Pub Date : 2023-03-04DOI: 10.1080/00221341.2023.2196522
Minsung Kim
Abstract This study examined whether an emotional geography-based community participation project enhanced students’ civic engagement competence. The participants identified community problems based on emotional geographies, created their own spatial stories using spatial analysis and emotional mapping, and finally proposed spatial development strategies. A civic engagement competence questionnaire and reflective journals were used to examine the project’s pedagogical effects. The results showed that civic engagement competence scores increased statistically significantly after the activities. The themes extracted via thematic analysis included the cultivation and manifestation of civic engagement competence, as well as emotional geography activities for civic engagement competence in educational contexts.
{"title":"Promoting Civic Engagement Competence through Emotional Geography-Based Spatial Story Making in Community Participation Projects","authors":"Minsung Kim","doi":"10.1080/00221341.2023.2196522","DOIUrl":"https://doi.org/10.1080/00221341.2023.2196522","url":null,"abstract":"Abstract This study examined whether an emotional geography-based community participation project enhanced students’ civic engagement competence. The participants identified community problems based on emotional geographies, created their own spatial stories using spatial analysis and emotional mapping, and finally proposed spatial development strategies. A civic engagement competence questionnaire and reflective journals were used to examine the project’s pedagogical effects. The results showed that civic engagement competence scores increased statistically significantly after the activities. The themes extracted via thematic analysis included the cultivation and manifestation of civic engagement competence, as well as emotional geography activities for civic engagement competence in educational contexts.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"27 1","pages":"43 - 53"},"PeriodicalIF":3.1,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72979286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-04DOI: 10.1080/00221341.2023.2200798
Mary D. Curtis
{"title":"Geography Education in the Digital World: Linking Theory and Practice","authors":"Mary D. Curtis","doi":"10.1080/00221341.2023.2200798","DOIUrl":"https://doi.org/10.1080/00221341.2023.2200798","url":null,"abstract":"","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"48 3","pages":"54 - 55"},"PeriodicalIF":3.1,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72471760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-04DOI: 10.1080/00221341.2023.2189743
Tiffany Grobelski, A. Versluis, J. McClelland
Abstract This paper details the process and results of redesigning an introductory undergraduate World Geography course, from a survey of world regions to a project-based course. Through two student projects, one tracing commodities and another eliciting migration experiences, the course renders the world not as the sum of discrete regions but as the social and material interrelations of world locales. Student feedback from 12 iterations of the course shows that as students employ geographical research skills, they discover geography as a dynamic social research practice. Students build empathy and community while grappling with their positionalities and ethical responsibilities in the world.
{"title":"Discovering Geography through Doing Geography: Project-Based Learning in an Introductory Undergraduate World Geography Course","authors":"Tiffany Grobelski, A. Versluis, J. McClelland","doi":"10.1080/00221341.2023.2189743","DOIUrl":"https://doi.org/10.1080/00221341.2023.2189743","url":null,"abstract":"Abstract This paper details the process and results of redesigning an introductory undergraduate World Geography course, from a survey of world regions to a project-based course. Through two student projects, one tracing commodities and another eliciting migration experiences, the course renders the world not as the sum of discrete regions but as the social and material interrelations of world locales. Student feedback from 12 iterations of the course shows that as students employ geographical research skills, they discover geography as a dynamic social research practice. Students build empathy and community while grappling with their positionalities and ethical responsibilities in the world.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"25 1","pages":"31 - 42"},"PeriodicalIF":3.1,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76657112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/00221341.2023.2173796
E. Smit, Hanneke Tuithof, E. Savelsbergh, T. Béneker
Abstract Pedagogical Content Knowledge (PCK) is the knowledge teachers use to teach a specific subject to a specific audience. The importance of PCK to quality teaching is widely recognized. However, an overview of research about geography teachers’ PCK is missing. To fill this gap, we conducted a systematic review. We analyzed 43 empirical studies, but only 9 used PCK as a framework. Most studies addressed instructional strategies or teaching orientations. The studies were too diverse to draw conclusions on geography teachers’ PCK in general. But portraits of 16 geography teachers emphasized the necessity of geographical knowledge and teaching experience for PCK-quality.
{"title":"Geography Teachers’ Pedagogical Content Knowledge: A Systematic Review","authors":"E. Smit, Hanneke Tuithof, E. Savelsbergh, T. Béneker","doi":"10.1080/00221341.2023.2173796","DOIUrl":"https://doi.org/10.1080/00221341.2023.2173796","url":null,"abstract":"Abstract Pedagogical Content Knowledge (PCK) is the knowledge teachers use to teach a specific subject to a specific audience. The importance of PCK to quality teaching is widely recognized. However, an overview of research about geography teachers’ PCK is missing. To fill this gap, we conducted a systematic review. We analyzed 43 empirical studies, but only 9 used PCK as a framework. Most studies addressed instructional strategies or teaching orientations. The studies were too diverse to draw conclusions on geography teachers’ PCK in general. But portraits of 16 geography teachers emphasized the necessity of geographical knowledge and teaching experience for PCK-quality.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"77 1","pages":"20 - 29"},"PeriodicalIF":3.1,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73751730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/00221341.2023.2178763
M. Marsh
{"title":"Welcoming a New Editor-in-Chief, Dr. Injeong Jo","authors":"M. Marsh","doi":"10.1080/00221341.2023.2178763","DOIUrl":"https://doi.org/10.1080/00221341.2023.2178763","url":null,"abstract":"","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"2013 1","pages":"1 - 1"},"PeriodicalIF":3.1,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87729513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/00221341.2023.2172200
Mark C. Jones
Abstract The article explains the limited presence of geography in New England higher education as a result of the structure of the region’s higher education system. Blending the geography and history of education literatures, it identifies type of control (public vs. private), institution type, urban location, multi-campus university systems, and the weak position of geography in secondary schools and community colleges as key influences upon the existence of an undergraduate major in geography. The article also considers windows of opportunity when geography departments were commonly established and provides selected examples of institutions that closed geography departments.
{"title":"Missing Major: The Limited Presence of Geography in New England Higher Education","authors":"Mark C. Jones","doi":"10.1080/00221341.2023.2172200","DOIUrl":"https://doi.org/10.1080/00221341.2023.2172200","url":null,"abstract":"Abstract The article explains the limited presence of geography in New England higher education as a result of the structure of the region’s higher education system. Blending the geography and history of education literatures, it identifies type of control (public vs. private), institution type, urban location, multi-campus university systems, and the weak position of geography in secondary schools and community colleges as key influences upon the existence of an undergraduate major in geography. The article also considers windows of opportunity when geography departments were commonly established and provides selected examples of institutions that closed geography departments.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"114 1","pages":"2 - 19"},"PeriodicalIF":3.1,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88021707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00221341.2022.2149838
David R. Mitchell, M. Hanus, T. Béneker, M. Biddulph, C. Leininger-Frézal, L. Zwartjes, K. Donert
Abstract GeoCapabilities is a distinctive approach to teacher professional development which foregrounds the educational potential of geographical knowledge. This paper examines the effect of GeoCapabilities on geography teachers’ expertise. First, the paper explores a problem of teacher training which privileges technique for classroom effectiveness over geographical thinking. We then introduce the GeoCapabilities 3 project, presenting and discussing findings through teachers’ reflections. We argue that GeoCapabilities 3 offers a model of teacher development, which supports teachers as leaders of curriculum change in an ‘activist profession’. This is needed if geography education is to equip young people with knowledge capabilities for their future.
{"title":"Enhancing Teachers’ Expertise Through Curriculum Leadership—Lessons from the GeoCapabilities 3 Project","authors":"David R. Mitchell, M. Hanus, T. Béneker, M. Biddulph, C. Leininger-Frézal, L. Zwartjes, K. Donert","doi":"10.1080/00221341.2022.2149838","DOIUrl":"https://doi.org/10.1080/00221341.2022.2149838","url":null,"abstract":"Abstract GeoCapabilities is a distinctive approach to teacher professional development which foregrounds the educational potential of geographical knowledge. This paper examines the effect of GeoCapabilities on geography teachers’ expertise. First, the paper explores a problem of teacher training which privileges technique for classroom effectiveness over geographical thinking. We then introduce the GeoCapabilities 3 project, presenting and discussing findings through teachers’ reflections. We argue that GeoCapabilities 3 offers a model of teacher development, which supports teachers as leaders of curriculum change in an ‘activist profession’. This is needed if geography education is to equip young people with knowledge capabilities for their future.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"32 1","pages":"162 - 172"},"PeriodicalIF":3.1,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78848036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00221341.2022.2149836
Hui-Suan Wei, Lu Liu, Siying Zeng, Shumin Xie, Yanhua Xu, Xiaoxu Lu
Abstract This study examined how the family capital of upper secondary school students impacted on their geospatial thinking skills and explored the mediating effect of their academic achievement in geography. A total of 1,018 upper secondary school students participated. The results of our mediation analysis conducted using the PROCESS modeling tool revealed that family capital has a direct predictive effect on students’ geospatial thinking and an indirect predictive effect via their academic achievement in geography. Therefore, this paper aims to redistribute family capital, so as to effectively apply it to the cultivation of students’ geographic academic achievement and geographic spatial thinking ability.
{"title":"The Mediating Effect of Academic Achievement in Geography on the Relationship between Family Capital and Geospatial Thinking","authors":"Hui-Suan Wei, Lu Liu, Siying Zeng, Shumin Xie, Yanhua Xu, Xiaoxu Lu","doi":"10.1080/00221341.2022.2149836","DOIUrl":"https://doi.org/10.1080/00221341.2022.2149836","url":null,"abstract":"Abstract This study examined how the family capital of upper secondary school students impacted on their geospatial thinking skills and explored the mediating effect of their academic achievement in geography. A total of 1,018 upper secondary school students participated. The results of our mediation analysis conducted using the PROCESS modeling tool revealed that family capital has a direct predictive effect on students’ geospatial thinking and an indirect predictive effect via their academic achievement in geography. Therefore, this paper aims to redistribute family capital, so as to effectively apply it to the cultivation of students’ geographic academic achievement and geographic spatial thinking ability.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"8 1","pages":"149 - 161"},"PeriodicalIF":3.1,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82689623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-04DOI: 10.1080/00221341.2022.2119597
P. McDaniel
Abstract Amid the shift to virtual learning during the COVID-19 pandemic, educators across disciplines were faced with developing new strategies for active learning. This article discusses findings from a case study of using Google Earth for virtual field trips and projects in an undergraduate Geography of North America course, assessing the process of incorporating Google Earth and student perspectives on their engagement with this technology. With broader applications to secondary and post-secondary education contexts, findings suggest increased student engagement and an appreciation for the opportunity to work with a geospatial technology mapping platform without needing prior coding, software, or mapping experience.
{"title":"Teaching, Learning, and Exploring the Geography of North America with Virtual Globes and Geovisual Narratives","authors":"P. McDaniel","doi":"10.1080/00221341.2022.2119597","DOIUrl":"https://doi.org/10.1080/00221341.2022.2119597","url":null,"abstract":"Abstract Amid the shift to virtual learning during the COVID-19 pandemic, educators across disciplines were faced with developing new strategies for active learning. This article discusses findings from a case study of using Google Earth for virtual field trips and projects in an undergraduate Geography of North America course, assessing the process of incorporating Google Earth and student perspectives on their engagement with this technology. With broader applications to secondary and post-secondary education contexts, findings suggest increased student engagement and an appreciation for the opportunity to work with a geospatial technology mapping platform without needing prior coding, software, or mapping experience.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"39 1","pages":"125 - 140"},"PeriodicalIF":3.1,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83578543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-04DOI: 10.1080/00221341.2022.2127582
P. Gersmehl
games that involve pointing, facing, or moving in specific directions on command, and making models and maps of their desktops, classrooms, and/or playgrounds).
这些游戏包括根据命令指向、面向或朝着特定方向移动，并制作他们的桌面、教室和/或操场的模型和地图。
{"title":"The National Council’s Geography Education Research Fund: Because It Would Still Be Nice to Have Data","authors":"P. Gersmehl","doi":"10.1080/00221341.2022.2127582","DOIUrl":"https://doi.org/10.1080/00221341.2022.2127582","url":null,"abstract":"games that involve pointing, facing, or moving in specific directions on command, and making models and maps of their desktops, classrooms, and/or playgrounds).","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"29 1","pages":"141 - 144"},"PeriodicalIF":3.1,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76809083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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