School Geography Research Articles

Метапредметный подход к преподаванию географии на примере изучения быта эскимосов

The purpose of the work is to substantiate the meta-subject approach to teaching geography on the example of studying the life of ethnic groups. Based on the methods of analysis of psychological and pedagogical literature and technological maps of lessons taken from teachers' websites; designing the meta-subject content of educational tasks in the course of school geography, the need to use the subject and meta-subject approach in their totality was identified and justified. The author's assignments for the development of basic logical actions among students and the formation of interdisciplinary concepts were developed with the involvement of knowledge, methods of activity and concepts of related disciplines on the example of studying the life and life of the Eskimos in the subarctic tundra. The meta-subject approach made it possible to realize the pedagogical potential of geography in the educational process using the knowledge of history, biology, physics, and chemistry. Interdisciplinary concepts were revealed in the study of the dwellings of the Eskimos. The results of the study were tested in the system of advanced training for teachers of geography, biology, chemistry, physics; in the system of training future teachers of geography and ecology. The developed complex integrated tasks, in which universal learning activities require a logical continuation using interdisciplinary concepts, can be used in the study of disciplines at the bachelor’s-lauric level “Project activity in education”, the master’s program “Formation of meta-subject learning outcomes in geography”.

Cosmopolitanism or Multiculturalism? Towards an Anti-Colonial Reading

Using Multiculturalism as an entry point, the paper interrogates conventional ideas and themes of Cosmopolitanism from an anti-racist and anti-colonial read. The discussion is informed by how the anti-racist and anti-colonial lens has shaped an understanding of multiculturalism and its convergences and divergences with Cosmopolitanism. My goal is to advance a rethinking' cosmopolitanism' from an Indigenist anti-colonial democratic lens highlighting a philosophy of educational practice geared towards new educational futurities for particularly [but not exclusively] Black, Indigenous and racialized bodies in the school system. It is argued that cosmopolitanism is about Land and relationships. This offers possibilities of learning from the ‘geographies of schooling’. The pedagogies of the Land, for example, require examining the narratives and encounters taking place in these 'geographies of schooling' to unravel colonial structures of education and ways we validate contending or competing for multiple knowledges for decolonizing and anti-colonizing education. In the context of the cosmopolitan, institutions like schools, as carceral projects, must acknowledge that anti-Black racism is ‘pervasive throughout the system’ and not simply assert rhetorically that 'anti-Black racism has no place in our school'! Critical educators in their practice of teaching training and preparation, must be able to name institutional silences, erasures, negligence, and complicities around race, anti-Black racism, and Indigeneity in order to create inclusive learning communities and schools as ‘working communities’.

The Status of Organization of Experience Teaching Geography in High School

In Vietnam, according to the 2018 curriculum, Geography at the high school level belongs to the group of social science subjects, providing knowledge, scientific basis, and practice on natural and economic factors of society and environment on Earth; development and distribution of geographical objects such as population, material production industries, etc. Experiential teaching is an effective method for this knowledge to form for students. The article studies the current situation of teaching Geography at some high schools in Tuyen Quang province according to experiential teaching methods. These are the basis for us to propose appropriate solutions to apply this effective teaching method widely.

Futuring geography’s pluralist pedagogy

The future of geography has to accommodate a constraint: academia's intellectual responsibility for school geography. This constraint can be utilized creatively, as it invites definitions of geography that grasp the bigger picture and accommodate difference, while also integrating prior conceptions of the discipline. This essay imagines a future where the resulting synthesis of ‘geography as an open pluralist pedagogy’ has potential far beyond schools to carry the discipline forward.

The GA’s Framework for the school geography curriculum

ABSTRACT The Geographical Association (GA) has produced A framework for the school geography curriculum (GA, 2022), which sets out the nature of the school subject, its disciplinary foundations and the significant features of geography that should underlie any geography curriculum or set of curriculum requirements at national level. The framework was produced in response to observed failings in the processes of national curriculum and qualification production, which have created professional and educational issues in several UK nations over a significant period of time. The framework responds to these issues by identifying curriculum development responsibilities at various levels of the education system and setting out how these can work together in support of high-quality school geography curricula. The initiative may be understood as part of a wider movement by a number of subject organisations to rebalance the influence exerted on the curriculum by subject specialist communities rather than the state.

Three centuries of academic geography in Russia

Academic geography is one of the most demanding sciences in Russia. Over the 300 years of its development, it has covered a long way: the results obtained in numerous expeditions by generations of researchers contributed to the formation of a single geopolitical space of the country, the liquidation of blanks on the map of Northern Eurasia, and the mobilization of resources for the development of the economy. The academic geography of the 21st century, characterized by features of a worldview science, strives to respond effectively to the most topical modern challenges and to create, based on the latest research methods, the foundations for the future rational spatial development of Russia. This article traces the evolution of ideas, methods, and schools of geography in the Russian Academy of Sciences.

Re-Engineering the Teaching and Learning of Geography in Six Selected Secondary Schools of Livingstone District, Southern Province, Zambia

The teaching and learning of Geography in Zambian senior secondary schools should be re – engineered if high academic performance should be attained. Academic performance in Geography at School Certificate level, consistently for some time now is neither impressive nor competitive with other subjects at all. The question is how should geography be taught to make it a must do subject by many senior secondary school learners? There is a need therefore, to remodel or restructure how geography content should be taught and learned. The main objective of this study was to explore how best geography could be taught and learned in selected Schools of Livingstone District. This study is anchored on descriptive design, of the qualitative approach. Operant conditioning by Skinner (1971), who believed that ‘changes in behaviour are a result of an individual’s response to events (stimuli) that occur in the environment’. The study used heterogeneous purposive sampling technique to select schools and participants respectively. A total of six heterogeneous schools, 30 learners and 18 teachers of Geography were sampled bringing the total number to 48 participants. The selection criteria included schools with diverse range of pupil populations and geography teachers with varying levels of experience. Data was collected using Focus Group Discussion (FGD) administered to learners of Geography, and semi – structured interview schedule administered to selected learners and teachers. The qualitative data collected from both learners and teachers of geography were analysed thematically by identifying patterns and themes in the data. Teachers and learners experienced challenges/problems, such as inadequate or lack of teaching and learning resources, absenteeism from both teachers and learners, and inadequate or lack of teachers. The main findings were that teachers and learners of geography needed well organised field work excursions; learners wished to be in a driving seat of learning through presentations, discussions, hands – on experiences, continuous assessment, and ‘equal opportunity’ provision from their teachers. The study recommends that learners need to experience ‘equal opportunity provision from their teachers in the way they are taught. The study also recommends removing sub – regional geography from the curriculum and intensify well organised and sponsored field work excursions. Also, that the Ministry of Education should provide adequate teaching and learning resources such as textbooks, models, and Maps.

Teachers and pupils’ perspectives on Teaching and Learning of Geography in selected schools of Luapula and Lusaka provinces of Zambia: Benefits, Challenges and Prospects

Geography education in schools plays a critical role in providing pupils with a comprehensive understanding of the world around them. Using descriptive research design, which involved qualitative data collection and analysis, this study explored pupils and teachers’ perspectives on benefits, challenges and prospects of learning and teaching geography in schools. The study used homogenous purposive sampling to select schools and participants for the study. A total of 4 schools were sampled. 8 geography teachers were sampled purposefully. More so, 16 pupils who studied geography were sampled purposefully. The selection criteria included schools with a diverse range of pupil populations and geography teachers with varying levels of experience. Data was collected using in-depth interviews (teachers) and Focus Group Discussion (FGD) for pupils. The qualitative data collected from the in-depth interviews and FGD were analyzed using thematic analysis to identify patterns and themes in the data. The study reviewed that geography promotes the development of critical thinking skills, global awareness, and a sense of environmental responsibility. However, teaching and learning geography in schools could also present significant challenges, such as limited instructional time and materials, inadequate resources, and a lack of teachers, among others. Despite these challenges, the study reviewed that there were many promising prospects for geography education, including improved digital literacy, increased interdisciplinary learning, and enhanced global citizenship.

Research on Decision-Making Strategies of Regional Geography Teaching in High School Based on Data-Driven

With the development of big data technology, it has become a trend to analyze students’ behavioral data to promote teachers’ precision teaching. In this context, this study cooperates with a senior high school geography teacher in Changsha City, Hunan Province, collects the students’ examination data from 2020 to 2021 academic year with the help of Zhixue.com, divides the students into four groups according to the examination results, and takes regional geography knowledge as an example to analyze the weak knowledge points, discipline core literacy and practical application ability of students at all levels. Based on the analysis results, the improvement strategies of teachers’ subsequent precision teaching were proposed, including students’ stratification should be carried out according to daily performance and examination results; The weak knowledge points of students of different grades overlap and differ, so teachers should carry out targeted teaching for students of different grades. At the same time, the multi-level teaching method should be improved to enhance students’ discipline core literacy. Pay attention to contact life reality, enhance students’ practical application ability.

Application of the “Powerful Knowledge” Concept in School Geography: Topics for the Creation of the Curriculum and Learning Tasks

Application of the “Powerful Knowledge” Concept in School Geography: Topics for the Creation of the Curriculum and Learning Tasks

인류세에서 학교 지리교육의 의미 탐색: 탈인간중심주의 관점을 기반으로

인류세에서 학교 지리교육의 의미 탐색: 탈인간중심주의 관점을 기반으로

Analysis and Suggestions on the Advantages and Disadvantages of Smart Classroom in the Application of Geography Teaching in Senior Middle School

As the information age advances, traditional classroom methods are no longer sufficient for meeting modern educational needs. Smart classroom technology has emerged as a new teaching method, particularly in high school geography, offering various advantages such as displaying content in a comprehensive way and promoting real-time interaction. However, some issues persist in the practical application of this technology. This paper analyzes the benefits and drawbacks of using smart classroom technology in geography teaching, and provides suggestions for improving its effectiveness. Advantages of smart classroom technology in geography teaching include the ability to highlight teaching focuses and overcome difficulties, increase students’ interest in learning, and improve classroom knowledge and teaching efficiency. On the other hand, drawbacks include the lack of expertise among geography teachers in utilizing smart classroom technology, reduced independence of students’ thinking due to the intelligent classroom teaching mode, over-reliance on technology which affects teaching outcomes, and information overload that can hamper students’ acceptance. To address these advantages and disadvantages, this paper offers several recommendations: improving the efficiency of resource collection and production, selecting the appropriate smart classroom mode according to actual teaching needs, striking a balance between intelligent and traditional teaching methods, and providing geography teachers with training to enhance their information technology skills.

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

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

COMBINATION OF MOODLE AND ZOOM SOFTWARE IN TEACHING GEOGRAPHY ONLINE FOR HIGH SCHOOL STUDENTS

Online teaching is a form of teaching based on information and communication technology, in which teachers and students are not in the same place, not even at the same time. However, using only one software for teaching will lead to difficulties because of their inherent disadvantages. The authors have used traditional and modern research methods to analyze the advantages and limitations of the online teaching softwares: Moodle and Zoom. From there, they develop a combined process in teaching Geography, and develop a number of plans for teaching Geography in high school. Through practical testing, it shows that the effectiveness of this combined form of teaching is higher than the use of individual software in teaching. These research contents can be developed and applied to many other subjects.

ЗАГАЛЬНІ ПІДХОДИ ДО ФОРМУВАННЯ КАРТОГРАФІЧНОЇ КУЛЬТУРИ У ФІЗИКО-ГЕОГРАФІЧНИХ КУРСАХ ШКІЛЬНОЇ ГЕОГРАФІЇ

The article considers the main stages of the cartographic culture formation in the school geography course. The concept of “cartographic culture” is clarified. The four basic conditional stages can be defined while observing the formation of cartographic culture in the school course of geography. They involve the general acquaintance with the map and the basics of working with it, the formation of the skills of analysis and comparison of thematic maps, the enhancing of analytical cartographic skills, the development of the ability to predict possible variants of the course of geographical processes on the basis of maps.The article focuses on the methodical approaches to the use of cartographic materials in grades 6-8, where physical and geographic courses are studied. In the 6th grade, in the “General Geography” course, there is a purposeful systematic formation of initial knowledge about a map and the ability to work with it. These skills are fixed due to the fact that cartographic materials begin to be used during the study of almost every topic. In the 7th grade, while studying the “Continents and Oceans” course, consolidation and further development of students' general skills in reading and working with a map continues. The new approach in the 7th grade geography concerns the formation of the ability to analyze and compare thematic maps to obtain new information, establish relationships between the components of nature, and determine the features of natural phenomena and territory complexes. In the 8th grade while doing the course “Ukraine in the world: nature, population”, students should acquire new skills for working with topographic maps, understand the peculiarities of using maps to solve tasks for determining the local time and zone time, continue developing skills in analyzing and comparing thematic maps to identify cause-and-effect relationships of the components of nature between themselves and with social phenomena, as well as for the performance of creative and research tasks.

Analysis of Students’ Online Learning Engagement during the COVID-19 Pandemic: A Case Study of a SPOC-Based Geography Education Undergraduate Course

With the long-lasting impact of the COVID-19 pandemic, online learning has gradually become one of the mainstream learning methods in Chinese universities. The effectiveness of online learning is significantly influenced by learning engagement, and studies into this topic can help learners by providing them with process-based learning support and focused teaching interventions. Based on the online learning environment, this research constructs an online learning engagement analysis model. Additionally, this study explores the relationship between students’ online learning engagement and their online learning performance by taking the Secondary School Geography Curriculum Standards and Textbooks Research, a small-scale private online course (SPOC) of the geography education undergraduate course at Nanjing Normal University, as an example. The findings are as follows: In the cognitive engagement dimension, only “analyze” is significantly positively correlated with learning performance; in the behavioral engagement dimension, the “number of question and answer (Q&A) topic posts,” the “replies to others,” and the “teachers’ replies” are all significantly positively correlated with learning performance. In terms of the emotional engagement dimension, “curiosity” and “pleasure” are positively correlated with learning performance; as for the social engagement dimension, “point centrality” and “intermediary centrality” are positively correlated with learning performance. The findings of this case study reveal that the student’s engagement in higher-order cognitive learning is obviously insufficient. Students’ online learning performance can be enhanced both by behavioral engagement in knowledge reprocessing and positive emotional engagement. Further research should be focused on finding ways to increase students’ enthusiasm for social engagement.

Geographical Education and Climate Change Perception in Secondary School: A Case Study in Southern Italy

This contribution proposes a study on how young people aged between 16 and 18 who live in Catanzaro, the capital of Calabria (southern Italy), perceive climate change. Through ethnographic interviews, based on the use of an open questionnaire and on participatory observation conducted in a secondary school, an attempt was made to reconstruct the degree of awareness of the students interviewed regarding the climate change underway, asking them to indicate which are the forms of knowledge involved and the possible causes of the phenomenon, as well as the critical issues and solutions currently available, both locally and globally, to limit any irreversible damage. The results show that students are aware of climate change and of the decisive human action in determining it, but show gaps in differentiating it from weather. Furthermore, they do not trust politics as regards mitigation and adaptation actions but are convinced that each individual can make his/her own contribution by changing consumption habits and lifestyles, reducing waste and focusing on greater respect for sustainability. Finally, greater awareness of climate change can also be acquired by enhancing the teaching of geography in schools and integrating climate change issues into courses, subjects or programs in the universities or educational institutes of developed and underdeveloped world institutions.

Les implicites de la géographie du secondaire : le cas de la métropolisation en classe de première

L’article propose une analyse des implicites qui caractérisent la géographie du secondaire à partir du cas de la métropolisation. L'analyse s’appuie sur un corpus de cahiers d’élèves, de manuels et sur le programme de la classe de première. Elle amène à distinguer d’une part, des implicites pour les élèves concernant le découpage des savoirs et les façons de faire dans la discipline, et d’autre part, un accord tacite concernant les élèves et les enseignants à propos du point de vue sur le monde et de la position de savoir construite. Le thème de la métropolisation permet de mettre au jour une norme implicite de cadrage national du savoir disciplinaire en lycée, en porte-à-faux avec les approches multisituées d’une géographie scientifique où la production de savoir s’est mondialisée.

An Examination of Postmodernism in Sculptural Practices in Some Nigerian Art Schools

Postmodernism, a Western artistic concept, affects sculptural practices in Nigerian art schools. Sculptures are consequently getting extremely subjective as students use postmodernism to avoid learning classical sculptural principles. Therefore, this study examined postmodernism in sculpture in Nigerian art schools with a view to finding ways by which postmodernism can be incorporated into practice in Nigerian art schools. The study used data collected through field research at three art schools between 2010 and 2021. Nine (10%) out of 89 postmodern sculptures observed in the three art schools were randomly selected for formal analysis. The findings indicate that the exploration of found objects and the production of sculptures that provoke deeper conceptual meanings of subjects have become the norm, triggered by the socio-cultural conditions and geography in the art schools’ locations. It is concluded that postmodernism can be incorporated into sculptural training in Nigerian art schools without inhibiting the development of knowledge and skills according to classical and artistic principles and values.

ACTIVE METHODOLOGIES IN GEOGRAPHY TEACHING: POSSIBLITIES IN PUBLIC SCHOOLS IN RURAL AREAS, PIAUÍ/PI

Public schools in rural areas belong to a reality far removed from the others, and when looking for new ways to teach the discipline of Geography, the teacher encounters difficulties. Thinking about this issue, the main objective of this work is to use simple and low-cost resources that may contribute to the teaching-learning process of Geography in these schools. Having as justification the need to think about the use of cheap recreational resources or without any expense in the teaching-learning process, given the difficulty of having access to expensive materials or those that require advanced technology. This work was carried out in stages from an approach through action research, a bibliographical survey was carried out; studies with the textbook, realization of didactic sequences, elaboration of instruments and systematization of data on active methodologies. The main results demonstrated the various possibilities for the use of active
 methodologies in teaching geography in schools in the rural area of any municipality, mainly with the use of didactic resources existing in the school reality itself, that is, teachers and students. It is concluded that schools in rural areas lack infrastructure, but this is not an obstacle for the Geography teacher to be able to study Active Methodologies with his/her students; on the contrary, in any school environment it is possible for the student to be able to learn using various resources, what really has to be done is the adaptation to reality, so that there is no difficulty in its application, that is, despite real problems it is possible to use accessible teaching resources, what really needs to be done is the adaptation to the reality in which the institution and students belong.