Pub Date : 2022-07-04DOI: 10.1080/00221341.2022.2094986
G. Camară
{"title":"Geographies of Food. An Introduction","authors":"G. Camară","doi":"10.1080/00221341.2022.2094986","DOIUrl":"https://doi.org/10.1080/00221341.2022.2094986","url":null,"abstract":"","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"47 1","pages":"145 - 146"},"PeriodicalIF":3.1,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83646403","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: 10.1080/00221341.2022.2123546
L. Tabor, T. Larsen, A. Oberle
Abstract The voice and perspective of early career scholars are particularly important in geography education, a subfield that has traditionally been small and is rapidly becoming smaller due to the retirements of prominent scholars. This research surveys and discusses these early career scholars’ vision for the future of geography education, in light of a rapidly changing context for geography and education alike. We categorize respondents’ research agendas and aspirations into three progress variables and then ultimately discuss pathways for the future, including challenges and research opportunities.
{"title":"Rounding out the Vision for Geography Education’s Future: Integrating Perspectives of Early Career Scholars in Geography Education","authors":"L. Tabor, T. Larsen, A. Oberle","doi":"10.1080/00221341.2022.2123546","DOIUrl":"https://doi.org/10.1080/00221341.2022.2123546","url":null,"abstract":"Abstract The voice and perspective of early career scholars are particularly important in geography education, a subfield that has traditionally been small and is rapidly becoming smaller due to the retirements of prominent scholars. This research surveys and discusses these early career scholars’ vision for the future of geography education, in light of a rapidly changing context for geography and education alike. We categorize respondents’ research agendas and aspirations into three progress variables and then ultimately discuss pathways for the future, including challenges and research opportunities.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"15 1","pages":"119 - 124"},"PeriodicalIF":3.1,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80454319","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 : 2022-05-04DOI: 10.1080/00221341.2022.2078399
Nina Scholten, J. Doll, Nicole Masanek
Abstract In initial teacher education (ITE), preservice teachers acquire declarative knowledge in different knowledge domains: general pedagogy, content, and pedagogical content. To investigate how they use this knowledge in a school-related situation, n = 56 preservice teachers were asked to evaluate a peer's fictitious lesson plan. Their comments were subjected to content analysis and frequency analysis, which identified three distinct clusters reflecting different thought patterns. Participants referred predominantly to pedagogical knowledge, as well as some pedagogical content knowledge; exclusively content-focused comments were rare.
{"title":"How Preservice Teachers Refer to Different Knowledge Domains When Evaluating a Lesson Plan on the Tropical Rainforest","authors":"Nina Scholten, J. Doll, Nicole Masanek","doi":"10.1080/00221341.2022.2078399","DOIUrl":"https://doi.org/10.1080/00221341.2022.2078399","url":null,"abstract":"Abstract In initial teacher education (ITE), preservice teachers acquire declarative knowledge in different knowledge domains: general pedagogy, content, and pedagogical content. To investigate how they use this knowledge in a school-related situation, n = 56 preservice teachers were asked to evaluate a peer's fictitious lesson plan. Their comments were subjected to content analysis and frequency analysis, which identified three distinct clusters reflecting different thought patterns. Participants referred predominantly to pedagogical knowledge, as well as some pedagogical content knowledge; exclusively content-focused comments were rare.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"11 10 1","pages":"91 - 99"},"PeriodicalIF":3.1,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82879409","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 : 2022-05-04DOI: 10.1080/00221341.2022.2088828
Petr Trahorsch, J. Bláha
Abstract The aim of the presented study is to evaluate the influence of the quality of visuals in printed geography textbooks on the character of children’s conceptions using the example of the geographical location concept. Visuals are a graphical representation of a certain phenomenon. A two-tier diagnostic test without and with three types of high and low quality physical-geographical visuals was used to achieve this objective. The research study among elementary school students (n = 434) has shown that students are mostly unable to work effectively with visuals due to their inappropriate properties such as headline quality or factual errors.
{"title":"The Influence of Textbook Visual Quality of Geographical Phenomena on Children’s Conceptions","authors":"Petr Trahorsch, J. Bláha","doi":"10.1080/00221341.2022.2088828","DOIUrl":"https://doi.org/10.1080/00221341.2022.2088828","url":null,"abstract":"Abstract The aim of the presented study is to evaluate the influence of the quality of visuals in printed geography textbooks on the character of children’s conceptions using the example of the geographical location concept. Visuals are a graphical representation of a certain phenomenon. A two-tier diagnostic test without and with three types of high and low quality physical-geographical visuals was used to achieve this objective. The research study among elementary school students (n = 434) has shown that students are mostly unable to work effectively with visuals due to their inappropriate properties such as headline quality or factual errors.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"13 1","pages":"100 - 114"},"PeriodicalIF":3.1,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81442629","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 : 2022-04-12DOI: 10.1080/00221341.2022.2048313
Carmen P. Brysch
{"title":"The Missing Course: Everything They Never Taught You about College Teaching, by David Gooblar, Cambridge, Massachusetts, Harvard University Press, 2019, 260 pp., $29.95 (Hardcover). ISBN: 9780674984417","authors":"Carmen P. Brysch","doi":"10.1080/00221341.2022.2048313","DOIUrl":"https://doi.org/10.1080/00221341.2022.2048313","url":null,"abstract":"","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"92 1","pages":"117 - 118"},"PeriodicalIF":3.1,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85858278","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 : 2022-03-04DOI: 10.1080/00221341.2022.2059099
S. Gilbertz, Brittany Wood, C. Craig, Ismail Karabas, Elizabeth L. Petrun Sayers, Benjamin McCormick
Abstract The effectiveness of interdisciplinary sustainability curriculum remains understudied in geography education. Accordingly, we deployed and evaluated an interdisciplinary sustainability and STEM module for in-person and online sections of a fall 2018 Human Geography course. Results indicate that sustainability knowledge improved after the interdisciplinary curricular intervention irrespective of course modality. Another focus is to explore student reactions to teaching modality due to COVID-19 disruptions. Results indicate that online student sustainability knowledge also improved during COVID-19 (fall 2020). For students in a section converted from in-person to blended, sustainability knowledge did not improve. Implications are provided.
{"title":"Integrating and Evaluating Interdisciplinary Sustainability and STEM Curriculum in Geographical Education: A Case of Three Teaching Modalities","authors":"S. Gilbertz, Brittany Wood, C. Craig, Ismail Karabas, Elizabeth L. Petrun Sayers, Benjamin McCormick","doi":"10.1080/00221341.2022.2059099","DOIUrl":"https://doi.org/10.1080/00221341.2022.2059099","url":null,"abstract":"Abstract The effectiveness of interdisciplinary sustainability curriculum remains understudied in geography education. Accordingly, we deployed and evaluated an interdisciplinary sustainability and STEM module for in-person and online sections of a fall 2018 Human Geography course. Results indicate that sustainability knowledge improved after the interdisciplinary curricular intervention irrespective of course modality. Another focus is to explore student reactions to teaching modality due to COVID-19 disruptions. Results indicate that online student sustainability knowledge also improved during COVID-19 (fall 2020). For students in a section converted from in-person to blended, sustainability knowledge did not improve. Implications are provided.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"56 1","pages":"77 - 85"},"PeriodicalIF":3.1,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90769525","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 : 2022-03-04DOI: 10.1080/00221341.2022.2052936
X. Xiang, Yaling Chen, Yuan Fang, Qi Zhang
Abstract The recent round of curriculum reform in China has proposed the educational goal of developing key competencies. This study examined how key competencies are integrated into geography textbooks for middle schools through pre-designed activities. The results showed that the textbooks emphasized the regional awareness competency. The activities in these geography textbooks promoted key competencies differently across the school years, and each competency showed a different type of learning progress over time.
{"title":"How Key Competencies Progress across School Terms? A Study of “Activities” in Geography Textbooks for Secondary Schools","authors":"X. Xiang, Yaling Chen, Yuan Fang, Qi Zhang","doi":"10.1080/00221341.2022.2052936","DOIUrl":"https://doi.org/10.1080/00221341.2022.2052936","url":null,"abstract":"Abstract The recent round of curriculum reform in China has proposed the educational goal of developing key competencies. This study examined how key competencies are integrated into geography textbooks for middle schools through pre-designed activities. The results showed that the textbooks emphasized the regional awareness competency. The activities in these geography textbooks promoted key competencies differently across the school years, and each competency showed a different type of learning progress over time.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"43 1","pages":"67 - 76"},"PeriodicalIF":3.1,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89310421","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 : 2022-03-04DOI: 10.1080/00221341.2022.2037011
Veronika Deisenrieder, Svenja Müller, Bettina Knoflach, Anna Oberrauch, C. Geitner, J. Stötter, Lars Keller
Abstract The interactions of climate change and soils (ICCS) are scarcely examined in Climate Change Education (CCE). Analyzing the pre-conceptions of secondary school students (n = 421) reveals a high number of missing answers (48.2%), while residual participants responded with either medium (33.3%) or low (11.5%) complexity levels. The natural and the human sphere are scarcely interconnected and mentioned positive feedback effects indicate students’ spatial distance to the ICCS that occur in Alpine regions. In order to bridge these gaps with more elaborated and regional concepts, a careful consideration of ICCS content is urgently recommended for CCE.
{"title":"Young People’s Pre-Conceptions of the Interactions between Climate Change and Soils – Looking at a Physical Geography Topic from a Climate Change Education Perspective","authors":"Veronika Deisenrieder, Svenja Müller, Bettina Knoflach, Anna Oberrauch, C. Geitner, J. Stötter, Lars Keller","doi":"10.1080/00221341.2022.2037011","DOIUrl":"https://doi.org/10.1080/00221341.2022.2037011","url":null,"abstract":"Abstract The interactions of climate change and soils (ICCS) are scarcely examined in Climate Change Education (CCE). Analyzing the pre-conceptions of secondary school students (n = 421) reveals a high number of missing answers (48.2%), while residual participants responded with either medium (33.3%) or low (11.5%) complexity levels. The natural and the human sphere are scarcely interconnected and mentioned positive feedback effects indicate students’ spatial distance to the ICCS that occur in Alpine regions. In order to bridge these gaps with more elaborated and regional concepts, a careful consideration of ICCS content is urgently recommended for CCE.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"2 1","pages":"51 - 66"},"PeriodicalIF":3.1,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78419822","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 : 2022-02-18DOI: 10.1080/00221341.2021.2003848
Kate Whalen, A. Páez
Abstract Experiential education partnered with guided reflection is thought to support students with higher-order thinking skills. In this study, 44 reflections from two university-level sustainability courses were compared. In both courses students were asked to write a reflection, but only one course used the Reflective Learning Framework (RLF). Tests of interrater reliability support the consistency of the RLF when used by trained raters. Furthermore, comparison of means using t-tests shows significant differences between mean ratings for the two courses. This provides evidence of the effectiveness of the RLF for students to apply and demonstrate the use of higher-order thinking skills.
{"title":"Reliability of the Reflective Learning Framework for Assessing Higher-Order Thinking in Geography and Sustainability Courses","authors":"Kate Whalen, A. Páez","doi":"10.1080/00221341.2021.2003848","DOIUrl":"https://doi.org/10.1080/00221341.2021.2003848","url":null,"abstract":"Abstract Experiential education partnered with guided reflection is thought to support students with higher-order thinking skills. In this study, 44 reflections from two university-level sustainability courses were compared. In both courses students were asked to write a reflection, but only one course used the Reflective Learning Framework (RLF). Tests of interrater reliability support the consistency of the RLF when used by trained raters. Furthermore, comparison of means using t-tests shows significant differences between mean ratings for the two courses. This provides evidence of the effectiveness of the RLF for students to apply and demonstrate the use of higher-order thinking skills.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"19 1","pages":"18 - 33"},"PeriodicalIF":3.1,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83248684","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 : 2022-01-02DOI: 10.1080/00221341.2022.2030137
S. Hume
The National Council for Geographic Education bestows its highest honor, the 2021 George J Miller Award for Distinguished Service, on co-recipients Dr. Michal LeVasseur and Dr. Howard Johnson. Working individually and together, this married couple’s boundless commitment and steady leadership have shaped many institutions and enriched the educational and professional lives of community college, undergraduate, and graduate students; pre-service and K-12 teachers; and women in geography. They have also generously befriended, advised and mentored many of the NCGE’s members and leaders.
{"title":"Citation for Michal LeVasseur and Howard Johnson, 2021 Recipients of the George J Miller Award for Distinguished Service","authors":"S. Hume","doi":"10.1080/00221341.2022.2030137","DOIUrl":"https://doi.org/10.1080/00221341.2022.2030137","url":null,"abstract":"The National Council for Geographic Education bestows its highest honor, the 2021 George J Miller Award for Distinguished Service, on co-recipients Dr. Michal LeVasseur and Dr. Howard Johnson. Working individually and together, this married couple’s boundless commitment and steady leadership have shaped many institutions and enriched the educational and professional lives of community college, undergraduate, and graduate students; pre-service and K-12 teachers; and women in geography. They have also generously befriended, advised and mentored many of the NCGE’s members and leaders.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"4 1","pages":"1 - 4"},"PeriodicalIF":3.1,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78813920","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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