Geography Classes Research Articles

How Do Narrative-Based Geospatial Technologies Contribute to the Teaching of Regional Geography to Preservice Geography Teachers?

This study aims to investigate the potential of narrative-based geospatial technologies (NGSTs) in the teaching of regional geography to preservice geography teachers (PGTs). Reflective journals gathered from students who took a StoryMaps-based European regional geography class were analyzed using phenomenography. The results showed that NGSTs are useful for cultivating PGTs’ understanding of and insights into regional geography studies and teaching through the integration of regional geography narratives, map layers, and multimedia technologies. These results provide meaningful insights into the education of PGTs, the practice of regional geography education, and the use of narrative-based geospatial technologies in the geography classroom.

Development of E-Module Based on Geospatial Technology to Improve TPACK Competencies of Geography Pre-Service Teacher: A Needs Analysis Review

21st-century education affected pre-service teachers to have TPACK competencies. One way to support pre-service teacher to have TPACK competencies is through teaching materials. The development of e-modules, particularly those of geospatial technology, was prompted by the poor quality of the instructional materials utilized in geography classes. Therefore, a need analysis is required before designing and developing the e-modules. This research evaluated a need analysis based on the PRISMA 2020 guidelines. This research aimed to explain the need analysis related to: 1) curriculum documents, 2) the lecturing process, 3) the availability of laboratories, and 4) the student's need for e-module based on geomorphology course. The data was collected from 186 university students who were preparing as pre-service geography teachers. The results indicated that pre-service geography teachers required e-modules to support the course and achieve TPACK competencies. The developed e-modules are expected to support in geomorphology lectures through the use of geospatial data, websites, and applications.

An intervention study: teaching the comparison method to enhance secondary students’ comparison competency

To tackle the growing challenges facing our societies, such as climate change, we need to understand scientific knowledge and methods. Developing scientific literacy in schools is therefore necessary. To do so, we need to be able to assess competencies associated with scientific literacy. Secondly, educators need meaningful tools which can be implemented in geography classes. One important competency students learn in geography is comparison. Although students perform comparisons in geography classes regularly, we do not know their level of comparison competency. Research is also needed on potential tools to teach the comparison method efficiently in geography classes. Therefore, in this study, we assessed the comparison competency of 83 French and German secondary students and tested a tool to enhance comparison competency in an intervention study using a pre- and post-test control group design. Results indicate that students initially possessed low levels of comparison competency. Our intervention allowed students from the experimental group to improve their comparison skills significantly. The improvement in their post-test scores was positively correlated with the use of the comparison method during the intervention. This shows that teachers should include explicit instructions on the comparison method to help students develop their scientific literacy.

Efektivitas Aplikasi Media Pembelajaran Berbasis Augmented Reality pada Mata Pelajaran Geografi

This study aims to determine the effectiveness of making Android Learning Media Applications Based on Augmented Reality in Geography Subjects for Class X IPS at SMA Negeri 2 Bungo in the Academic Year 2022/2023. This study uses research development methods (research & development). The research subjects were 72 people. The research model used is the development research model (ADDIE), with the design development steps as follows. (1) Analyze, (2) design, (3) development, (4) Implementation and (5) Evaluate. The results of the overall effectiveness test assessment of the effectiveness of Augmented Reality-Based Android Learning Media in Geography Class X IPS at SMA Negeri 2 Bungo amounted to 88.06% so that the level of effectiveness can be interpreted to be very effective in use. In conclusion, based on the assessment along with expert input as well as the results of field trials of Augmented Reality-Based Android Learning Media as a learning medium, it has been tested for feasibility, superiority, and can be used in the learning process in Geography class X IPS at SMA Negeri 2 Bungo.

THE EFFECTIVENESS OF THE PROBLEM-BASED LEARNING MODEL ON GEOGRAPHY LEARNING OUTCOMES

This research aims to determine the effectiveness of problem-based learning models on geography learning outcomes. The study used a quasi-experimental design with a non-equivalent control group design. The sampling method is purposive sampling with samples of class X IPS 1 as the experiment class and class X IPS 2 as the control class. The techniques in data collection used are tests, questionnaires, observations, and documentation. The data analysis used is descriptive statistical analysis and inferential statistics. The results show a difference between learning outcomes using a problem-based model and learning outcomes without problem-based models. The problem-based learning model is effective in learning outcomes of Geography class X social studies SMA Negeri 1 Rantau Badauh. Student learning outcomes in the experimental type have increased significantly because, in the learning process, students play an active role in finding the concept of learning materials so that students can apply these concepts to identify existing problems. Problem-based learning model provides a more concrete learning experience so that the understanding students get in learning is not limited to textual but to a broader mastery of the material.

Kesulitan Belajar Siswa Pada Mata Pelajaran Geografi Kelas X IIS 1 SMA Negeri 1 Watopute

Learning difficulty is the inability of a student to master a subject matter optimally in a predetermined time due to several factors that influence it. The aims of this study were: 1) to describe the description of student learning outcomes in Geography class X IIS 1 Senior High School 1 Watopute; 2) to analyze what material is difficult for students to understand in the subject of Geography for class X IIS 1 Senior High School 1 Watopute, and; 3) to describe the factors that cause learning difficulties in the subject of Geography class X IIS 1 Senior High School 1 Watopute. This research is a qualitative descriptive study. The results of the study showed that: 1) student learning outcomes, namely some students in class X IIS 1 did not reach the minimum completeness criteria in Geography; 2) The material that is difficult for students to understand in the subject of Geography for class X IIS 1 students is the material on the Characteristics of the Layers of the Earth's Atmosphere; and 3) factors that cause geography learning difficulties, namely internal factors (student interest and student motivation) and external factors (parents' work, parental income, student learning needs, the presentation of material by the teacher is less attractive, the use of monotonous learning methods, the use of less than optimal learning media, and limited school facilities and infrastructure).

FEATURES OF TEACHING SCHOOL GEOGRAPHY IN KAZAKHSTAN (from 2000 to 2022)

The article compares the characteristics of changes in the teaching of school geography courses in the Republic of Kazakhstan, the similarities and differences between traditional programs and modernized programs, focusing on changes in the state of modernization in all spheres of society's life today. The direction of the chronological development process of the textbooks of the school geography courses that have switched to the updated system and changed in the new format, is provided. A comparative analysis was made between the components of the content of school geography textbooks of the new model and the features of the geography courses of the world countries. The content and structure of modern geographical education has expanded from the perspective of individual-oriented training and features of geography classes, and looking at the world from an emotional-value attitude, we can clearly see that school geography and academic geography are completely and uninterruptedly connected in the teaching of geography. In this regard, the article shows the essential importance of school geography courses in the formation of new directions and new views among students.

The Potential and Merits of Narrative-Based Virtual Fieldwork in Preservice Geography Teacher Education

The purpose of this study is to analyze the potential and merits of narrative-based virtual fieldwork in preservice geography teacher education. Virtual fieldwork can effectively complement, implement, and foster fieldwork. In addition, narrative is closely related to fieldwork. To proceed with the research, this study developed a travel geography class for PGTs (primary geography teachers) that included narrative-based fieldwork assignments. This study deduced four themes to illuminate the potential of narrative-based virtual fieldwork (NVF) by using a phenomenographic analysis of the reflective journals written by the participating preservice geography teachers who completed their NVF assignments. The results of this study suggested that the NVF possibly involves the PGTs’ engagement in, procedural and contextual understanding of, and teaching knowledge of virtual fieldwork thanks to its specific characteristic of integrating narrative and virtual fieldwork. The results of this study provide concrete discussions on the potential and merits of NVF in PGTE.

Small but smart: international shared virtual class link-up during the pandemic 2020-2021 - third-level students in Ireland and Israel

This paper explores the experiences of a cooperative class link-up between geography students and teachers in Ireland and Israel in 2021 during the Coronavirus lockdowns, and hence the use of virtual education. There was a followed-up class in 2022. The aim was experimental T&L, enhanced by cooperative approaches, with the objectives of getting students from different cultures to interact, discover their shared geographies, and reflect on their self-perception of their countries and preconceptions of other countries and people. Implicit in the PBL was to gain greater awareness of cultural and critical geopolitics. Another aim was for the two lecturers managing the course, to share their pedagogies and experiences. This paper is not simply exploring the ‘teacher telling or guiding the trainee teachers’ what to do but calling on lecturers and trainers to reflect on their own attitudes and perceptions in delivering quality Geographical Education. Student group work entailed a series of activities: (i) Icebreaker: Hello – Ireland and Israel. (ii) Model lesson: joint preparation of a geography class on Ireland and Israel. (iii) Fieldwork: development of a joint virtual trip for students to Israel and to Ireland emphasizing the places selected by each subgroup; and (iv) an evaluation of the experiences of the class link-up. The main communication devices used were Zoom for joint class sessions, while students selected WhatsApp for small mixed group work. Despite some challenges for students and teachers, in their evaluations, they all agreed that the experience was positive for them.

Small but smart: international shared virtual class link-up during the pandemic 2020-2021 - third-level students in Ireland and Israel

This paper explores the experiences of a cooperative class link-up between geography students and teachers in Ireland and Israel in 2021 during the Coronavirus lockdowns, and hence the use of virtual education. There was a followed-up class in 2022. The aim was experimental T&L, enhanced by cooperative approaches, with the objectives of getting students from different cultures to interact, discover their shared geographies, and reflect on their self-perception of their countries and preconceptions of other countries and people. Implicit in the PBL was to gain greater awareness of cultural and critical geopolitics. Another aim was for the two lecturers managing the course, to share their pedagogies and experiences. This paper is not simply exploring the ‘teacher telling or guiding the trainee teachers’ what to do but calling on lecturers and trainers to reflect on their own attitudes and perceptions in delivering quality Geographical Education. Student group work entailed a series of activities: (i) Icebreaker: Hello – Ireland and Israel. (ii) Model lesson: joint preparation of a geography class on Ireland and Israel. (iii) Fieldwork: development of a joint virtual trip for students to Israel and to Ireland emphasizing the places selected by each subgroup; and (iv) an evaluation of the experiences of the class link-up. The main communication devices used were Zoom for joint class sessions, while students selected WhatsApp for small mixed group work. Despite some challenges for students and teachers, in their evaluations, they all agreed that the experience was positive for them.

Komparasi Penerapan Model Pembelajaran Aktif Tipe Pencocokan Kartu Indeks dengan Model Ceramah Terhadap Hasil Belajar Geografi di Kelas XI IPS SMA Negeri 3 Kerinci

This study aims to find a significant difference of learning outcomes between active learning model types matching index cards and lecture method on learning outcomes geography in class XI IPS SMAN 3 Kerinci. The working hypothesis (H1) stated is "There are differences in learning outcomes of students use active learning model types matching index cards in the eye of learning geography class XI IPS SMAN 3 Kerinci". This type of research is classified in experimental research with the final data analysis method using t-test to test the differences between the mean values for the two samples. The study sample as many as 28 students for each class of two classes selected by cluster random sampling. Data were collected using a questionnaire that has been tested for validity and reliability. Data were analyzed by using the Microsoft Excel program. The findings of this study is a significant difference between the active learning model types matching index cards to student learning outcomes. Based on the above results and scores thitung 5,51 ttable of 1.71 (0.05; 26) with an average value of the index card matching method amounted to 83.93 and 79.82 by conventional methods. Based on these findings it can be concluded that the active learning model types matching index cards directly affect the outcome of learning geography students at SMAN 3 Kerinci. Implications of this research is the active learning model types matching the index card can be used as one of the models in the learning eye geografiuntuk improve learning outcomes.

An Empirical Study of Situational Teaching: Agricultural Location in High School Geography

In China’s most recent round of curriculum reform, the “one situation to the end” (OSTE) situational teaching method has been successfully introduced in geography classes to improve students’ ability to solve problems in real-life situations. Taking an agricultural location course as an example, this study analyzes the implementation of situational teaching and discusses the effect of the OSTE method on the topic of sustainable development in the teaching of geography. Using a quasi-experimental design and by distributing a questionnaire to teachers in a Chinese high school, the following findings were obtained: (1) almost all teachers use some form of situational teaching, and the OSTE method has been widely used; (2) OSTE contributes to students’ awareness of sustainable and circular development, but it is not associated with an improvement in geographical skills; and (3) students are mostly interested in the promotion of higher-order thinking, a positive emotional experience, active learning, and the acquisition of systematic knowledge instead of fragmented knowledge. In short, OSTE is an efficient teaching method for geography classes, especially given how it fosters students’ sustainable development ideas. We suggest enriching the understanding of OSTE through teaching-training, jointly developed situations using students’ existing experiences, and well-designed question chains with more opportunities for interaction.

DIDACTIC SEQUENCE FOR ORAL AND WRITTEN GENRES IN THE TEACHING OF PHYSICAL-NATURAL THEMES

This article aims to discuss the teaching planning process of a didactic sequence in Geography whose theme is watershed, developed in three classes of the 6th year of elementary school in a school in the state network of São Paulo in 2016. The planning proposal was based on the methodology developed by Schneuwly and Dolz (2004), in which reading and writing practices are organized throughout the modules, guided by the concern to explore with students the stable characteristics of the oral and written genres proposed during classes. In this context, we understand teaching planning as the expression of the teacher's conceptions of science and, above all, of the difficulties and possibilities of integration between the physical and the human in Geography classes.

Las TIC y la enseñanza-aprendizaje de la Geografía

This essay is part of the results of a descriptive research aimed at investigating the role of ICT in the teaching-learning process of Geography, it responds to a bibliographic review study based on the documentary review, analytical-synthetic and analysis methods of content. Among the main findings is the knowledge of the advantages and risks of the implementation of ICT in the educational field. Digital teaching aids in Geography classes allow students to approach the surrounding reality, analyze spatial dynamics, facilitate free access to various sources of updated scientific information, obtain geographic data, observe satellite images in real time, consult digital cartographies, etc. and develop metacognitive skills. Teachers must be trained on technological advances and their application in the treatment of geographic content; to do this, they must direct their improvement towards basic skills: learn new technologies, provide personalized instructions, globalize the classroom, encourage students to produce content and digitize the classroom.

FIELD CLASS AS A STRATEGY IN BIOGEOGRAPHY TEACHING AT THE NATURAL MONUMENT OF THE POTI RIVER FOSSIL FOREST IN TERESINA, PIAUÍ

This manuscript will discuss the teaching of biogeography in the curricula of elementary schools and the use of the Fossil Forest Natural Monument of the Poti River in the municipality of Teresina-PI as a teaching tool for geography teachers from the organization of a field class. Thus, the general objective is to analyze the importance of the field class as a methodological practice for teaching the contents of school biogeography, highlighting a case study in the Fossil Forest Natural Monument of the Poti River. The specific objectives are i) report on school biogeography highlighting the content and skills provided in the Base Nacional Comum Curricular (Common National Curriculum Base, BNCC), ii) discuss the biogeography teaching in the textbook context, and iii) propose a field class in the Fossil Forest Natural Monument of the Poti River as a methodological tool for teaching school biogeography. The analyses carried out on-site followed a qualitative way assisted by the literature available in articles and specialized books in the area. The paleobiogeographic collection in the Natural Monument presents Permian vegetal fossils that help students to understand the subjects in geography classes. Thus, practical field classes related to the physical geography teaching in the Natural Monument of the Fossil Forest of the Poti River provide a significant teaching-learning process for the students, besides generating a sensitization/awareness about the preservation and conservation of such a conservation unit.

Development of Online-Based Digital Learning Media for Geography Subjects at Madrasah Aliyah Negeri I Wonosobo

<p>Nowadays, learning media is growing in line with the rapid development of information technology. This research was conducted in connection with the need for learning media that can be used anywhere and anytime without any limitation of place and time. This study aims to develop online learning media products for geography learning. The research method used was the Research and Development (R&D) method. The research subjects were students of class X Madrasah Aliyah Negeri 1 Wonosobo. Data collection techniques used the methods of observation, interviews, questionnaires, and documentation. Questionnaires were employed to determine the feasibility of online-based learning media, whereas data analysis techniques utilized percentage techniques. From the study results, it can be concluded that the online-based learning media developed can be said to be good by experts. It can be seen from the testing results on students to determine the level of media feasibility based on predetermined criteria/indicators. Thus, this learning media deserves to be used as an alternative learning media with a good category (88%), namely with details on educational criteria with good results (93%), appearance criteria with good results (85%), and technical criteria with good results (89%). Hence, online-based learning media for geography class X is feasible to use as a choice of digital learning media.</p>

APPLICATION OF SOME TYPES OF INNOVATIVE TECHNOLOGIES IN GEOGRAPHY CLASSES

The article discusses the specifics of some types of innovative methods and the possibilities of their application in geography classes. The new image of the school and the state policy in the field of education are humanistic in nature, guided by the free development of the individual and require the creation of conditions for the implementation of these needs. Currently, among many problems, it is difficult to find ways to teach a person in combination with rapidly changing world conditions. Since humanization trends are becoming the main principles of school education, students should be ready to connect their lives with rapidly changing processes taking place in the country and in the world as a whole throughout the educational process in school. The complexity of this problem is currently at the stage of formation of educational standards in various fields of education, as well as the presence of stereotypes inherent in it in the consciousness and actions of the teacher, who considers the standard traditional. Differential learning can be considered as a tool for differentiating students based on their academic performance and as a method of unambiguous assessment of them in an individual plan. When mastering new standards, especially specific sections such as "economic and social geography of the World", teachers face difficulties, first of all, in understanding and correcting the content and semantic side of the standard. In the pedagogical and methodological literature, the question of the methodology of applying differentiated tasks in the section "economic and social geography of the world" of the school has not yet been sufficiently reflected. In conclusion, we would like to note that the poor coverage of this problem in the pedagogical literature is reflected in the practice of teaching geography in schools and explains the decrease in students ' interest in studying economic and social geography of the world. At the same time, the low level of quality of knowledge and skills is reflected. This is also confirmed by our analysis of the determining stage of an experiment conducted among students of the 10th grade in geography at school.

Upper primary school children’s cosmogonic ideas: Childhood and space

This paper collates research on the ideas about the origin of the universe and the planet Earth that pupils from Years 5 to 8 of primary school in Belgrade have. Such knowledge should open space for us to further analyse the attitude of young people towards science and the world it describes. With them, it is possible to gain a better insight into the basic ideas about reality that people build and adopt in general. The starting hypothesis is that pupils themselves create hybrid concepts that combine knowledge from classes, ideas from popular culture, and modern scientific theories that are available to them through various media. The cosmological knowledge offered to pupils in geography classes will be analysed, along with the popular discourse accessible to young people. Finally, a preliminary ethnographic study of pupils? cosmogonic ideas conducted on a pilot sample will be presented. The aim of the research is to understand the pupils? fundamental knowledge about reality, about the formation of a cognitive framework in which pupils inscribe their own ideas about the place of the Earth and life in space.

Research on the frequency and effectiveness of teaching methods in geography classes: an example of self-observation of teaching practices

Since the school year (SY) 2019/2020, the curriculum of Geography has been gradually implemented in Croatia. The purpose of this survey is to gather information on the frequency and effectiveness of teaching methods in Geography teaching over two school years by means of direct participant observation method. In the SY 2020/2021, a study was carried out in two high schools in Osijek Baranja County for three learning outcomes. Using a pre-made template for the self-observation of the teaching process, 12 lessons in the second and the third grade were observed and later interpreted using descriptive statistics methods. During the SY 2021/2022, the same method was carried out for eight lessons in six schools with a high-school program for three learning outcomes in the second grade, two in the third grade, and one in the fourth grade. Results show the domination of the discussion teaching method, followed by indirect graphic method, and then work-on-text method, while among the most common methods used, the rarest are oral presentation (done by pupils) and direct graphic method. The results found demonstrate a significant shift toward the use of more effective teaching methods compared to older papers in Croatia. The students reported a higher level of satisfaction with the lessons than the teachers did. The method of direct participant observation, complemented with a structured interview, can provide relevant information on the quality of teaching as a prerequisite for the achievement of the learning outcomes specified in the curriculum for Geography.

GEOGRAPHY, LANDSCAPE AND PHOTOGEOGRAPHY AN EXPERIENCE IN TEACHING DEAF STUDENTS

One of the great challenges for elementary school teachers involves the inclusion of students with some disability, so the search to develop new teaching-learning procedures must be a constant in the school process. This research aimed to apply a geoiconographic proposal with deaf students enrolled from the 6th to the 9th grade of elementary school, in a public school in the Federal District-Brazil, in this perspective it was envisaged to find the relationships and possibilities of teaching-learning based on three axes, landscape, photogeography and transdisciplinary, as instruments that enhance geographic thinking for deaf students. The methodological procedures involved qualitative research, using semi-structured interviews and field activities. The semi-structured interview made it possible to understand the relationship between deaf students 'belonging to Geography, the didactic resources used in Geography classes, the existing relationships between students' daily lives and Geography classes, and how imagery resources can be considered facilitators in learning of this group of students. The field activity made it possible for students to recognize the different landscapes existing in their city, in order to relate them to concepts and geographical phenomena. Photographic cameras were used to obtain the images, distributed individually to the students. From the images obtained, and using Libras as a language, a didactic intervention was carried out in which the students visualized the photos, constructing / reconstructing their concepts and geographical meanings. This construction process culminated in the elaboration and presentation of banners from the photos obtained by the students for the school community.