Geography Course Research Articles

Service-learning during the pandemic through a tourism geography course

ABSTRACT This case study illustrates the challenges and strategies adopted by the instructor and the Tour Dure producer in designing a tourism geography service-learning course during the COVID-19 pandemic. It focuses on a teaching experience in a course titled “Tourism Place Management Project” which involved collaboration with Tour Dure businesses in Goesan County of South Korea. In so doing, the initial course objectives and the activities based on the experiential learning theory adopted for the course are illustrated. Then challenges and the adjusted measures to cope with the pandemic are explained. The main challenges were caused by limited opportunities for offline activities including fieldwork and the students’ group meetings. Strategies adopted to cope with the challenges included providing small-group sessions for the students, including the fieldwork and online sessions with the instructor and the Tour Dure producer. Also, the instructor, the Tour Dure producer, the businesses, and the students were encouraged to share diverse materials among themselves. As a result, the students acknowledged the importance of the service-learning experience despite the limitations caused by the pandemic. This case study provides implications on how service-learning can be conducted when offline learning experiences are limited.

Implementation of Blended Learning Models during the Pandemic

The COVID-19 pandemic has made the entire life order change substantially, including the education area. The atmosphere of face-to-face learning must undergo a transition in the form of online learning, by utilizing technology and various interaction media during learning, including tertiary education. Blended learning model is one model that can be used in this emergency situation. This study aims to look at students' perceptions, to what extent of the blended learning carried out by optimizing LMS Moodle and video conferencing as learning tools. Participants in this study were taken purposively and involved 78 students from three study programs, namely Biology, Mathematics, and Social Sciences Education, who were enrolled and participated in Ecology, Integral Calculus, and Geography courses. The instruments are COLLES questionnaires and open-ended questions to investigate deeper at the perceptions expressed by students. Research methods are used in the form of mixed methods to produce an in-depth interpretation of student perception. Quantitative data analysis is carried out with a one-way ANOVA conducted using SPSS 20. Qualitative analysis is carried out descriptively related to the response given by students in writing. This research found indications related to lecturers' ability to design discussion problems to stimulate student involvement during learning.

ANALISIS PERSIAPAN MAHASISWA DALAM MENGIKUTI PERKULIAHAN MATA KULIAH GEOGRAFI REGIONAL SEMESTER III B PADA PRODI PENDIDIKAN GEOGRAFI TAHUN AJARAN 2022/2023

This research examines the preparation of students in exploring lectures in the Regional Geography course in semester III B and the influence between physical preparation and non-physical preparation on students' readiness to experience lectures. The benefits of this research are knowing the reflection of student lecture preparation and the situation and sharing data with students in preparing themselves for lectures. The population in this research are students of the Geography Learning Study Program of approximately 130 students. Sampling with stratified proportional random sampling technique as many as 47 students. This research uses research trials to test the validity of the instrument. There are 28 questions. will be experimented on 20 respondents, based on the results of the validity analysis, obtained rxy for each item is greater than r. the table at n = 20 is 0.444. And the results of the reliability analysis of each instrument have a reliability coefficient greater than rtable (0.444).The results of the research prove that there is no significant effect between physical preparation on the readiness of students of the Geography Learning Department to experience lectures. This matter can be seen from the results of the Partial Test obtained t. count for preparation. sport of- 0.346 with probability. 0.731 > 0.05 which means the hypothesis. rejected. 0, 005 & lt; 0.05, which means that there is a significant effect between the preparation of the lecture module on the readiness of the Geography Study Program students to explore lectures with an efficient rate of 18.5%. The total efficient number given between physical preparation, lecture module preparation on the analysis of student readiness for lectures is 18.8% and 81.2% is influenced by other factors outside the physical preparation aspect or preparation in the lecture module.

Use of an augmented reality sand table for satellite remote sensing education

ABSTRACT This experiment utilized advanced visualization technology for the delivery of an introductory remote sensing lesson in an undergraduate geography course. Given the numerous immersive visualization solutions available, it is now possible to leverage the capabilities of augmented, mixed, and virtual reality (AR, MR, and VR) technology in a classroom learning environment. For instructors, it is important to understand how advanced visualization technologies can enhance the learning experience and enable greater knowledge retention. To validate the use of an AR sand table/sandbox in a group academic setting, approximately 400 participants were evaluated to assess the impact on students’ retention of both foundational and practical remote sensing concepts. This work represents a between-subjects design with two AR sand table experimental groups (instructor sand table interaction, and student sand table interaction) and one control group with no sand table exposure. The use of the AR sand table in a classroom environment was found to improve retention of foundational remote sensing knowledge and elevate the assessment performance for subjects identified as lower performers.

As Trajetórias de Vida­ Formação­Profissão de Ella, Filomena, Maria e Sol

This article brings the reflections, writings and socio-spatial academic trajectories of Ella, Filomena, Maria and Sol: four black professors working in the geography teaching at Geography’s Department of brazilian public universities. To listen to their narratives, we chose the methodologies of life history and intersecionality. Were used the following research instruments: questionnaire, semi-structured interview and academic autobiographical memorial – written by the professors. The results show the importance of analyzing the different socio-spatial trajectories of black professors to understand what it means to be a black woman in a public university within the Geography course.

Development of Geography Learning Tools Based on The Indonesian National Qualification Framework (KKNI) Curriculum

<p><em>The development of learning tools is one of the efforts to improve the quality of education as an effort to provide complete and systematic learning tools. One of them is the development of learning tools including (RPS) Semester Learning Plans and (RTM) Student Assignment Designs according to the KKNI in introductory geography courses. The development of learning tools in this study used the ADDIE (Analysis, Design, Development or Production, Implementation or Delivery, and Evaluations) model, with data collection instruments through questionnaires and validation sheets with descriptive analysis techniques. The results of the needs analysis showed that 74.4% needed an RPS adjustment and 78.9% needed the development of teaching materials in a social study program (PIPS), while the evaluation of the development validity (RPS) of Semester Learning obtained an average score of 3.59 while for the average instrument assessment (RTM) the Student Assignment Plan was obtained. the mean score is 3.75 with a mean value of 3.67 with valid criteria. These results indicate that the development of learning tools is following the KKNI and is ready to be implemented in learning activities.</em></p>

Scientific Writing Skills of Students in Tourism Geography Course of the Geography Education Program Universitas PGRI Kanjuruhan

The skill of writing scientific papers in this research is prioritized in writing papers. Considerations in choosing a paper as a scientific paper to be written by students include at the beginning of the semester where each course assignment always makes a paper. The purpose of this study was to describe variables based on indicators and descriptors of the research variables. The type of this research is quantitative descriptive. Based on the data analysis that has been carried out on the ability to develop the content of scientific papers, it can be seen that the average score obtained is 84.85 which shows that the ability of students in developing the content of scientific papers has a fairly good value. This shows that the aspect of developing content in the writings that have been made by students has quite an interesting title. The content in the paper reflects the problem according to the title, the existing discussion is also related to the topic of the problem and the conclusions that can be said to be quite detailed for the standard of students. The individual completeness scores of students who can be declared complete are 18 students by 90%, because they have been able to achieve a minimum mastery level of students more than or equal to 78, while a number of 2 students by 10% have not been able to achieve learning mastery because their scores are still below 78.

Geographic inquiry for citizenship: Identifying barriers to improving teachers’ practice

P-12 geography courses are often taught as a body of facts students should learn in order to be geographically literate. Geographers, however, typically think of their discipline as encompassing practices and core concepts that help people make sense of the world around them. In this article, we consider three teachers' pedagogical content knowledge in geography, specifically their knowledge and application of a problem-based geographic inquiry (PBGI) framework. We discuss the extent to which their classroom instruction reflected geographic practices and the cornerstones of geographic inquiry over the course of two years. Our findings suggest that 1) encouraging students to think beyond their current sense of place requires teachers to have a strong grasp of the cornerstones of geographic inquiry, 2) helping teachers to use PBGI strategies to promote geographic thinking for citizenship requires more models of exemplary practice than are currently available, and 3) developing pedagogical content knowledge for geography via professional development is critical but uniquely challenging.

Geography for All: The Community College Geographer

Geographers at two-year colleges play a pivotal role in educating future geographers; however, little research has explored the demographics and work of two-year college professors nationally or the role of geography courses at these institutions. A questionnaire sent to two-year college geographers captured working conditions of faculty at U.S. community colleges. Results show high job satisfaction, alongside concerns over the “hidden” nature of the discipline. Results also show that most two-year program faculty embrace innovative pedagogy and are strong advocates of geography but lack diversity and are often the sole geographers at their institutions. To better serve all geography students, faculty at four-year colleges should do more to promote employment at two-year colleges as a rewarding career to graduate students and work with two-year college faculty to promote the discipline while supporting transfer. Such efforts might be especially important at minority-serving institutions to help increase diversity among two-year college faculty. Additionally, national organizations such as the American Association of Geographers and others should better support two-year faculty, especially adjuncts, in their academic mission by both advocating for their material needs (better pay) and convening workshops aimed at instructors offering innovative pedagogy.

Integrating and Evaluating Interdisciplinary Sustainability and STEM Curriculum in Geographical Education: A Case of Three Teaching Modalities

The effectiveness of interdisciplinary sustainability curriculum remains understudied in geography education. Accordingly, we deployed and evaluated an interdisciplinary sustainability and STEM module for in-person and online sections of a fall 2018 Human Geography course. Results indicate that sustainability knowledge improved after the interdisciplinary curricular intervention irrespective of course modality. Another focus is to explore student reactions to teaching modality due to COVID-19 disruptions. Results indicate that online student sustainability knowledge also improved during COVID-19 (fall 2020). For students in a section converted from in-person to blended, sustainability knowledge did not improve. Implications are provided.

GIS as a way to individualize teaching Earth science in secondary school

The latest computer and geoinformation technology developments allow the improvement of spatial thinking skills of secondary school students and expand their view on the world around. The speed and simplicity of processing of geospatial data in GIS make it possible to individualize the process of training students. The article considers the main aspects of the individualization of secondary school education using GIS in teaching Geography. Differences between individual and individualized forms of education are formulated. The typical structure of a modern school course in Geography is described. The role of project-based learning as an element of the individualization of secondary school education is noted. The place of GIS in the school educational process is indicated. The use of GIS technologies in teacher training is characterized. Examples of geoinformation items developed for secondary school Geography are given. Conclusions are drawn about perspectives on teaching and learning secondary school Geography with GIS, which would be a subject of further research.

Semantic reading as a means of students’ ecological worldview development in the process of learning Geography

The paper deals with ecological worldview development among students capable of self-development and self-education on the basis of universal educational actions in the light of modern requirements of the Federal State Educational Standard of General Education in Geography. The issue of environmental competence as an integral part of the scientific worldview is touched upon. The authors have highlighted worldview ecological knowledge as a substantive basis of the worldview for all courses of school Geography; they have also noted ecological skills. The components of the ecological worldview (cognitive, value-normative, moral-strong-willed and practical) are considered. Attention is paid to the issues of intellectual development as the central link of the scientific worldview, the conditions for ecological worldview development, the selection of the content of educational material, the use of intersubject connections, the establishment of cause-and-effect relationships, the use of modern pedagogical technologies. The authors attention is also focused on the technology of problem-based learning as a basis for student-centered learning technologies - technology for project activities development and case technology. Particular attention is paid to the technology for critical thinking development through reading and writing as the most optimal and rational technology for universal general educational action development - semantic reading. It is one of the elements of reading competence related to the key cognitive competence that forms the basis of the cognitive component of the ecological worldview. The results of experimental work aimed at semantic reading skills development are presented.

Out of Eden Walk: Bridging the Advanced Placement Human Geography and World History Courses

Out of Eden Walk: Bridging the Advanced Placement Human Geography and World History Courses

Development of an App and Teaching Concept for Implementation of Hyperspectral Remote Sensing Data into School Lessons Using Augmented Reality

For the purpose of expanding STEM (science, technology, engineering, mathematics) education with remote sensing (RS) data and methods, an augmented reality (AR) app was developed in combination with a worksheet and lesson plan. Data from the Hyperspectral Imager for the Coastal Ocean (HICO) was searched for topics applicable to STEM curricula, which was found in the example of a harmful algal bloom in Lake Erie, USA, in 2011. Spectral shape algorithms were applied to differentiate between less harmful green and more harmful blue algae in the lake. The data was pre-processed to reduce its size significantly without losing too much information and then integrated into an app that was developed in Unity with the Vuforia extension. It was designed to let students browse and understand the raw data in RGB and a tangible hyperspectral cube, as well as to analyze algae maps derived from it. The app runs on Android smartphones with minimized data usage to make it less dependent on school funding and the socioeconomic background of students. Using educational concepts, such as active and collaborative learning, moderate constructivism, and scientific inquiry, the data was integrated into a lesson about environmental problems that was enhanced by the AR app. The app and worksheet were evaluated in two advanced geography courses (n = 36) and found to be complex, but doable and understandable, for the target group of German high school students in their final two school years. Thus, hyperspectral data can be used for STEM lessons using AR technology on students’ smartphones with several limitations both in the technology used and gainable knowledge.

Evaluation of students' views on teaching the subject of migration through distance education in Kazakhstan geography course

The aim of this study is to determine the important and methodological aspect of examining the population migration patterns of distance education and university students' geography course. 420 university students who continue their education in Kazakhstan participated in the research in the spring term of 2020-2021. Scanning method was used in the research. In the research, a measurement tool called the general opinion measurement tool for the geography lesson, which was developed by the researchers and collected by taking expert opinion in the field of geography, was used. In the research, a 4-week online seminar was organized to increase the views of university students about the geography lesson, and training was given over Microsoft Teams, the interview form was collected with electronic forms after the seminar. The collected data were analyzed using spss program. According to the results of the study, it was concluded that university students' inclination to geography course is higher than male students, university students are familiar with the system for 1-3 years, their inclination to distance education systems is high and population migration patterns are learned well with this system.
 Keywords: University Student, Distance Education, Geography ,Lesson, Kazakhstan;

Global role, content, significance, and perspectives of world geography in educational science

The study discusses the significance and function of regional geography courses taught in the Faculty of Arts and Sciences Geography Departments in Turkey along with the pedagogical and scientific role of the course. The study sought answers to the following questions: What should be taken into consideration and what subtitles should be included to carry out a country’s geographical analysis and prepare its geographical ID? What should regional geography teachers take into consideration in terms of collecting resources, performing country analyses, and planning training and education? What main titles and subtitles should the complex working method of regional geography include? Which learning domains should be prioritized in 21st-century regional geography courses? What is the national and global significance of regional geography courses for the students? What are the main tasks of regional geography teachers in the globalized world?

Análise bibliométrica da produção acadêmica sobre Geodiversidade e temas afins nas Universidades Federais do Brasil.

Research on geodiversity has been increasing in recent years, both internationally and in Brazil. This theme refers to the abiotic elements of the planet and has been the subject of studies since the 1990s, having developed nationally in the early 2000s. This work analyzed the academic research on geodiversity and related themes carried out in Brazil from 2000 to 2021, through a systematic search and bibliometric research in libraries, institutional repositories, and digital collections of the 69 Brazilian Federal Universities (HEI) and in the Brazilian Digital Library of Theses and Dissertations (BDTD). We searched the terms ‘geodiversity’, ‘geoconservation’, ‘geoconservationist/s’, ‘geotourism’, ‘geopark/s’, ‘geopatrimony’, ‘geosite/s’, and ‘geological heritage’. It was found 209 papers in 36 universities distributed in all regions of the country, with emphasis on the Northeast region, with 73 research in 9 institutions, followed by the Southeast region (65 papers in 12 HEIs), South (51 papers in 6 HEIs), Center-West (13 research in 6 HEIs) and North (7 publications in 4 HEIs). Regarding the number of papers, the Federal Universities of Minas Gerais (25), Pernambuco (20), Ceará (18) and Rio Grande do Sul (16) stand out, with the predominant being Dissertations (106), followed by Theses (57) and Final Papers (46). Written since 2003, there was a significant increase as of 2012, with 2016 standing out, and a decrease in 2020. Regarding the frequency of use of the keywords selected in the research, ‘geodiversity’ and ‘geoconservation’ prevailed. We highlight the master’s and doctoral courses in Geography, and undergraduate courses in Geology.

FORMATION OF GEOGRAPHICAL COMPETENCES OF STUDENTS WITH HELP OF CRYPTOGRAMS

The article reflects the results of the development of cognitive games for the formation, consolidation, and verification of students’ knowledge of the thematic sections of school geography courses and the study of the effectiveness of their use in the educational process of general secondary education institutions. The authors independently developed and tested in the educational process such geographical games-exercises as cryptograms (encrypted secret writing that is revealed by matching the letters of the words-answers to the proposed questions and the numbers that are encrypted in the task with the subsequent recording of the corresponding letters in the graphic cells). The content of these puzzles corresponds to the curriculum material of the thematic section «South America» of the 7th grade of geography school course. The developed cryptograms reflect geographical objects and phenomena, take into account the relevance of the horological and chronological paradigm; have cognitive developmental educational controlling reproductive diagnostic functions; can be used in individual, pair, group and whole-class educational activities. The results of the survey of the students and teachers involved in the pedagogical experiment the results of the control tests allow us to assert that the proposed didactic games diversify the learning process make it interesting and relaxed deepen the knowledge of geography; it is appropriate to use them in the lesson in group work or as homework after studying each thematic section. In the future, we consider the need to develop algorithms for evaluating each such game-exercise and creating cryptograms with fewer questions to reduce the time it takes for students to complete them in class as important tasks for improving the methods of using cryptograms in general secondary education institutions. Intellectual games of this kind can be relevant for educational classes in other school courses of geography (or other subjects).

РОЗРОБКА ДИСТАНЦІЙНОГО КУРСУ З ГЕОГРАФІЇ

The distance learning method appeared a long time ago. Initially, such training was carried out by means of postal communication, and later, with the advent of computer technologies, a modern form of distance education arose. Distance learning is a form of learning in which teachers and students interact using computer and telecommunication technologies remotely from the educational institution; in addition, the independent processing of certain information sources by students is ensured. The purpose of the scientific research is the development of a distance course in geography on the topic "Australia". Until recently, teachers could not even imagine that the educational process would take place outside the school. The pandemic and the war made unexpected adjustments and forced not only teachers, but also students and their parents to quickly master information technologies and new pedagogical approaches and methods. Thus, this research is quite relevant. Education radically and for the first time in history quickly changed the system of the educational process in Ukraine from face-to-face to distance and mixed, taking into account the events taking place in the world. Distance learning has entered our lives with sure steps, along with a number of changes and problems that have appeared over time. This process consists of components of open Internet resources that provide technological reserves for the use and adaptation of the educational community of consumers for non-commercial purposes. Thus, education using such a learning mechanism should be of high quality, so it is important to find the right platforms for effective learning. The developed course will contribute to the formation of students' ideas about general geographical patterns based on the study of similar and distinctive features of the nature of the continent, will help to better understand the peculiarities of the interaction of society and nature. For teachers, it will be the main or auxiliary material in the formation of their lessons and educational materials. In the future, these knowledge and skills can help to understand events in the world, consciously use a variety of information, and most importantly - to protect our planet.T

PRACTICAL ASPECTS OF TRAINING FUTURE TEACHERS OF GEOGRAPHY AND ECONOMICS FOR PROFESSIONAL ACTIVITIES IN NEW UKRAINIAN SCHOOL

The article considers the importance of the practical component in the training of future teachers of geography and economics in higher education institutions. It was established that in the conditions of general secondary education reform, it is necessary to take into account the conceptual provisions of the National Academy of Sciences and the legislative and regulatory framework in the content of educational and professional programs for the training of teaching staff, especially the practically oriented aspect of teaching technologies. It is emphasized that it is important to project the learning outcomes of higher pedagogical education graduates for future professional activity in the conditions of the New Ukrainian School, to ensure the formation of the technological component of professional competence in order to implement the competence approach when teaching school courses in geography and economics at the National Academy of Sciences. The purpose of the proposed study is to substantiate the practically oriented aspect of training future teachers of geography and economics of the basic school at Lesya Ukrainka Volyn National University. To solve this problem, the author of the article analyzed the regulatory and legal framework, revealed the content of the educational and professional program for the training of future teachers of geography and economics at the I (bachelor) level of higher education at Lesya Ukrainka Volyn National University, presented the results of the study of the level of satisfaction of students with the organization and content of the practical oriented aspect of OP. The scientific novelty of the material lies in the fact that the author presents proven experience of the content and organization of practice according to an educational program that has no analogues in the environment of higher education. The proposed material can be used to train future teachers of geography and economics in other institutions of higher education. Conclusions are made about the importance of reviewing and improving the practice-oriented aspect of training in view of the stages of reforming school education within the conceptual foundations of the New Ukrainian School. The article summarizes the work experience of the Department of Economic and Social Geography of the Volyn National University named after Lesia Ukrainka, offers the author’s vision of ways to improve, the results of a sociological survey of higher education students regarding the problem.