Geographical Concepts Research Articles

The Structuring of the Concept of Geography in the Social Studies Curriculum in Mind

Sosyal bilgiler dersinin içerisinde barındırdığı önemli disiplinlerden biri de coğrafyadır. Sosyal bilimlerin ürettiği bilgi ve düşünceler kendilerine özgü coğrafi mekanlarda gerçekleşmektedir. Bu bağlamda tarih, sosyoloji, ekonomi gibi disiplinler coğrafi mekandan soyutlanamaz. Kısacası coğrafyasız sosyal bilimler olmaz. Coğrafyasız Sosyal Bilimler olmayacağı gibi Sosyal Bilgiler de olamaz. Araştırma bu bağlamda sosyal bilgiler dersi öğretim programı içerisinde yer alan coğrafya disiplininin öğrencilerin zihinlerindeki algılarını ortaya koymak amacıyla yapılmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim öğretim yılı içinde Sakarya ilinde Milli Eğitim Bakanlığına bağlı 2 resmi ortaokulda öğrenim gören 200 8.sınıf öğrencisi oluşturmaktadır. Çalışmada veri toplama aracı olarak kelime ilişkilendirme testinden yararlanılmıştır. Toplanan veriler betimsel analiz yöntemiyle analiz edilmiştir. Araştırma sonucunda öğrencilerin; coğrafya kavramı ile ilgili algılarının birbirinden farklılık gösterdiği, coğrafya kavramına dair kelime ilişkilendirme sıklıklarının düşük olduğu, coğrafya kavramına dair doğru ilişkilendirmeler yaptıkları fakat öğrencilerin bazı kavram yanılgılarına da sahip oldukları sonucuna ulaşılmıştır.

Impact of Heuristic Approach on Students’ Academic Achievement and Retention in Map Reading and Interpretation Among Secondary Schools, Municipal Zones, Kano-Nigeria

This study explores the impact of employing a heuristic approach on students’ academic achievement and retention in geography education. The sample consisted of 235 SS II students enrolled in public secondary schools in the Municipal Education Zone, Kano, Nigeria. The study utilized a quasi-experimental design, with two schools assigned to the experimental group (heuristic approach) and two schools assigned to the control group (lecture method). The Geography Achievement Test (GAT) was used as the data collection instrument. ANCOVA was used to test the hypothesis using SPSS and the findings revealed a significant difference in the mean academic achievements between students taught geography concepts using the heuristic approach and those taught using the lecture method. The experimental group exhibited higher academic achievement compared to the control group, indicating that the use of the heuristic approach enhances students’ understanding and performance in geography. Also, there was a significant difference in the mean retention scores of male and female students when taught geography using the heuristic approach. Female students achieved higher retention scores than their male counterparts, suggesting that the heuristic approach is particularly effective in facilitating knowledge retention for female students in geography education. Based on the findings, it is recommended that educators and curriculum developers incorporate the heuristic approach into teaching methods for geography concepts. Training programs and workshops can be conducted to familiarize teachers with effective strategies for implementing the heuristic approach in their lessons.

Emergent geographies of digital nomadism: conceptual framing, insights and implications for tourism

Digital nomadism has become a rapidly growing subject of interest both in the public and scientific domain especially after the COVID-19 pandemic. Conceptual and empirical developments in research on digital nomads show that the geographic perspective on digital nomadism has been very limited. The geographical framing of digital nomadism and publications in the geographical fora are still scarce. Despite the accelerating trend and potential transformative effect on places, the perspective of place (or speaking in tourism terms—destination perspective) on digital nomadism has been very limited, with the major focus being on the travellers and their experiences. In this article, I will discuss the existing knowledge on digital nomadism through a central geographical concept of place. Among other topics, I will show the way place is involved in the production of digital nomadic mobilities, especially in relation to the issue of geoarbitrage and local impact; specifically, the way place is connected to coworkcation and visa policies. I focus on the main research themes in digital nomadism and show the way they inform geography and tourism geographies.

Distant Country, Paradise, Wilderness, or Mysterious World: The Changing Image of the South Sea (Nan’yō) Islands in Japanese Science Fiction

For Japan, “Nan’yō” is a geographical concept as well as a historical and cultural one. Taking the mid-Meiji period, post-World War I and II periods, and the beginning of the 21st century as its nodes, this paper examines various texts and compares the historical background of the South Sea Islands as imagined in Japanese science fiction, with a focus on both literature and films. The works of the four periods, through a distant view, close view, reconstruction and retrospection of the South Sea Islands, respectively, portray “Nan’yō” as a distant country for ambitious expansion; an earthly paradise of colonial ideals; a dangerous and exotic foreign land; and a mysterious world overrun with primitive civilization, with the aborigines are portrayed as ignorant and backward, and sometimes even being cast as unfamiliar and potentially threatening Others. Unlike the typical (anti-)utopian narrative, the Japanese “Nan’yō fantasy” is based on the political discourse model of civilization-backwardness, in which the differing attitudes towards the natural environment and primitive tribes reflect Japan’s ambivalence in defining its self-positioning within the cultural crossroads of the East and the West. This portrayal of Nan’yō is a product of the close interconnection between the mass media and the spirit of the times: a reflection of personal ideals and national destiny, as well as a collective vision interacting with social reality.

Kurangnya Pemahaman Tentang Konsep Dasar Ilmu Sosial Di Jenjang Sekolah Menengah

Lack of understanding of basic social science concepts at secondary school level is a serious challenge in developing students' knowledge and skills in society, nation and state. The basic concepts of social science, which include aspects such as social processes, social interaction, and social contact, are an important foundation in Social Sciences (IPS) in schools. The interdisciplinary approach to social studies covers various points of study, such as basic concepts of sociology, history, geography, economics, anthropology and political science. However, along with the complexity of the material, there are factors that cause students' lack of understanding of basic social science concepts at the secondary school level. Causative factors include teaching methods that are less effective, such as using only discussion methods without adequate explanation of the material.

Conceptual Geography or A Hermeneutic Journey into Mental Health-Related Linguistic Practice

Conceptual Geography or A Hermeneutic Journey into Mental Health-Related Linguistic Practice

Transitioning towards sustainable tourism in the Outer Hebrides: an evolutionary investigation

While there is rich research on tourism destination evolution, the literature on how normative social and environmental goals (as opposed to contingent events or economic imperatives) drive the evolution of tourism towards more sustainable forms remains under-developed. As a result, the overall understanding of how sustainability in tourism is pursued on the ground and what context-specific factors shape these processes is still insufficient. To address this lacuna, the paper draws upon the sustainability transitions (ST) agenda that focuses on the ground level processes of transitions and conceptualises sustainability transitions as multi-actor, multi-dimensional, evolutionary, disruptive and contested processes. As such, the paper offers a constructive response to Niewiadomski and Brouder’s (2022) call for bridging the gap between the research on tourism evolution and the sustainability transitions agenda. More specifically, the paper adopts selected concepts of evolutionary economic geography (EEG) (which have long proved helpful in research on both tourism evolution and sustainability transitions) to address how sustainability in tourism is mindfully pursued in the Outer Hebrides (Scotland, UK) and what geographical and historical factors shape this transition. The analysis draws from 17 semi-structured interviews (conducted in 2020-2021 with tourism businesses and various organisations involved in tourism in the Outer Hebrides) and documentary analysis. Two main groups of place- and path-dependent factors that shape the ongoing transition to sustainable tourism in the Outer Hebrides are identified: 1) institutional and social fragmentation, and 2) infrastructural deficiencies and challenges. The paper finds that the transition to sustainability in tourism in the Outer Hebrides is fragmented and intermittent. Although numerous promising changes are taking place, the transition suffers from a lack of systemic and systematic governance.

Evolution of the Concept of Geospatial Positionality: Conceptual and Term Dimension

The content of the general geographical concept of geospatial positionality (geopositionality) is revealed in the context of the relation of a single object / place with geospace, as well as the function of geoplace. Conceptual and terminological analysis of the concept is carried out in formal and semantic aspects. Using an explanatory dictionary of the modern Ukrainian language highlighted the meaning of placementtokens (position, location, positioning, neighborhood, proximity / remoteness) and the possibility of their use in geographical texts. Based on the study of scientific sources, object-centric, functional and integrated logical models of the concept of geopositionalityareelaborated. The directions of evolution of object-centric interpretation of the concept are revealed: clarification of the token of relation (sum of relation, set of relation, combination of relation, integral of relation; spatial, geographical, territorial, geospatial relations; spatial aspects of relation); determining the geopositionality of objects of ever smaller spatial coverage; the dominance of the ‘external’ approach to content disclosure; multiscale; potentiality. The functional model of the concept of geopositionality is created through the sequential deployment of the features, relations, potential, functions of geoplace. The semantic triangle of the concept of geopositionality of the object in the unity of its aspectsmeaning and conceptual content is developed. The main attributes of geopositionality (uniqueness / specificity, distance, potentiality / probability, hierarchy / multiscale, dynamism / historicity / variability) are highlighted, and their effect on different logical models are shown. The main directions of development of the concept of geopositionality are defined: nomination of features of geospatial relations of linear, areal, network geoobjects; nomination of dynamism of geopositionality of objects; positioning in relation to geospatial processes; mutual enrichment of semantically closest geopositional concepts; correct application of content and quantitative research methods for mathematical formalization and interpretation of geospatial relations of position and functioning. The classical, non-classical and modern stages in the development of the concepts of geospatial positionality are distinguished.

Impact of Interpretation Skills in Geography through Augmented Reality Integrated with Chatbot

Technologies like Augmented Reality (AR) and Artificial Intelligence (AI) like Chatbot are widely used in people's lives and work, especially to motivate, collaborate and improve learning skills. Numerous applications have been created to meet needs for daily life and learning as a result of the rising study into the use of augmented reality and artificial intelligence in education. AR is a technology used for better visualization, and a chatbot application developed with AI is used for assistance at any time. Integrating AR and Chatbot would impact increasing the student learning experience in the geography compared to the conventional approach. To support this, a pilot study was conducted for 30 middle school students to study the impact of integrated AR-AI applications on the student’s learning experience in understanding geography concepts.

Construction of Territory Through Cyberspace: A Latin American View of Young People's Perception of Virtual Space

This article presents a balance about the chapter guidelines for teaching construction of the territory concept in schools today, which is part of the doctoral thesis "La construcción del territorio a través del ciberespacio: una mirada latinoamericana de la percepción de los jóvenes frente al espacio virtual. Presented at University of Valencia, Spain. This unit was focused on the construction of guidelines for learning the territory concept in geography, it is set from a comparative analysis between Spain, Colombia and England, in order to reflect the contributions of the Latin American, European and Anglo-Saxon countries, in line with the reconstitution of geographic knowledge at a global level to expand new approaches to the concept. This is in contrast to the policies in charge of regulating education in these countries. In this way, it is intended to make analytical and conceptual contributions of the territory from teachers' point of view in relation to the discussion of the territorial approach given by these institutional spaces to expand and develop a conceptual framework that contributes to generating significant transformations in the daily activity of educators. proposing a shift in the geography learning, which allows re-meaning the concept of territory in accordance with innovations in knowledge.

Creating the Conditions for Geographic Conceptual Development in Post-Primary Students through Collaborative Guided Inquiry

This paper explores the potential for a collaborative guided inquiry task to stimulate geographic thinking using core geographic concepts of ‘location’, ‘distance and direction’, ‘scale’, ‘symbols’, ‘relative location’ and ‘slope and topography.’ The guided inquiry began with a visit to a park, with students then applying geographic thinking to redesign the park in a way that optimised utility for various user groups. The data generated included student work samples and video recordings of student groups as they worked through the task. The results show that the task design facilitated a deeper understanding of geographic concepts, including spatial relationships, connections and interactions. Furthermore, the collaborative nature of the task prompted students to use skills of explaining, negotiating and justifying their decisions. A critical feature of this analysis is the role that the teacher has in providing specialised guidance to support geographic thinking based on the needs of each group. The study highlights the value of practical, real-world experiences in geography education to learn, discuss and explore geographic concepts, enabling development of critical thinking, reasoning and problem-solving skills.

Determining the Perceptions of Social Studies Teacher Candidates on the Subject of Political Geography by Word Association Test (WAT)

This research aims to investigate the cognitive structures of social studies teacher candidates regarding political geography with the word association test. The scanning method was used in the research. 4th-grade social studies teacher candidates at a state university in Turkey in the 2022-2023 academic year participated in the research. We conducted the research with 26 teacher candidates, selected using the criterion sampling method, one of the purposeful sampling methods. The Word Association Test (WAT) form obtained the research data. “Political geography, geographical necessity, dominance theory, continental shelf, problematic region, a form of government, international power struggles, conflict zones, geopolitics, and Turkey's neighbors” were keywords in the WAT form. Prospective teachers formed concepts regarding each keyword, and we created a frequency table for these concepts. Then, we prepared concept network maps based on this frequency table. We used the breakpoint technique in the preparation of the concept network maps. As a result of the research, social studies teacher candidates formed 561, a concept about political geography. When the sentences made by social studies teacher candidates about political geography concepts were examined, it was determined that the number of sentences containing scientific information was 161, and the number of sentences containing non-scientific or superficial information was 86. As a result of the research, the word association test is an important tool in determining prospective teachers' perceptions of certain concepts. It is recommended that social studies teacher candidates be given training to improve their cognitive levels on the subject.

Path creation for an electricity transition in South African tourism

Transitions to low-carbon energy are central to sustainability transitions, with electricity being a pressing current concern both in South Africa and globally. Economic, social, institutional, and political factors often make transitioning to renewable electricity particularly complex. In this article, we examine electricity transitions in tourism from a global South context, combining evolutionary economic geography (EEG) concepts with the multi-level perspective (MLP). Our findings point to strong exogenous lock-in factors working against an electricity transition in South African tourism. A historic dependence on coal, along with complex place-based factors lock the country into a carbon-intensive electricity path at the national electricity infrastructure level. In turn, these complexities adversely affect an electricity transition in the tourism sector. However, energy policy change along with innovation by tourism actors is emergent stimuli for creating low-carbon electricity paths. More specifically, recent climate change mitigation policies, the increasing unreliability of grid electricity, and legislative reforms are significant factors encouraging the renewal of the electricity system. At the same time, it is becoming more cost-effective for businesses, including tourism establishments, to install renewables. The South African case contributes to the emerging body of literature on sustainability transitions in tourism. It does this by showing that to achieve a just energy transition, proper appraisal of path-dependent structural challenges is needed to understand the nature and levels of change required.

Geography learners’ awareness and lived experiences of their local environment: A case of Namibia

This paper examines the awareness and lived experiences of 28 secondary-level school learners in Namibia to explore their observations and experiences in their local environments. It investigates the factors influencing their ability and/or willingness to make observations. The research employed open-ended, semi-structured interviews and drawings to collect data from Grade 11 learners in five different locations. The data was analysed using interpretative phenomenological analysis and the theme related to exposure to environments is explored. The study draws on theories of place and informal learning, highlighting the role of everyday experiences in shaping individuals’ understanding of their surroundings. All the participants showed that they are aware of what makes the environment in which they live different to others by describing the geographical concepts present in their local environment. However, the findings show that participants’ ability or willingness to make observations can be hindered or reduced by factors such as a lack of interest and familiarity with their local environment and a preoccupied mind. The study highlights the value of understanding learners’ perspectives from their own lifeworlds and sheds light on the contribution of the local environment to geographical awareness.

Reimagining landscape: Materiality, decoloniality, and creativity

Geographers have been engaging with landscape since the beginning of the modern discipline of geography. A series of concurrent turns have taken place in human geography in recent years that are influencing the ways in which geographers approach landscape. We take forward new material, decolonial, and creative shifts in the discipline to reimagine landscape. Landscape is a geographical concept that has historically excluded a range of other voices and perspectives. To build a radically inclusive agenda for landscape research in geography, we put forward a generative conceptualisation of landscape that brings together (i) materiality; (ii) decoloniality; and (iii) creativity.

Mental Causation

The article analyzes the issue of mental causation from the point of view of linguistics and simultaneouslyit discusses the interaction of languages, the influence of one language on another.In most sources, mental causation is interpreted as an object of investigation of analytic philosophy.But in our current work, we analyzed mentality based on the meaning of this term. As a consequence, when mentality is studied linguistically, we observed that language is connected with all social spheres.The concept of mentalism significantly overlapped with the direction of psychologism.That is why the term «mentalism» was originally introduced into linguistics by L.Bloomfield, the founder of descriptivism, as a sign of protest against the fields of «intelligence», which aimed to study the inner world of a person, denying the role of language. Eventually, not only psychological, but also philosophical, logical, cultural-anthropological, archaeological, geographical concepts are examined in the basis of the term «mentalism».This shows that the language is related to these areas.

Quo vadis research on spatial atmospheres?

This paper offers a multidisciplinary overview on the concept and reality of affective and spatial atmospheres. Initially, the paper provides a synopsis on the disciplinary origins of the concept in philosophy, cultural geography and architecture, and then outlines how tourism research has more recently started adopting the atmosphere perspective. Research on spatial atmospheres has primarily been concerned with collective affective phenomena in space, but has also been characterised by inconclusive debates regarding where transpersonal affect ultimately emanates from (quasi-objective environmental origins vs relational body/’Leib’-centred origins). While these are important debates which have implications, the practical and empirical operationalisation of the atmosphere concept is just as relevant. This holds particularly for tourism, where providers try to engineer desired moods and ambiances. The paper concludes by identifying current gaps in the literature and outlines future directions for research into atmospheres, in the tourism field and beyond.

The Influence of Implementing the Geography Virtual Laboratory (Geovlab) on Interest and Increasing Academic Achievement Abilities

Purpose: This research aims to examine the effect of implementing a virtual geography laboratory (Geovlab) on students’ interest and increasing academic achievement. Patients and methods: The type of research used is experimental research. The research was conducted at SMA Plus Al-Fatimah Bojonegoro, East Java, Indonesia. The subjects of this research were 60 students. The research instruments used to collect data were interest questionnaires and cognitive measurement tests. Data analysis was tested using percentages and paired sample t test statistics. Results: Based on the analysis of research results, it shows that there are students who have a high interest in using Geovlab and there is a significant average difference between pre-test and post-test in cognitive aspects of academic achievement. Conclusion: Geovlab allows students to learn geography interactively. They can explore geographic maps, simulations, and models that help them understand geographic concepts better than traditional textbook-only learning.

Digital Estuaries: Exploring the Pedagogical Benefits of Virtual Reality Media in Geography and Spatial Analysis

Learning eco-spatial concepts and estuary conservation concepts in Geography is often constrained by irrelevant learning media and limited field trips. As marine conservation is critical to addressing damage to coastal and marine ecosystems, there is an urgent need for innovative learning media that can bridge this gap. To address this, our research focuses on the development and evaluation of Virtual Reality Estuary learning media. This interactive tool provides a realistic virtual representation of the real world through a 360° panorama. It is designed to offer students an immersive experience, enhancing their understanding of the topics of eco-spatial concept and estuary conservation. We used a Research and Development (RD) approach using the Successive Approximations Model research method. This research uses primary and secondary data. Primary data is based on field data and product validation tests. Secondary data was obtained from literacy data from accredited journals. Data needs analysis using a questionnaire submitted to students. The analysis shows that the use of virtual reality media is needed in estuary learning. This research resulted in the development of Virtual Reality Estuary media. Virtual Reality Estuary media development products have gone through the media product validation test stage and material validation test with declared valid and feasible to use. So that students can do digital exploration through Virtual Reality Estuary in geography learning.

Kesulitan Belajar Peserta Didik dalam Materi Konsep Dasar Ilmu Geografi di SMA

The basic concept material of geography is the first material that must be mastered by high school (SMA) students, but in reality in schools, especially students of SMAN 1 Wongsorejo, students still have difficulty understanding the basic concepts of geography. This research is to describe the difficulties and factors that cause students to have difficulty understanding the material. The research was qualitative in nature with data analysis using the Miles and Huberman model, namely data reduction, data presentation, and drawing conclusions. The research subjects consisted of 10 students of class X MIPA/IPS and two geography teachers. Data collection techniques in this study were through observation, interviews, documentation, and recap of students' daily test results. The results showed that SMAN 1 Wongsorejo students experienced difficulties in sub-material concepts, principles, geographic approaches, which were most dominant in principles and geographic approaches. The factors that cause learning difficulties are external factors and internal factors. External factors in the form of learning methods that are less attractive, the teacher does not reflect on learning, the abstract character of basic geography material, high demands for an independent curriculum, teaching materials and media used are less contextual and do not make use of geospatial information. While the internal factors are independence, cooperation, attention, and poor study habits. In improving the quality of learning on these materials, teachers need to conduct classroom action research, carry out peer tutoring, collaborate with colleagues, guidance and counseling teachers, and parents, carry out learning innovations and improve their professionalism