体育地理模块可以在地理、体育管理/研究/科学、城市研究、发展或文科课程中独立教授,也可以在共享学位/荣誉课程之间架起桥梁,吸引跨学科的学生。无论机构的“家”是什么,体育地理都为学生参与当代关键问题、全球地方分析、社会文化复杂性和社会正义问题提供了丰富的背景。在这篇论文中,我们认为体育地理学——特别是批判性空间研究——在体育管理中占有更重要的地位。我们利用我们在体育和地理相关课程教学方面的专业和个人经验。我们将体育地理教学与更广泛的高等教育力量相结合。接下来,我们提供体育地理重点的好处的教学说明。我们提出了一些建议和思考。最终,我们主张改善体育管理和地理领域之间的合作,并呼吁持续的学术和教学共生和游戏,这可能会产生新的创造性跨学科研究。
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引用次数: 2
Editorial: they think it’s all over… 社论:他们认为一切都结束了……
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1080/03098265.2023.2168862
David Higgit
They think it’s all over. Revellers welcome in the New Year 2023 in TV pictures from cities around the globe, no vestige of social distancing apparent. The intermission concluded, normal service resumed. For those of us working in transnational education in China, the interregnum of COVID-19 restrictions lasted longer than anywhere before an abrupt change in policy. The challenge of the rapid pivot to online learning was handled admirably in the circumstances, but now the pivot back to in-person teaching may be equally challenging. They think it’s all over. Back to the classroom. They think it’s all over. What have we, as educators, experienced and learnt from the hiatus? Exasperation or inspiration? Disconnection or reinvention? Disturbance or innovation? Hollowness or thoughtfulness? The pages of pedagogic journals attest to ingenuity, ambition and imagination of educators responding to the difficult challenges of a global pandemic, burgeoning in-trays of journal editors in the process. Across academia, a Web of Science search indicates that over 360,000 journal articles referring to COVID-19 had been published by the end of 2022. Unsurprisingly, over 80,000 contributions are catalogued as virology with two early papers on the clinical characteristics of the new virus accumulating more than 10,000 citations each. More than 200 articles exceed 1,000 citations. Just 2% of these papers are in journals classified as education and educational research, but 22,854 papers refer to COVID-19 and Higher Education. Refining the search to COVID-19 and Higher Education and Geography, 163 papers have been published by end 2022 with more than a quarter of these specifically relating to teaching and learning in a university context. They think it’s all over. Might the melodrama of managing a journal through the pandemic give way to a period of calm? The challenges, particularly in the earlier phases of the pandemic, created a triple whammy. First, perhaps finding the initial interruption to normal academic life an opportunity to reflect and write about interventions and observations in geography education, we experienced a surge in submission rate, 50% above pre-pandemic traffic. Second, the difficulties of recruiting willing referees, for several years a worrying trend, further exacerbated, necessitating additional work from the editorial board to secure peer reviews. Third, as many of our editorial board members, by the nature of their expertise and experience, were first responders for quality assurance and digital transformation of curricula in their respective schools and institutions, capacity for editorial duties was squeezed. Inevitably, a few submissions to the journal have been snagged by delays in the review system resulting in a less than satisfactory experience for some authors. However, it is testament to the dedication and diligence of the editorial board and peer reviewers that the majority of submissions have progressed. A pre-pandemic traditi
他们认为一切都结束了。2023年新年,狂欢者在全球城市的电视画面中受到欢迎,没有明显的社交距离痕迹。中场休息结束,恢复正常服务。对于我们这些在中国从事跨国教育工作的人来说,新冠肺炎限制措施的过渡期比政策突然改变之前的任何时候都要长。在这种情况下,快速转向在线学习的挑战得到了令人钦佩的处理,但现在转向面对面教学可能同样具有挑战性。他们认为一切都结束了。回到教室。他们认为一切都结束了。作为教育工作者,我们从中断中经历了什么,学到了什么?愤怒还是灵感?断开连接还是重新发明?干扰还是创新?空虚还是深思熟虑?教育学期刊的页面证明了教育工作者在应对全球疫情的艰难挑战时的独创性、雄心和想象力,在这一过程中,期刊编辑们如鱼得水。在整个学术界,科学网的搜索显示,截至2022年底,已有超过36万篇涉及新冠肺炎的期刊文章发表。不出所料,超过80000篇文章被归类为病毒学,两篇关于新病毒临床特征的早期论文各被引用超过10000次。200多篇文章引用次数超过1000次。这些论文中只有2%发表在分类为教育和教育研究的期刊上,但22854篇论文涉及新冠肺炎和高等教育。通过对新冠肺炎、高等教育和地理的搜索,截至2022年底,已发表163篇论文,其中四分之一以上专门涉及大学背景下的教学。他们认为一切都结束了。在疫情期间管理期刊的情节剧会让位于平静期吗?这些挑战,特别是在疫情早期阶段,造成了三重打击。首先,也许我们发现正常学术生活的最初中断是一个反思和写作地理教育干预和观察的机会,我们的提交率激增,比疫情前的流量高出50%。第二,招募有意愿的裁判的困难,几年来一直是一个令人担忧的趋势,进一步加剧了这一困难,编辑委员会必须做更多的工作来确保同行评审。第三,由于我们的许多编委会成员凭借其专业知识和经验,是各自学校和机构课程质量保证和数字化转型的第一反应者,因此编辑职责的能力受到了挤压。不可避免的是,一些提交给该杂志的稿件因审查系统的延迟而受阻,导致一些作者的体验不太令人满意。然而,大多数投稿都取得了进展,这证明了编委会和同行评审员的奉献精神和勤奋。这里恢复了疫情前的传统,即这篇社论是2020-22年期间提供审查的裁判名单的前奏。《高等教育地理杂志2023》,第47卷,第1期,1-8页https://doi.org/10.1080/03098265.2023.2168862
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引用次数: 0
Teaching information literacy in an undergraduate class on the geography of the Middle East 在中东地理的本科课堂上教授信息素养
IF 2.1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-22 DOI: 10.1080/03098265.2022.2155802
Reecia Orzeck
ABSTRACT Geography instructors have a role to play in helping their students to become more information literate. This is especially important today, given the complex and dynamic nature of our informational landscape, and given the evidence that young people lack much of the knowledge that is needed to engage with information critically. This paper reports on the effectiveness of an information literacy module that was included as part of a course on the Geography of the Middle East. It describes the design and rollout of the module, and the results of a study designed to assess the effectiveness of the module and the class on students’ information literacy, and to better understand students’ existing relationship to information about the Middle East. The findings of the study suggest several ways that future iterations of the module might be improved.
地理教师在帮助学生提高信息素养方面发挥着重要作用。鉴于当今信息环境的复杂性和动态性,鉴于有证据表明年轻人缺乏批判性地处理信息所需的许多知识,这一点在今天尤为重要。本文报告了作为中东地理课程一部分的信息素养模块的有效性。它描述了该模块的设计和推出,以及一项研究的结果,该研究旨在评估该模块和该课程对学生信息素养的有效性,并更好地了解学生对中东信息的现有关系。研究结果提出了几个改进模块未来迭代的方法。
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引用次数: 0
期刊
Journal of Geography in Higher Education
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