Geography Classes Research Articles

Comparing effectiveness of teaching interventions in online lab-based physical geography general education courses

ABSTRACT To improve student outcomes in four-credit asynchronous online physical geography classes that included a lab component, we employed three different experimental techniques in spring 2022. Fifteen faculty who collectively taught 24 sections of Introduction to Landforms or Weather and Climate modified one element of their course to foster improved student performance. Interventions in these science general education classes targeted student engagement and procrastination and included staggering deadlines, increasing the number of emails sent, and meeting with students one-on-one. Comparison of control versus experimental sections yielded mixed results demonstrating that faculty efforts to improve classes may not always have the intended effect. This suggests faculty should assess changes made to their class to determine if student outcomes improve.

The Effects of Using Digital Technologies on High School Geography Learning

In recent years, the integration of digital technologies into educational practices has become a focal point for enhancing student learning experiences across various subjects, including Geography. Following this trend, the present study investigates the effects of digital technology use on high school Geography education by comparing traditional teaching methods with modern, digitally enhanced approaches. Thus, the main aim of the paper was to evaluate whether digital tools such as interactive maps, 3D simulations, and augmented reality can improve student engagement and academic performance in geography classes. A quasi-experimental research design was employed, involving quantitative analyses of student performance data before and after the intervention. The study sample consisted of 50 high school students divided into two groups: one taught using traditional methods and another exposed to digital learning environments. Curricular Geography tests were administered to the two groups, along with surveys and interviews, to assess differences in academic outcomes and engagement levels between the two groups. The findings indicate that students in the digital learning group outperformed their peers in the traditional setting, achieving higher test scores. This may be attributed to the use of interactive digital tools, which facilitated a deeper understanding of geographical concepts and promoted active participation in the learning process. However, the study also highlights challenges such as unequal access to technology and the necessity for ongoing teacher training to effectively implement digital resources. These conclusions and insights have led to several important implications for education. The positive impact of digital learning tools suggests that educational systems should consider integrating more technology into the curriculum to enhance learning outcomes.

델파이를 활용한 고등학생 세계시민성 측정 도구 개발

Objectives This study, we intend to develop a tool item for measuring global citizenship that can grasp the relationship between world geography classes and cultivation of global citizenship through a Delphi survey. Methods To this end, areas, items, and questions for global citizenship measurement tools were extracted by analyzing the 2022 revised curriculum high school “World Citizens and Geography” textbook and the social studies curriculum (Ministry of Education Notice No. 2022-33). In addition, a group of 10 experts was formed into a panel to conduct a Delphi survey. Results As a result of the Delphi survey, the area of the global citizenship measurement tool was divided into cognitive, social and emotional, and skill areas, and a total of 15 category and 30 items were developed in 4 category in the cognitive domain, 7 category in the social and emotional domain, and 4 category in the skill domain. Conclusions The areas, items, and questions of the developed global citizenship measurement tool will serve as a guide and guide for studying the close connection between learning high school world geography (2022 revised world citizenship and geography) and cultivating global citizenship.

Metaverse in in the geography lecture classroom? Evaluating ‘group VR’ possibilities using the multiplayer ‘Wooorld’ VR app

ABSTRACT With the introduction of in-class group-based virtual reality (VR), multiple students can interact in a single shared “metaverse”. One geography-focused group VR option is the Wooorld app, available on various Meta Quest unit models. To evaluate the feasibility of group VR in a higher education geography lecture classroom, a pilot study was run for two days with a small, upper-level Urban Geography class at Arkansas Tech University in spring 2023. Using multiple wireless Meta Quest 2 headsets, the class collectively used the Wooorld app to visit 3D-rendered global downtowns. Inside the app, students saw each other’s avatars and manipulated the viewing area for the rest of the class. Students completed pre/post-experience surveys, and the data suggest strong student enthusiasm for shared VR, and for Wooorld. However, some technical and physical space issues arose. While this pilot study aimed to evaluate the potential of classroom group VR via the Wooorld app, this study also considers the possibility of using group VR in future geography lecture classrooms.

Analysis of Interests Students in Learning Geography in Class XI IIS in MAN 1 Sintang

The objective of this research is to know how the interest of the students to study the subject of geography class XI IIS in MAN 1 Sintang, so that the teacher can find a solution to solve the problems felt by the students in their learning activities, so the students will gain success from their learning. The form of research used in this research is qualitative research with descriptive research methods. Data collection techniques in this study use observation, interview, and documentation methods. The data collection tools used are observation sheets, documentation and interview guidelines. Data analysis uses the Miles and Huberman model that consists of data reduction, data presentation, conclusion drawing. The results of the research showed that students of class XI IIS were interested in geography subjects. Students' interest in learning can be seen through 4 indicators, namely, the feeling of pleasure, the attention of the students, the involvement of students, and the willingness to learn the students. So students are said to be interested in geography subjects because they meet the four indicators of interest in learning.

The Influence of Problem Based Learning Models on Students' Critical Thinking Ability on Natural Disaster Mitigation Material

Critical thinking is an essential skill in 21st century society. The condition of students' critical thinking skills is the basis of implementation Problem Based Learning (PBL) in geography class. This study aims to determine the level of Influence of the PBL on Students' Critical Thinking Skills on Natural Disaster Mitigation material. This research used a quasi-experimental method with a non-equivalent control group design, which is a design consisting of two groups, namely the experimental and control groups. Sampling technique was purpossively, consisting of 13 experimental class students and 12 control class students. The data collection technique involves written essay tests in both pretest and posttest. The data has been analyzed quantitatively. The research results indicate that, descriptively, students in the PBL group achieved higher average scores in critical thinking skills compared to those in conventional learning. Furthermore, a significant difference exists in critical thinking skills between the PBL group and conventional learning, with PBL demonstrating a significant impact on students' critical thinking skills. It is better if the PBL is given by teachers to improve students' critical thinking skills.

Why Mature Galaxies Seem to Have Filled the Universe Shortly After the Big Bang — A New Cosmological Model, that Predicted the JWST Observations

The Azimulthal Hyper-Projection onto spacetime Model (AHOSM) of Cosmology is just an extension of the familiar Atlas map of a globe in geography class. The Atlas is an azimuthal projection of 3 spacial dimensions projected onto a 2 dimensional plane. The important feature of an Atlas is that the geometry expands asymptotic toward the horizon, and is therefore POSITIONALLY DEPENDENT, such that if North America is centrally positioned, then Siberia and Alaska are viewed as extremely remote. Thus if the Bering Strait were centrally positioned, then longitudinal meridians of North America would likewise be viewed as being extremely remote. AHOSM extends this concept to a hyper-projection of hyper-spacetime (4 spacial dimensions) onto spacetime. However as viewed in spacetime, geodesics appear to be expanding outward in 3 dimensional space away from the observer. Thus by extension, AHOSM is also POSITIONALLY DEPENDENT, such that the most remote galaxies only appear to be mutually separated (from each other) with extreme distance, as viewed from our central position, and vice versa our local group of Galaxies would appear to be mutually separated with extreme distances from a remote perspective. A proposed experiment is offered to prove that the distance from Earth to Mars is measured greater from the perspective of the outer solar system and vice versa. Red-shifting is alternatively proposed as azimuthal angular projections of wavelengths \(\lambda\). Magnitude is alternatively proposed as a function of Lambert's cosine law of illumination, over expanding geodesics. This simple parsimonious model requires only a few assumptions, excluding dark energy to satisfy the Cosmological Constant \(\Lambda\), and is shown to match the Universal expansion rate, as established from supernova cosmology survey points. Galaxy rotation curves are simply and accurately explained as measured expanding geodesics and density, along the observer's line of site The justification of such a radically novel model is from recent observations from the first dataset, provided by NASA's James Webb Space Telescope (JWST) of six massive galaxies, at a time in the early universe, seem to defy conventional cosmological models, as they appear to be as mature and developed as our own local group. Such unexpected discoveries JUSTIFY A RADICALLY NOVEL MODEL OF COSMOLOGY. TO QUOTE JOEL LEJA, ASSISTANT PROFESSOR OF ASTRONOMY AND ASTROPHYSICS AT PENN STATE “IT TURNS OUT WE FOUND SOMETHING SO UNEXPECTED IT ACTUALLY CREATES PROBLEMS FOR SCIENCE. IT CALLS THE WHOLE PICTURE OF EARLY GALAXY FORMATION INTO QUESTION”.

O uso das tecnologias da informação e comunicação no ensino da geografia

This is a study on the use of Information and Communication Technologies in the teaching of Geography (ICTs). Technologies are increasingly present in people's lives. And the vast majority of students have access to technologies. Thus, education needs to incorporate the use of ICTs in the teaching-learning process. When used in a planned and organized way, ICTs have a great contribution, but for this to happen it is essential that the teacher has knowledge about the use of technologies and responsibility for learning, understanding the need for more dynamic, interesting and motivating classes. Geography classes can become much more interesting with the use of ICTs.

Sources of geography class enjoyment and boredom among bhutanese secondary school students

This qualitative study explored the potential sources of enjoyment and boredom in geography classes among Bhutanese secondary school students. Utilizing open-ended surveys and semi-structured interviews, 206 participants aged 17 to 22, predominantly from classes 11 and 12, shared their perspectives. The thematic analysis of the data revealed four sources that contributed to students' enjoyment and boredom in geography classes. The findings on sources of enjoyment included sources like enthusiasm, encouragement, friendliness and support which emerged as crucial contributors to enjoyment. Moreover, video-integrated lessons, field trips, and challenging and hands-on activities, actively contributed to positive emotional experiences. Additionally, individual interest in geography, aspirations to become geographers, the relevance of materials and topics to learners' interests, were found to enhance geography class enjoyment. Conversely, the findings on sources of boredom included monotonous teaching methods, poorly prepared lessons, difficult content, dissatisfaction with presentation tasks, textbook-based activities, lack of interest in the subject or negative moods linked to boredom. Altogether, this study contributes to the growing research trend, focusing on the dimensions of students' emotions in the learning process. Based on the findings of the study, recommendations are made and directions for future research are presented.

UMA QUESTÃO ALÉM DA SEMÂNTICA: INVESTIGANDO E DEMARCANDO CONCEPÇÕES SOBRE OS COMPONENTES FÍSICO-NATURAIS NO ENSINO DE GEOGRAFIA

Como denominar o ensino de relevo, solos, rochas, hidrografia, vegetação, clima entre outros, nas aulas de Geografia na Educação Básica? A fim de responder a esse questionamento, desenvolvemos o conceito de “componentes físico-naturais”, acreditando que ele traz consigo uma compreensão acerca do objeto da ciência geográfica e de seu ensino na Educação Básica. Ressaltamos a necessidade dessa conceitualização, construindo um estado do conhecimento sobre componentes físico-naturais em teses e dissertações referentes ao ensino de Geografia. Por meio dessa construção foi possível identificar: i- trabalhos que versam sobre esses componentes; ii- componentes físico-naturais contemplados nas investigações; iii- abordagem individual ou em articulação com outros componentes da mesma origem; iv- terminologias utilizadas para designar os componentes no interior das pesquisas e em seu ensino escolar; v- associação entre componentes físico-naturais e sociais; vi- apropriação desses componentes para que se realize, na escola básica, a interpretação de uma situação geográfica. Na busca por um conceito que abarque o dinamismo e os processos de constituição do espaço geográfico, bem como atenda às demandas da Geografia escolar, defendemos a concepção de componentes físico-naturais, com a finalidade de sua apropriação na Educação Básica.

Effects of COVID-19 on First-Year Undergraduate Research in Physical Geography

Having confirmed that including research in first-year undergraduate teaching can actually help students understand the research process, link research with concepts, and improve both their academic and professional skills, we intended to evaluate how this experiential learning component fared during the COVID-19 challenge. For a first-year three-credit physical geography class, we have included a First Year Research Experience (FYRE) project for six iterations. A cluster analysis grouped students’ perceptions obtained from survey questions into five categories, from high to low. The results showed an overall improvement in perception of the FYRE during the pandemic, driven primarily by soft-skill development related to time management and self-motivation. Students were also able to better connect the research project with the theoretical content of the course. Components of the FYRE that suffered during the pandemic include engaging with course instructors and completing the oral presentation phase of the research. Soft-skill development continued through the second year of the pandemic, although students’ dissatisfaction with continued restrictions on in-person contact was evident.

Graphic organizers method used in the systematisation and recapitulation of knowledge in Geography

This research analyses whether the use of an effective method/technique, as support in the educational process, can make pupils better understand the concepts learned in Geography classes and be more effective in practical tests. Thus, this research is based on the design and use of the method of graphic organizers in the teaching-learning-evaluation lessons, which allows the fixation and thorough consolidation of pupils' knowledge in the discipline of Geography, 7th grade. The research method used was the questionnaire, which was applied to an experimental sample (7th grade A) and a control sample (7th grade B), the pupils being from the countryside school in Dolj County, Romania. Statistical data were analyzed using SPSS Statistical Software (Statistical Package for the Social Sciences) and provided valuable insights in understanding the relationships between the studied variables and the research hypotheses. We consider this technique, being new, attractive and innovative in the Romanian education system, for the development of the spirit of observation in pupils, the increase of attention, imagination and memory, the amplification of investigative capacity, organization in thinking but also in deeds (creativity and thinking free).

The Effect of the Concept Map Method on Student Learning Motivation in Geography Class XI Social Studies 3 in Public High School 8 Banjarmasin

The Effect of the Concept Map Method on Student Learning Motivation in Geography Class XI Social Studies 3 in Public High School 8 Banjarmasin

Pemanfaatan Remitensi Buruh Migran Perempuan untuk Meningkatkan Kesejahteraan Keluarga yang Ditinggalkan

The purpose of this study was to determine the effectiveness of the use of augmented reality learning media on geography subjects in class X SMAN 36 Jakarta. This research uses an experimental method with Nonrandomized Control Group Pretest Posttest Design. The population of this study were students of class X SMAN 36 Jakarta with research samples selected by randomized sampling technique, namely X E1 as the experimental class and X E2 as the control class. Data collection techniques used were tests on two classes and distributing questionnaires filled out by experimental class students. Some of the data analysis techniques used are instrument tests, data tests as analysis requirements and data analysis tests. Based on the test results, the instrument was declared valid and reliable and the data was declared normal and homogeneous. The results showed that augmented reality learning media was declared effective to improve students' learning outcomes in geography class X SMAN 36 Jakarta with a significance value of 0.000 <0.05 and an N-Gain value of 71.069%, which included the effective category. So educators can utilize the media to be used as a praga tool that facilitates the learning process because it is proven to be able to provide an increase in student learning outcomes. For future research, it is hoped that this augmented reality media can be used in other learning materials.

Climate Change in School Geography Textbooks (Spain) in the Era of the ICTs: Perception and Teaching According to Teachers

Climate change has become one of the major themes in the academic world, as it constitutes a socio-environmental challenge faced by society in the twenty-first century. The objectives of this study, based on the opinions of geography teachers (secondary education and baccalaureate, Spain), were to analyze the frequency of use of school textbooks in geography classes, to examine how climate change is addressed in these resources, to study how teachers impart these contents, and to review the importance of teaching global warming according to the opinions of the teachers. Based on a sample of 96 teachers surveyed between 2019 and 2022, the results show a disparity of opinions regarding textbook use, a not-altogether-adequate treatment of this phenomenon with these resources (the sum of the responses with values of 1 and 2 amounted to 44.8%), and a predominance of an explanation of climate change by teachers through everyday cases in the students’ environment (35.4%) and talks and workshops given in class by experts (27.1%). Knowing the use made by teachers of the traditional textbook in the era of the ICTs, their perception of the adequacy of the contents on climate change in these resources, and how this phenomenon is taught is highly relevant to raising awareness and educating the youngest cohorts about one of the main challenges faced by society today.

Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair Square terhadap Hasil Belajar Geografi Siswa Kelas XI di SMAN 2 Solok Selatan

This research is motivated by the lack of variety of media in learning. Students are less motivated in the teaching and learning process and there are obstacles in the delivery of learning material and are often found in learning outcomes that are < from KKM. This study aims to see the effect of using the Think Pair Square Cooperative learning model on the learning outcomes of Geography students in class XI SMAN 2 Solok Selatan. The use of the Think Pair Cooperative learning model turned out to make students more enthusiastic in responding to the model applied by the researcher. The type of research used is a quasi-experimental research type. The population in this study were students of class XI IPS at SMAN 2 Solok Selatan for the 2023/2024 academic year. Class XI IPS 1 control class, XI IPS 2 experimental class. The data analysis technique used was descriptive statistical technique and inferential statistical analysis. Based on the research results, the control class average was 79.48 and the experimental class average was 86.89. Based on the t-test conducted on the two sample class learning outcomes, the t value was 5,945 with sig 0.000 <0.005. It can be concluded that there is an influence of the think pair square Cooperative learning model on the learning outcomes of Geography class XI students at SMAN 2 Solok Selatan.

Find It on a Map: Country Location Identification in a University Geography Classroom, 2016–2022

Blank paper maps are often used to assess student location knowledge. A total of 502 students enrolled in 12 undergraduate World Geography classes between 2016 and 2022 were initially asked to find some of the following countries on a blank world map: Afghanistan, Australia, Brazil, Canada, China, France, Germany, India, Iran, Iraq, Japan, Mexico, Nigeria, North Korea, Russia, Syria, Ukraine, the United Kingdom, the United States, and Venezuela. Comparing student cohorts, results were generally mediocre and consistent over time, yet changes in identification accuracy appear with the beginning of the COVID-19 pandemic and in times of intense US media coverage of a country.

The concept of landscape in geography: from its genesis to the classroom

The landscape is configured as a present and essential object for the human being in its geographical location, however this concept is not explored in its entirety, including in the spaces of learning. Thus, in general, the landscape is attributed only the synonym of visual appeal with superficial characteristics associated with structures that pleases the patterns of natural beauty. In this work we highlight the landscape as a visual representation of the structure of the socio-environmental space. As methodology, we applied a theoretical-qualitative analysis of bibliographic and documentary nature, investigating articles, books and normative documents, from the perspective of authors such as Ab'Sáber (2003), Freire (2021), Santos (2008), Serpa (2021), probing the epistemological aspects and the process of formation of the concept of landscape, as well as analyzing how the operationalization of this concept in basic education takes place, which developed tied to human actions until it was systematized together with geographic science. We investigated some teaching materials in order to verify how the concept of landscape is approached in school books and how the contents are distribution. We analyze the documents that govern basic education and its guidelines, pointing out possible negligence regarding landscape and geography teaching, as well as the positive aspects. We formulated critical analysis linked to orientations, suggestions and clarifications about the concept in question, focusing on pedagogical didactic practices, on the dynamics of the classroom with the use of the landscape in the methodological theoretical contribution in geography classes, seeking to contribute to the expansion and development of geographic knowledge.

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.