Pub Date : 2021-11-02DOI: 10.1080/00221341.2021.2002392
M. Solem
When female eighth graders left school for summer break, 78 percent of them did not meet standards for proficient achievement in geography. Only eight percent of the nation’s eighth graders could provide a correct answer to the item that appears in Figure 1. Of those who answered correctly, Black students comprised a percentage that rounds to zero. 2018 also happens to be the fourth hottest year on record (for now), yet eighth graders’ knowledge of environmental geography fell to an all-time low.
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Pub Date : 2021-10-19DOI: 10.1080/00221341.2021.1980084
Bernie Taylor
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Pub Date : 2021-10-08DOI: 10.1080/00221341.2021.1980085
Avantika Ramekar
Teaching human-environment relations inevitably involves exploring politically charged topics, such as sustainable energy futures. The problem becomes even more challenging in rural community classrooms where most community members are directly or indirectly associated with energy development. Some teachers may feel lost or apprehensive to broach such subjects, but resources exist to facilitate discussion. Daniel Raimi’s (2018) The fracking debate: The risks, benefits, and uncertainties of the Shale Revolution, provides a thorough description of contemporary oil and natural gas recovery through hydraulic fracturing (fracking), the process of pumping water, sand, and chemicals into the ground to break up underlying geology and access deposits of natural gas and oil. The book takes readers through a basic introduction to fracking, followed by the debates associated with the activity. It discusses the impact of fracking on the Unites States’ goal to achieve energy independence, along with the practice’s impact on local communities and multinational markets. Raimi concludes with thoughts on the environmental volatility of shale production, the dynamic politics of fracking, and the mixed blessings that oil and gas industries bring to rural communities. The aim of this book is to provide readers a better understanding of risks, benefits, and uncertainties associated with shale technology. Raimi begins the book by presenting the big picture overview of shale development in the US. He presents a strong argument corroborated with evidence for the precautionary principle, an idea advocating governments, businesses, and individuals take measures to prevent environmental problems before they happen. Raimi recounts his journey through America’s boomtowns, gathering experience and documenting conversations with locals in these largely rural areas. In each boomtown context, he encounters people associated with the oil and gas industry. Having performed geographic research on fracking, I can relate to the range of reactions the author receives upon revealing his research on the oil and natural gas industry. For instance, when I mailed questionnaires to find out lived experiences in oil and gas development communities, some people refused to participate, as they thought I was “rocking the boat” or “stirring the pot.” One responder made known that they were suspicious of my intentions because I was an outsider in their community. Researching communities dependent upon controversial resource extraction is challenging. Daniel does a good job of navigating these thorny situations, recognizing that the debates presented in this book are a shifting target as the public decides which information sources to trust. As an international female of color, I found myself wondering how easy or difficult it would be for me to go at a bar and start a conversation with someone about oil and natural gas. Oil and gas development is fundamentally geographic, involving varying spatial
教授人与环境的关系不可避免地涉及到探索政治敏感话题，比如可持续能源的未来。在农村社区的教室里，这个问题变得更加具有挑战性，因为大多数社区成员都直接或间接地与能源开发有关。有些老师可能会感到迷茫或害怕提出这些问题，但有资源可以促进讨论。丹尼尔·雷米(Daniel Raimi, 2018)的《水力压裂法之争:页岩革命的风险、收益和不确定性》对当代通过水力压裂法开采石油和天然气进行了全面描述，水力压裂法是将水、沙子和化学物质泵入地下，打破地下地质结构，开采天然气和石油的过程。这本书向读者介绍了水力压裂的基本知识，然后是与这项活动相关的辩论。它讨论了水力压裂对美国实现能源独立目标的影响，以及这种做法对当地社区和跨国市场的影响。Raimi总结了页岩油生产的环境波动、水力压裂技术的动态政治以及油气行业给农村社区带来的喜忧参半的好处。这本书的目的是让读者更好地了解页岩技术的风险、收益和不确定性。雷米在书的开头介绍了美国页岩气开发的总体概况。他为预防原则提出了强有力的论证和证据，该原则主张政府、企业和个人采取措施，防止环境问题发生。雷米讲述了他在美国新兴城市的旅行，收集经验，并记录了与这些主要是农村地区的当地人的对话。在每个新兴城市的背景下，他都会遇到与石油和天然气行业有关的人。在对水力压裂法进行地理研究后，我可以理解作者在透露他对石油和天然气行业的研究时所收到的一系列反应。例如，当我邮寄调查问卷以了解石油和天然气开发社区的生活经历时，有些人拒绝参与，因为他们认为我是“摇船”或“搅锅”。一位回答者表示，他们怀疑我的意图，因为我是他们社区的局外人。研究依赖有争议的资源开采的社区是具有挑战性的。丹尼尔很好地驾驭了这些棘手的局面，他认识到，随着公众决定哪些信息来源值得信任，这本书中提出的辩论是一个不断变化的目标。作为一名国际有色人种女性，我发现自己很想知道，在酒吧里和别人就石油和天然气展开谈话，对我来说是容易还是困难。石油和天然气的开发基本上是地理上的，涉及不同的空间格局、资源利用和环境观念。雷米的书非常适合新手，为他们提供了一个了解能源政治和人类对区域环境的最新影响的基础。读者会注意到，水力压裂法在全国各地的使用情况不同，这取决于该地区的地质情况、油气井的类型以及州和地方层面的政策。这些复杂的相互作用产生了区域独特的、不稳定的和动态的区域。Raimi重申，每个农村社区与石油和天然气行业的关系都是独特的，这让我想起了地理学家之间的一句俗语，“如果你看到一个农村社区，你就看到了一个农村社区”(Savage et al. 2018)。这本书是Raimi现场经验的叙述。作为一名地理学家，我希望这本书能提供更多作者去过的地方的地图和照片。我要提醒地理教育者的一点是，这本书的例子仅限于地区背景，这可能反映也可能不反映国际趋势。此外，Raimi提供了2018年之前的页岩开发情况，这意味着地理学家可能需要查阅其他资料来拼凑更大的情况。即便如此，从现在开始的几年里，重新审视雷米的书，看看美国水力压裂辩论是如何变化的，将是一件有趣的事情。
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Pub Date : 2021-10-07DOI: 10.1080/00221341.2021.1973540
T. Holland
I’ll admit it: I was procrastinating reading Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn. I wanted to read it and had committed to writing this review, but I could never seem to find the time in my workday to just sit down and read. Finally, I decided to read for half an hour first thing every morning with my coffee, before—gasp!—even checking my email. Not only did that work to combat the procrastination, it ironically led me to discover that my new morning routine was in line with the authors’ tips for how to help students stop procrastinating (the “Pomodoro technique”): developing a habit of separating tasks into manageable chunks and setting aside short bursts of time to complete the chunks with no distractions, followed by rest to let the learning sink in. And thus, coffee in hand, my review began to take shape. In Uncommon Sense Teaching, Barb Oakley and colleagues (2021) use brain science principles to explain why the evidence-based teaching strategies used by the best teachers are so effective. The pedagogical approaches themselves—notably active learning, collaborative learning, peer instruction, and instructor presence—may not be new to readers who are well versed in the scholarship of teaching and learning, but what makes this book invaluable is the way the authors describe the science of how our brains work when learning. The authors then relate the science to practical strategies that instructors at any level can use to harness that brain function in their teaching to help students master a subject. In this way, the book complements ideas from the excellent 2010 text How Learning Works by Susan Ambrose and others. Engaging, too, is the authors’ combination of neuroscience research with personal anecdotes from years of teaching experience. Two of the book’s authors, Barbara Oakley and Terrence Sejnowski, are the creators of the massive open online course “Learning How to Learn,” which is rated 4.8 stars out of 5 according to almost 75,000 reviews. The third, Beth Rogowski, is both an education professor and a neuroscience researcher. Together, the authors put their substantial combined expertise to use in Uncommon Sense Teaching with treatment of timely topics that include student motivation, knowledge retention, and inclusive teaching. Perhaps most instructional for these times is the chapter on online teaching, which offers concrete tips for delivering an effective and engaging online course using both synchronous and asynchronous learning, something that all of us could have desperately used during the early stages of the COVID-19 pandemic and will likely continue to need in the future. The target audience for this book leans more toward K–12 education than higher education, but college and university instructors can still glean useful teaching and course design strategies. Although it does not have a geography education focus, the material in Oakley and colleagues’ book is applicable to any
{"title":"Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn","authors":"T. Holland","doi":"10.1080/00221341.2021.1973540","DOIUrl":"https://doi.org/10.1080/00221341.2021.1973540","url":null,"abstract":"I’ll admit it: I was procrastinating reading Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn. I wanted to read it and had committed to writing this review, but I could never seem to find the time in my workday to just sit down and read. Finally, I decided to read for half an hour first thing every morning with my coffee, before—gasp!—even checking my email. Not only did that work to combat the procrastination, it ironically led me to discover that my new morning routine was in line with the authors’ tips for how to help students stop procrastinating (the “Pomodoro technique”): developing a habit of separating tasks into manageable chunks and setting aside short bursts of time to complete the chunks with no distractions, followed by rest to let the learning sink in. And thus, coffee in hand, my review began to take shape. In Uncommon Sense Teaching, Barb Oakley and colleagues (2021) use brain science principles to explain why the evidence-based teaching strategies used by the best teachers are so effective. The pedagogical approaches themselves—notably active learning, collaborative learning, peer instruction, and instructor presence—may not be new to readers who are well versed in the scholarship of teaching and learning, but what makes this book invaluable is the way the authors describe the science of how our brains work when learning. The authors then relate the science to practical strategies that instructors at any level can use to harness that brain function in their teaching to help students master a subject. In this way, the book complements ideas from the excellent 2010 text How Learning Works by Susan Ambrose and others. Engaging, too, is the authors’ combination of neuroscience research with personal anecdotes from years of teaching experience. Two of the book’s authors, Barbara Oakley and Terrence Sejnowski, are the creators of the massive open online course “Learning How to Learn,” which is rated 4.8 stars out of 5 according to almost 75,000 reviews. The third, Beth Rogowski, is both an education professor and a neuroscience researcher. Together, the authors put their substantial combined expertise to use in Uncommon Sense Teaching with treatment of timely topics that include student motivation, knowledge retention, and inclusive teaching. Perhaps most instructional for these times is the chapter on online teaching, which offers concrete tips for delivering an effective and engaging online course using both synchronous and asynchronous learning, something that all of us could have desperately used during the early stages of the COVID-19 pandemic and will likely continue to need in the future. The target audience for this book leans more toward K–12 education than higher education, but college and university instructors can still glean useful teaching and course design strategies. Although it does not have a geography education focus, the material in Oakley and colleagues’ book is applicable to any ","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"25 1","pages":"86 - 86"},"PeriodicalIF":3.1,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81772452","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 : 2021-10-01DOI: 10.1080/00221341.2021.1973541
Azariah M. Reese
Living the California Dream, written by historian Alison Rose Jefferson (2020), takes place during the Jim Crow Era of the early 1900s when racial discrimination prompted African Americans to find ...
《活在加州梦》由历史学家艾莉森·罗斯·杰斐逊(Alison Rose Jefferson)撰写，故事发生在20世纪初的吉姆·克劳时代，当时种族歧视促使非裔美国人发现……
{"title":"Living the California Dream: African American Leisure Sites during the Jim Crow Era","authors":"Azariah M. Reese","doi":"10.1080/00221341.2021.1973541","DOIUrl":"https://doi.org/10.1080/00221341.2021.1973541","url":null,"abstract":"Living the California Dream, written by historian Alison Rose Jefferson (2020), takes place during the Jim Crow Era of the early 1900s when racial discrimination prompted African Americans to find ...","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"14 1","pages":"87 - 87"},"PeriodicalIF":3.1,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85932566","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 : 2021-09-29DOI: 10.26650/jgeog2021-880191
Salman Özüpekçe
The cities in Turkey are currently witnessing rapid, unplanned expansion, which needs to be regulated . Cittaslow Network—which comprises initiatives such as the prioritization of infrastructural projects, precise planning of sustainable cities , facilities to support people with disabilities, and the provision of renewable and eco-energy for vehicles—has the potential to facilitate better planning of the slow cities in Turkey. To control unplanned urban expansion and overcome infrastructural deficits, participation of the citizens in the Cittaslow Network is important in the rapidly expanding Turkish cities. Although Turkey currently has 18 slow cities, many other Turkish cities are undergoing the application process to qualify under this criterion. The built-up index, which is rarely opted for by researchers in Turkey but frequently used in studies abroad, has been used in this research. The built-up index is a model that extracts urban areas from satellite data. This model determines micro-urban structures and demonstrates the extent of urbanization. The temporal changes observed in 17 Cittaslow Cities in Turkey from 2002 to 2020 were examined in this research. The findings reveal that slow cities such as Yalvac, Akyaka, and Gokceada are expanding rapidly, whereas Cittaslow cities such as Vize, Uzundere, Goynuk, and Egirdir have been experiencing slow growth.
{"title":"Built-up İndeks Kullanılarak Türkiye’nin Yavaş Şehirlerinin (Cittaslow) Zamansal Değişimi","authors":"Salman Özüpekçe","doi":"10.26650/jgeog2021-880191","DOIUrl":"https://doi.org/10.26650/jgeog2021-880191","url":null,"abstract":"The cities in Turkey are currently witnessing rapid, unplanned expansion, which needs to be regulated . Cittaslow Network—which comprises initiatives such as the prioritization of infrastructural projects, precise planning of sustainable cities , facilities to support people with disabilities, and the provision of renewable and eco-energy for vehicles—has the potential to facilitate better planning of the slow cities in Turkey. To control unplanned urban expansion and overcome infrastructural deficits, participation of the citizens in the Cittaslow Network is important in the rapidly expanding Turkish cities. Although Turkey currently has 18 slow cities, many other Turkish cities are undergoing the application process to qualify under this criterion. The built-up index, which is rarely opted for by researchers in Turkey but frequently used in studies abroad, has been used in this research. The built-up index is a model that extracts urban areas from satellite data. This model determines micro-urban structures and demonstrates the extent of urbanization. The temporal changes observed in 17 Cittaslow Cities in Turkey from 2002 to 2020 were examined in this research. The findings reveal that slow cities such as Yalvac, Akyaka, and Gokceada are expanding rapidly, whereas Cittaslow cities such as Vize, Uzundere, Goynuk, and Egirdir have been experiencing slow growth.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"24 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90966991","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 : 2021-09-03DOI: 10.1080/00221341.2021.1981979
Lenka Havelková, M. Hanus
Abstract Spatial thinking is a crucial aspect of geography education with which all citizens should be equipped. This study employs eye-tracking technology to research strategies (their repertoire, distribution, effectiveness, and adaptiveness) used by upper-secondary students when analyzing spatial patterns with thematic maps. The results show that students have a broad repertoire of strategies and are mostly able to adapt them to the specific task demands. Moreover, the efficiency of students’ strategies gradually increases as they get familiar with the task type and the maps analyzed. Based on the findings, how to appropriately develop students’ strategies in geography lessons is suggested.
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Pub Date : 2021-09-01DOI: 10.1080/00221341.2021.1968472
Derek H. Alderman
Abstract Social disparities in NAEP student outcomes with respect to geography provide further evidence of how far the discipline of Geography still must go to address issues of diversity, equity, inclusion. Addressing these issues requires difficult but necessary conversations and planning of initiatives along with a more fundamental re-envisioning of what Geography education is, for whom the learning of geography matters and why, and a commitment to decolonize curriculum and pedagogical approaches. Such reform has the promise of not only making Geography education more responsive to social difference and justice, but it also ultimately will increase the intellectual and political efficacy of our profession.
{"title":"On the Disciplinary Achievement Gap: Implications of Social Disparities in NAEP Student Outcomes for Diversity and Decolonization in Geography Education","authors":"Derek H. Alderman","doi":"10.1080/00221341.2021.1968472","DOIUrl":"https://doi.org/10.1080/00221341.2021.1968472","url":null,"abstract":"Abstract Social disparities in NAEP student outcomes with respect to geography provide further evidence of how far the discipline of Geography still must go to address issues of diversity, equity, inclusion. Addressing these issues requires difficult but necessary conversations and planning of initiatives along with a more fundamental re-envisioning of what Geography education is, for whom the learning of geography matters and why, and a commitment to decolonize curriculum and pedagogical approaches. Such reform has the promise of not only making Geography education more responsive to social difference and justice, but it also ultimately will increase the intellectual and political efficacy of our profession.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"41 1","pages":"244 - 248"},"PeriodicalIF":3.1,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90344390","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 : 2021-09-01DOI: 10.1080/00221341.2021.1967423
Shumin Xie, Xiaodong Zheng, Yuyu Sun, Jingyi Wan, Xiaoxu Lu
Abstract Geospatial thinking is crucial for understanding the spatial order of the world. The factors influencing geospatial thinking deserve attention in geography education. Utilizing correlation analysis, we found that general intelligence, geographic knowledge, and geographic learning interest had a significant influence on geospatial thinking. This article attempts to understand how these factors affect geospatial thinking by using structural equation modeling. The results indicate that they impacted geospatial thinking directly. In addition, general intelligence and geographic learning interest had an indirect impact on geospatial thinking.
{"title":"The Factors and Mechanisms That Influence Geospatial Thinking: A Structural Equation Modeling Approach","authors":"Shumin Xie, Xiaodong Zheng, Yuyu Sun, Jingyi Wan, Xiaoxu Lu","doi":"10.1080/00221341.2021.1967423","DOIUrl":"https://doi.org/10.1080/00221341.2021.1967423","url":null,"abstract":"Abstract Geospatial thinking is crucial for understanding the spatial order of the world. The factors influencing geospatial thinking deserve attention in geography education. Utilizing correlation analysis, we found that general intelligence, geographic knowledge, and geographic learning interest had a significant influence on geospatial thinking. This article attempts to understand how these factors affect geospatial thinking by using structural equation modeling. The results indicate that they impacted geospatial thinking directly. In addition, general intelligence and geographic learning interest had an indirect impact on geospatial thinking.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"5 1","pages":"165 - 175"},"PeriodicalIF":3.1,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87851121","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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