Geographic Skills Research Articles

Geographic skills: a case study of students in the United Arab Emirates

The worldwide technology boom has created an information revolution. Consequently, a large number of people who previously had limited access to geographic data can now use Internet-based geographic information for a number of diverse purposes. The average person has access to geographic information for tourism, shopping, business, and even route planning. Though access is a boon for users, a solid grasp of geographic principles is critical if the information is to play a meaningful role in expectations and results. This study investigated the geographic skills that secondary-school students and university geography students in the United Arab Emirates have acquired during their course of study. It considered the first-year university students (freshmen) as representatives of secondary-school graduates, and college seniors as college graduates. The study also considered gender: it examined how men's and women's skills differ in terms of map reading, map design, understanding directions, and calculating distances. Results from the study pinpointed strengths and weaknesses in geography curricula and the need to revise the present system at both the secondary and university levels. Although the results show that geographic skills are generally weak among university students, they also showed that senior students’ performance was measurably better than the freshmen, and the male students perform better than the female students. This study concludes with recommendations to improve geographic skills for secondary and university students.

Your pupils will go far with map work skills

Do map reading skills have a place in the 21st Century? Of course they do! Follow these practical activities to build this key geographical skill, says Steve Mynard.

Start mapping it out now

John Davis is here to help you plan for the geographical skills and fieldwork element of the new curriculum at key stage 2, from basic sketch maps to six-figure coordinates.

Omani students’ definitions of geography

Very few studies have been conducted on students’ definitions of geography. The purpose of the present study was to add to the existing literature by exploring Omani students’ definitions of geography. Participants were 477 students of grade 6 (ages 11–12) and grade 10 (ages 15–16) in one school district in Oman. They had been taught geography since grade 3 as part of social studies curriculum, but not as an independent subject. Of the 477 students, 46 (9.6%) students of both grades were uncertain about the meaning of geography. A total of 431 students referred to a wide range of geographical components in their definitions. For half of the students in the sample, geography was associated with the study of weather/climate, the environment and environmental issues, and physical processes that shape the Earth's crust (e.g. earthquakes, volcanoes, and erosion). With the exception of map skills, there were limited references to field work or other geographical skills. The findings also demonstrated that there were limited references to the study of the local area and key human geography themes. Evidence indicated that many students associated geography with topics covered in school curriculum. The study provided important implications for geographic education in Oman.

Exploring factors affecting the Greek high school students’ participation in Geographical and Environmental Research Project using social Web 2.0 applications. A case study

This study is a continuation of the previous year’s work on the analysis of sociocultural constructivist interactions of Greek high school students (N=16) during an eight-month geographical and environmental research project in a social computing and specifically a free social bookmarking site, Diigo. All learning actions led students to reach the higher phase of sociocultural constructivist interaction, progressively developing essential geographic skills, creating an active social network (with remarkable distinction in the cohesion, power and role structures). The results also showed that the density value of students’ interaction and the quality of their discussion were at a satisfactory level with most complete exchanges, throughout the project. However, there were significant differences in individual participation rates of students in the exploratory process (i.e., inactive, moderate, and active). This was important information for us and we needed to further explore the factors affecting the students’ participation in corresponding actions. Searching the literature, we identified the factors, such as students’ course performance, previous experience and a variety of sociodemographic characteristics with potential influence on their participation. Thus in this study, we correlated the activity and quality of students’ project participation with the above factors. The results of correlation analysis suggest that their participation level was positively and significantly correlated with their previous experience in geographical and environmental actions at the 0.01 level. Also, their participation level was positively related to their gender and parental education level. On the other hand, there were negative but at a moderate level of correlation between their participation level and their performance in courses theoretical direction and financial stability.

Effects of teaching with mysteries on students’ geographical thinking skills

Thinking Through Geography (TTG) strategies are popular in secondary education. Geography teachers see these strategies to be powerful to stimulate thinking geographically. However, empirical evidence is scarce. Based on a quasi-experimental design, effects of mysteries, one of the more famous TTG strategies, were examined on students’ geographical thinking in terms of their skills to relate phenomena. A multilevel regression analysis showed that students who used mysteries in geography lessons reported significantly more correct geographical relationships than students who attended the regular curriculum. We conclude that a mystery can be an effective TTG strategy for the development of students’ geographical thinking skills. Improvements of the pedagogy of using mysteries in Geography lessons are discussed.

Local Tree Mapping: A Collaborative, Place-Based Activity Integrating Science, Technology, Math, and Geography

ABSTRACT This inquiry-based activity designed for the fifth through 12th grade allows students to engage in an outdoor, place-based experience, working collaboratively both in groups and as a class to accomplish the class goal of creating a local tree map linked to student-collected data about each tree. During Local Tree Mapping, students explore the local trees in the yard or neighborhood of the school, while learning basic skills in geographical information systems and Microsoft Excel. Through this activity, students gain a deeper understanding of and appreciation for the role of trees within the Earth's ecosystems, as they collect data on tree type, height, diameter, age, and the longitude and latitude of the trees. An extension activity is described in which students can enter their tree data into a carbon dioxide (CO2) emissions reduction calculator to determine how much CO2 is sequestered by the trees in their research site. Local Tree Mapping provides an opportunity for students to gain inquiry skills in science, mathematics, and geography as they participate firsthand in the collection, analysis, and presentation of real-world data that can be utilized by the local community.

Geographers in Business, Government, and Nonprofit Organizations: Skills, Challenges, and Professional Identities

This study examines the experiences of geography graduates who work in business, government, and nonprofit organizations. We analyzed 352 logs from eighty-two professionals detailing professional activities, challenges, and opportunities during one work week each month, over a period of six months. Our analysis explores interpersonal relationships and working conditions affecting participants’ progress toward work goals, workplace climate, and professional identity. Geographic information systems and technology accounted for more than half of the geographic skills respondents reported using on the job, and administrative and leadership factors were the most commonly cited types of transferable skills. Professional geographers value collaborative workplaces as well as opportunities to work independently with the confidence of their supervisors, and their sense of a professional identity is enhanced when they feel valued and are recognized for their work. Professional development activities are important because they reinforce geographers’ sense of positively contributing to their organizations, enhance interpersonal interactions, facilitate work on specific projects, and expand individuals’ knowledge and skills. Moreover, our findings suggest that nearly half of the reported workplace difficulties could potentially be reduced or eliminated as a result of more and better professional development. Nonetheless, many employers do not consistently provide opportunities for professional development to their employees. Based on our analysis, we contend that professional development is a beneficial investment for lifelong learning, from undergraduate and graduate education throughout the entire course of a professional career.

GIS Adoption Among Senior High School Geography Teachers in Taiwan

This article explores the adoption of geographic information system (GIS) knowledge and skills through in-service training for high school geography teachers in Taiwan. Through statistical analysis of primary data collected from a census of Taiwan's high school geography teachers, it explores what motivates these teachers to undertake GIS training. The design of the questionnaire was largely inspired by the technology acceptance model (TAM) and the social influence model (SIM). The former model postulates the influence of perceived usefulness (PU) and perceived ease of use (PEOU) of GIS on teachers' actual adoption of the technology. The latter, in contrast, postulates that teachers' usage of GIS is affected by their peers and their schools. Statistical findings indicate that PU and school support are important factors influencing teachers' adoption of GIS in Taiwan.

A Preliminary Study on Tangshan Chinese Carpenters′ Migratory Routes in Taiwan During the Japanese Period (1910~1928): Using Xidi Carpenters from Quanzhou County as a Case Study

Based on census records during the Japanese period, oral interviews and literature reviews, the migratory routes of Quanzhou carpenters in Taiwan between 1910 and 1928 were traced. Population structure and networks, interactions between the related carpentry guilds and their job scopes were carefully analyzed. Results show that the carpentry skills inherited by the Quanzhou Xidi carpenters were actually the outcome of a gradual fusion between the essence of Ming dynasty development and the accumulation of temporal wisdom passed down from their patrilineal societies. Upon arrival in Taiwan, the migration trend of the Tangshan carpenters gradually evolved from single nodal concentration (staying within their own clans or villages) to inter-state (township and/or county-level) migration through inter-referrals. Eventually, patrilineal skill-imparting practices could no longer sustain the ever-changing socio-economic trend, and thus led to the collapse of the traditional system. In-land migration brought about geographical and subsequently, temporal transmission of carpentry skills, which led to the creation of locally distinctive styles. The initial intention of outsourcing overseas skilled carpentry teams had not only indirectly revealed the essence of ′foreign′ traditional carpentry in the local environment, but had also led to the unique fusion of ethnic, geographical and construction skill integration in Taiwan.

Geography and Political Skills: A Case Study in a School of Education

this article is a case study based on the work of a group of students trained to teach. They build a lesson for 10-11-year-old pupils on geography and education for sustainable development aiming at linking civic and social skills to scientific geography. This example is changed in a case study by questioning a prevailing idea about relations between school knowledge and “…educations” (citizenship education, environmental education): disciplines such as geography are serving the development of citizenship skills in order to promote a critical education instead of a standard one. Beyond the questioning, this case study offers alternative ways based on philosophy, history and sociology of science to understand how pupils could become critical citizens. Theses ways focus on the hypothesis of a general skill often unseen though essential to any critical approach of world problems: what knowledge should be used when? Geographical knowledge then refers less to “knowing that”, than to scientific, collective and language practices, specific to the viewpoints built through scientific disciplines; among which, the building of space problems.

Geographical Expertise in International Boundary Cases

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.

Student-teachers’ use of Google Earth in problem-based geology learning

Geographical Information Systems (GIS) are adequate for analyzing complex scientific and spatial phenomena in geography education. Google Earth is a geographic information tool for GIS-based learning. It allows students to engage in the lesson, explore the Earth, explain what they identify and evaluate the implications of what they are learning. This paper introduces one example of using Google Earth for problem-based learning processes in teacher education. Student-teachers’ geographical thinking was analyzed during the study process. We have found that although student-teachers have inadequate skills to use information and communication technology, the use of Google Earth improved student-teachers’ geographical thinking skills, even though they still have difficulties in interpreting maps and analyzing geological data.

Curriculum Development: Producing Geographers for the 21st Century

We take a fresh look at geography curricula and their appropriateness to the demands of the 21st century. We reflect on the purpose, content and relevance of undergraduate geography curricula in an age of ‘supercomplexity’. Geography curricula, by their nature, are varied and multiple, with different countries often privileging different types of geographical knowledge and skills. The paper emerges from a group of US and UK geographers and so focuses mainly upon Anglo-American geographical traditions. We highlight the need to provide generic and employability skills as part of the rapidly changing requirements into which geographical skills and knowledge need to be integrated. The knowledge base may well change according to circumstances (for example, adaptation to environmental change) that will require geographers to be able to contribute to the community and thereby enhance the overall stature of geography. A geographical outlook, reflecting space and change, remains at the heart of geography and can provide a unique selling point for its study. Graduates will need to promote their geographical knowledge and skills in order to cope with employment possibilities, so instructors will need to diversify their teaching methods to embrace active learning and problem-orientated approaches to the delivery of geographical curricula.

Teaching Geographic Concepts Through Fieldwork and Competition

This article describes the benefits of combining field-based learning within the context of a competitive setting in the geography curriculum. Findings and data are presented based on experiences gathered from teaching an upper-level university geography course that combined geographic techniques and theory into a game of capture-the-flag. Students analyzed a variety of geospatial data sources, using ArcMap Geographic Information System software, to prepare a series of maps for the game. Students reported a first-time understanding of many geographic skills that were previously ambiguous to them when the material was presented in a different format, such as lectures and labs.

Travel journals based on Google Earth

Google Earth, which is one of the newest tools of geographic information available on the Worldwide Web, has a strikingly great potential in providing students the opportunity to explore countries around the world. This article is about a class assignment designed to allow students to explore a European country with the help of the Google Earth Program. The assignment is based on asking university students taking a class in European geography to create a travel journal, following the instructions devised for this purpose by the researcher. The assignment entails instructing students to use Google Earth to do research along a particular itinerary in a European country, then turning this into a travel story. Eighty-four students at Balikesir University, Necatibey Faculty of Education, Department of Social Sciences Teaching participated in the project. The researcher developed a travel journal assessment scale to be used in interpreting the travel stories created by the students. The scale indicated that the characteristics of human geography along the routes were better described (70.6% students described these on an adequate level) than physical geographic characteristics (26.2% described them on an adequate level). In addition, a focus group discussion was held with the students in order to establish how Google Earth facilitated or hindered their efforts in creating a travel journal. The discussions showed that Google Earth provided a significant resource in the creation of a travel story but that some problems were experienced either due to the content of the program itself or because of student deficiencies in geographic knowledge, skills and perspective. Key words: Geography education, Google earth, European geography, travel journal.

Data Day: Highlighting the Geographic Skills in a Schoolwide Event

Data Day: Highlighting the Geographic Skills in a Schoolwide Event

The Level Of The Access To Geographic Skills In The 9. Year Geography Textbook According To Geography Curriculum

In 2005 it was prepared a new curriculum for high school geography which based on “process approach” as different previous curriculum by the Ministry of National Education. So it was prepared by an approach focus on “skills education”. This is one of the positive innovations in this curriculum according to previous one. In this study, it was investigated the level of the access to geographic skills in the 9. grade geography textbook according to geography curriculum. The activities, visual quality of them, materials and content of them were studied by qualitative research methods. According to results, there is a “gap” between “geographic skills” in the curriculum and geography textbook. Some geographic skills which aren’t in the headline of “Geographic Skills” of curriculum were written opposite to 9. grade curriculum standarts. When it is considered that the aim of curriculum is to reach “geographic skills”, this textbook should be renewed according to geographic skills. Thus, it can be understood that final aim of geography curriculum is to achieve geographic skills instead of teaching geographic standarts and geography lessons can be taught as a lesson which considers “skills education”.

A Proposal for Assessment in Geography Education

The geographic skills, as outlined in Geography for Life, provide an avenue for assessing students' work in geography. If used across the scope and sequence of the curriculum, a common scoring guide based on these skills offers opportunities for students to demonstrate their ability to use inquiry approaches to study geography and to improve those abilities over time and over different geographic questions. If used consistently, a geographic skills scoring guide can also help to communicate to a broader audience of parents, administration, and the public as to what the discipline of geography encompasses.

Content-Based Language Instruction: A New Window of Opportunity in Geography Education

The use of content-based language instruction (CBI) offers an innovative and effective method for teaching core geographic concepts and skills while students study a second language. This article focuses on a collaborative initiative developed and tested by university and high school level geography and second-language educators. The goal of the MOSAIC project is to develop and disseminate rigorous instructional modules using CBI to reach students in language classrooms who may or may not ever enroll in a stand-alone geography course.