School Geography Research Articles

The Application of Online Micro-lessons in High School Geography Education

The Application of Online Micro-lessons in High School Geography Education

The Effect of Using Travel-Observation Method in Teaching Environmental Problems on Academic Achievement

This research, is there any effect of teaching the subject of environmental problems in the environment and society unit of the 11th grade high school geography course on the academic achievement of the students with the travel-observation method? It was carried out to seek an answer to the question. A quasi-experimental design with pretest-posttest control group was used in the study. The study group of the research consists of 60 students studying at a public school (Anatolian High School) in Kayseri. In the study conducted in the 2022-2023 academic year, the experimental group consisted of 30 students, 13 girls and 17 boys, while the control group consisted of 30 students, 12 girls and 18 boys. The experimental process was carried out over a period of three weeks. The quantitative data obtained as a result of the experimental procedures were analysed using SPSS 25 package programme. Frequency, percentage and arithmetic mean values were used in analysing the data; t- test and two-way Analysis of Variance for Repeated Measures on a Single Factor techniques were applied. According to the results obtained from the research, while the pre-test scores of the experimental and control group students on environmental problems were similar, significant differences were found in the post-test scores in favour of the experimental group. In the intra-group (pretest-posttest) comparison of the experimental and control groups, it was concluded that there was a significant difference in favour of the post-test scores in both groups, but when the effect size was taken into account, the increase in the experimental group was more significant. According to these results, it is recommended to encourage the use of the field trip-observation method in teaching subjects that can be understood by observation such as environmental problems.

Воспитание бережного отношения к природе средствами познавательных задач природоохранного содержания

According to the position of the author of the article, in modern conditions of post-industrial de-velopment of civilization, the processes of interaction between man and the environment acquire a co-evolutionary character, aimed at implementing a new strategy for educating schoolchildren to respect nature. The purpose of this study is to comprehend and substantiate the cognitive tasks of the environmental content of the academic subject «Geography» for the successful education of schoolchildren's careful attitude to nature. The essence of the concept of «cognitive task» is clari-fied. The relevance of the pedagogical search in the problem field of education of a careful atti-tude to the nature of the potential of the subject «Geography» is substantiated. Attention is fo-cused on mastering the issues of «co-creation of man and nature for the sustainable development of society» (N.N. Moiseev) in the course of geography of the main school by means of cognitive tasks of environmental content. Four groups of cognitive tasks have been identified: determining the meaning of nature, identifying ways to use nature by man, mastering the directions for trans-forming nature, and implementing measures to protect nature. Examples of tasks for the education of environmentally-oriented foundations of value-based knowledge of nature by schoolchildren are given. The results obtained indicate that the education of a caring attitude towards nature by means of cognitive tasks allows one to build strategies in understanding one's role as a citizen and consumer in the context of the interconnection of natural, technological and social environments.

Exploring ‘Future three’ curriculum scenarios in practice: Learning from the GeoCapabilities project

AbstractThis paper has its origins in the EU Comenius funded GeoCapabilities project. From its outset, the project developed and researched the notion of powerful disciplinary knowledge (PDK) as an underlying principle of curriculum making in the context of secondary school geography teaching. The work, led from the UCL Institute of Education and involving school teachers, teacher educators and other stakeholders across eight mainly European jurisdictions, was framed by Young and Muller's ‘three educational scenarios’ (Young & Muller, European Journal of Education, 45, 2010 and 11). The three futures heuristic is discussed as a means to distinguish qualities of curriculum thought. Future 3 scenarios, which posit teachers as curriculum makers with responsibility to engage in essential ‘knowledge work’, provide a principled platform on which to develop ambitious educational classroom encounters. Knowledge working with PDK and (as we go on to argue) other powerful ways of knowing the world, is seen as a bridge between social realist epistemological principles and practical classroom content selections. This opens the possibility of responding to Deng's (Journal of Curriculum Studies, 54, 2022) call for developing practical theories of content with teachers. Although the authors are geographers in education drawing on different international perspectives and traditions, the paper addresses matters of interest applicable to a variety of specialist subject domains across the secondary school curriculum.

Perceptions of High School Geography Teachers in Langkat Regency Towards Augmented Reality Media on Hydrosphere Content in Improving Critical Thinking Abilities

Perceptions of High School Geography Teachers in Langkat Regency Towards Augmented Reality Media on Hydrosphere Content in Improving Critical Thinking Abilities

Modelul conceptual de dezvoltare a competenței de cercetare/investigare la liceeni la disciplina Geografie

The article presents the pedagogical construct called the Conceptual Model for Developing Research Competence in High School Geography, designed as a result of research into the theoretical foundations of school competence, research/investigative competence, and its curricular specificity in Geography in Romania and the Republic of Moldova. A scientific media convention bridging theory and practice, it is elaborated in the form of an epistemological structure of the teaching-training/development-evaluation process. The model is conceived within the framework of the operational theory of learning, the socioconstructivist postmodern educational paradigm focused on competence-based curriculum, and the triple logic paradigm, based on a set of pedagogical, didactic-geographical, and investigative principles. Being the essence of theoretical reflection and practical synthesis, the model is an instrument that configures the interdependence of research/investigative competence development along normative, formative, and evaluative coordinates.

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.

Designing and applying caricatures to teaching population geography at high school

Teaching material is necessary and plays an important role in the teaching and learning process. Caricature or cartoon is one of the most effective visual materials in teaching geography in high school. Caricature itself not only transmits information and knowledge but also helps the teacher to develop the student’s critical thinking skills in teaching geography. Nowadays, geography teachers can collect or design caricatures themselves by using various online applications or caricatures by hand. Caricature can be an important material for many geography teachers to design lesson plans and learning activities for students to discover new understandings in different topics. Applying caricature in teaching geography will greatly contribute to teaching innovation, combining different methods and teaching techniques, etc, especially in competent learning and teaching processes. This article briefly focuses on introducing the basic process of designing a caricature and ways to apply it effectively in teaching population geography at high school, bringing knowledge of joy to our students in each geography lessons.

Реализация комплексного страноведческого подхода при изучении общих особенностей природы Земли в школьном курсе географии 7 класса (на примере темы «Литосфера и рельеф Земли»)

The article aims to investigate the role of the country study approach in the 7th grade geography course «Continents, oceans, peoples and countries». The relevance of this study is due to the fact that the country study approach is widely used when teaching school geography, its role in teaching is constantly increasing as it provides a comprehensive study of the territories and water areas of the Earth, large regions and countries of the world. The purpose of this article is to identify the possible ways to implement the country-study approach while studying the general features of the nature of the Earth during the 7th grade geography course. The article analyzes the main goals and structure of the course «Continents, oceans, peoples and countries». The author describes the possibilities of implementing the country study approach when studying the general features of the nature of our planet using the topic «Lithosphere and terrain of the Earth» as an example. The most successful methodological methods for its implementation are mentioning regions, countries and cities of the world, their geographical location and other information, as well as their distinctive features related to the topic of the lesson. Accordingly, the application of the country study approach when teaching the general features of the Earth’s nature in the course «Continents, oceans, peoples and countries» helps students to explore the main features of the Earth’s geospheres on the example of various territories of the world. The materials presented in the article confirm the importance of applying the regional approach in studying the general features of the nature of the Earth in the 7th grade geography course and illustrate the possibilities of its implementation. The material of this article can be used by geography teachers when lesson planning on the topic of the lithosphere and the terrain of the Earth.

School Geography’s Critical Role for a More Sustainable Future: Powerful Knowledge and Praxis

In this theoretical article we draw on the concepts of powerful knowledge and powerful pedagogies to argue that the school geography curriculum is key to developing structured teaching programmes for students to extend their knowledge and actions for a sustainable future. We argue that geography education uniquely opens up opportunities for action with its focus on place-based, sensory and multimedia experiences, that centre on students’ schools and their communities. This article posits that, although important, merely identifying geographical powerful knowledge is not enough, teachers must also incorporate geographical “powerful pedagogies”. Geography, as a discipline, holds a critical role when it comes to sustainability and education for the future as it makes the links between people and the environment clearly visible. Yet for Geography to be a discipline that empowers students to navigate their current and future life-worlds, it must encompass action through fieldwork and incorporate dialogue between students, teachers, experts and the public that focus on perspectives and possibilities for praxis—action for the good of humankind. This article situates geography education in the powerful knowledge debate by offering a new synthesis of theories connecting curriculum, practice architectures and praxis/action for the future.

THE ROLE OF TOURIST AND EXCURSION ACTIVITIES IN INCREASING THE EFFICIENCY OF THE EDUCATIONAL PROCESS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

The article reveals the peculiarities of tourist-excursion activity as a complex and integrative educational process. Its role in increasing the effectiveness of the educational process in institutions of general secondary education is shown. The author also provides directions for realizing the potential of tourist and excursion work for the implementation of a competence approach in school geography.

Current Trends of Teaching of School Geography in Romania

In recent decades, human society has undergone a series of changes unforeseen a century ago, and traditional education systems around the world have been forced to adapt to the new ideological shifts. Geography is one of the school subjects that has constantly adjusted its value and educational priority system in order to assimilate new approaches. Technological development and digital interconnection have reshaped the entire social structure, changes that didn’t take long to reshape the ways of teaching geography in schools. Meanwhile, the unprecedented economic development is being fueled by the growing costs of the increasing human pressure in all of the planet's geospheres. Under these circumstances, school geography has adapted its content in line with new environ-mental policies, which focus on eco-education through sustainability and sustainable development. The core information of school geography needs to include approaches that are adapted to each generation, corresponding to its problems, interests and dilemmas. Currently, the research in this area highlights two main directions of thematic and methodological innovation present in geography lessons worldwide: a) teaching/learning about digitization, technology, GIS platforms; b) educating generations about sustainable development and environmental responsibility. Therefore, this study proposes an analysis of the convergence of Romanian school geography with current international teaching directions. For this purpose, the construction, contents and ways of approaching these concepts in the current pre-university geography literature were examined through the documents that officialize the trends and teaching priorities – the textbooks and school curricula.

Difficulties encountered in the teaching of natural systems units (high school geography) and solution suggestions

Bu çalışmanın amacı, doğal sistemler ünitesinin öğretiminde karşılaşılan güçlükleri belirlemek ve bu güçlüklere yönelik çözüm önerileri sunmaktır. Nitel araştırma yöntemiyle yürütülen çalışmada olgu bilim deseninden yararlanılmıştır. Araştırma 2022-2023 eğitim öğretim yılında 11 farklı şehirde görev yapan 31 coğrafya öğretmeni ile yürütülmüştür. Veriler, e-posta aracılığıyla gerçekleştirilen e-görüşme tekniği ile elde edilmiştir. Elde edilen verilerin analizinde içerik analizine başvurulmuştur. Katılımcı görüşleri doğrultusunda öğretimde karşılaşılan güçlükler genel olarak öğrencilerde ön bilgi eksikliği, konuların ve kavramların çok yoğun ve ders saatinin az olması sonucuna ulaşılmıştır. Elde edilen veriler sonucunda ders saatinin artırılması, konu dağılımının sınıf düzeylerine uygun bir şekilde düzenlenmesi, arazi çalışmalarının desteklenmesi yönünde öneriler geliştirilmiştir.

Can GIS use in high school bolster college geography enrollments? The impact of the Geospatial Semester

ABSTRACT Recruiting undergraduate students is a significant challenge for undergraduate geography programs. Few students have robust exposure to geography in secondary school and the major has low name recognition for entering first year students. In fact, geography is often a “found” major on many campuses with students coming to the major after a general education course. But, does it need to be this way? Can geography programs take a more proactive role in building a pipeline of prospective students that is not solely tied to supporting AP Human geography teachers? In this paper, we describe an alternative path for university departments to build strong recruiting pathways, sharing the successes and challenges of building the connections and the learning advantages that students gain through early exposure to geospatial technologies. We focus on the Geospatial Semester, a dual enrollment program between James Madison University and participating school districts in Virginia (and beyond) that began in 2005. We share how departments can build a successful partnership with high schools and the process of sustaining such a program within a university setting. We will also describe the research we have done on the learning gains the Geospatial Semester provides to participating students and how extended use of geospatial technology bolters students’ spatial thinking skills.

Environmental Care Character Education Based On Local Wisdom For Marine Resource Management

The character of caring for the environment through local culture is increasingly being encouraged. However, the concept of integrating local culture in forming an environmentally caring character in managing marine resources has not been implemented. Meanwhile, environmental awareness is important to realize good environmental quality. The community must have the character of caring for the environment as a conservation effort, including the concern of the Bajo community in managing the Wakatobi National Park area. The aim of this research is to examine the local wisdom values of the Bajo Mola community in Wakatobi National Park, including the local wisdom of Duata Sangal, Parika and Pamali contained in environmentally caring character education which is integrated through high school geography learning. The research method uses descriptive qualitative with data collection through interviews, observations and literature reviews which are analyzed using model triangulation. The results of the research are that character education that cares about the environment can be developed through the use of marine resources through the local wisdom of the Bajo Mola community. Bajo Mola local wisdom values in class XI Geography learning. Educators can apply it by integrating it into learning material, so that they can form environmentally. Caring characters in students. As a community with a maritime culture, local wisdom values contain indicators of environmentally caring character that can be integrated into geography learning. Through environmental care character education based on the local wisdom of the Bajo Mola Waakatobi tribe, it is hoped that it can foster an attitude of caring for the environment in society.

Conceptual framework for the participation of children in local area planning decision-making processes through primary geography education

ABSTRACT According to Article 12 of the UNCRC, children have a legal right to have their views heard and acted upon as appropriate. In Ireland, this applies to local planning processes concerning children’s localities whereby legislation was specifically enacted to recognise children as a group who were entitled to participate in the local planning process. However, while provisions are being made at policy level, children’s participation in practice is extremely limited. Furthermore, recent research into the teaching of primary school geography in Ireland has found that didactic and text-book approaches are significant with teachers neglecting to teach about the local area and to use experiential learning methods such as fieldwork. Through a qualitative analysis of current research in primary geography education and children’s participation in the planning process, this research presents a conceptual framework which enables children to participate in the local area planning process in Ireland through primary school geography. This conceptual framework provides a systematic and coherent way of approaching children’s participation and the teaching of primary school geography. The key findings from this research centre around the positioning of schools and particularly the primary geography curriculum (PGC) to be the ‘space’ within which children’s participation can and should occur. Enabling children’s participation in planning processes to occur through the PGC serves to bridge the policy-practice gap pertaining to children’s participation, building their capacity to participate, and ensuring the broadest possible sample of the population are included. It also addresses the policy-practice gap in the teaching of geography by ensuring the teaching of lessons involving experiential methods focused on the local area. This conceptual framework sets out a stepped, progressional approach to enabling children to participate in local area planning decisions by carrying out geographical investigations of their localities.

EDUCATION FOR SUSTAINABLE DEVELOPMENT IN GEOGRAPHY TEACHING ON THE BASIS OF COMPETENCE-BASED APPROACH

The article analyzes the possibilities of implementing a competency-based approach to education for sustainable development in the process of teaching geography. The authors summarize UNESCOʼs approach to the formulation of the objectives of education for sustainable development, which are the formation of key interdisciplinary competencies and special competencies. Among the key competencies are the following: systemic thinking; prognostic; regulatory; strategic and innovative; teamwork; critical thinking; self-awareness; and integrated problem solving. Special competencies take into account the specifics and context of each of the 17 global sustainable development goals and are divided into educational, cognitive, socio-emotional and behavioral components. A contextual analysis of geography programs in general secondary education has shown that school geography has the best conditions for incorporating sustainable development ideas into the educational process. The cross-cutting content area “Environmental Safety and Sustainable Development” in the primary school geography course focuses geography teachers mainly on the formation of knowledge about sustainable development, to a lesser extent on the formation of behavior adequate to the principles of sustainable development (behavioral and activity component), and in general, insufficient attention is paid to the emotional and value component. Sustainable development issues are most fully covered in the content of the 9th and 11th grade geography curricula, which complete the geographic education of students in primary and high school. The survey of geography teachers of the Poltava amalgamated territorial community showed a high level of understanding of the essence of education for sustainable development and its differences from environmental education, insufficient coverage in the content of school geography textbooks, the need to encourage geography teachers to receive professional training in the context of sustainable development and to increase their motivation to implement a school-wide approach to the implementation of education for sustainable development.
 Keywords: education; sustainable development; competence approach; teaching geography; environmental education; competence; components of education; special competences for sustainable development.

Exploratory Study of Alternative Procedures for Embedded Assessment in Secondary School Geography in Ilorin, Kwara State, Nigeria

The need for school accountability accompanied by demands that teachers must take responsibility for improving students’ performance on standardized test made educators to search for new ways to teach. Assessment is a key process in education and an essential ingredient of accountability. This study explored the effect of embedded assessment on secondary school students’ performance in geography. A set of embedded assessment procedures was developed and used among SS1 students. The objective of this study was to find out whether embedded assessment will be effective in the teaching and learning of geography among SS1 students. The pretest, posttest quasi-experimental research design was used for the study. Two public senior secondary schools were randomly selected from a total of 27 public senior secondary schools in Ilorin-west local government area of Kwara state. Instrument used were practical exercises, tests and quizzes as well as projects assignment were developed and embedded into classroom instructions in geography for experimental group while the regular continuous assessment was used in the control group. Analysis of Covariance was used to test the hypotheses formulated. A significant difference was observed between the performance of geography students exposed to embedded assessment and those exposed to the traditional assessment method. This was because the mean performance of experimental group was 31.06 while the mean performance of control group was 20.33. The implication for this study is that embedded assessment brings about better understanding of the subject content and assessment is done as the instruction takes place.

Influence of Geo-Technologies Integration on the Learning of Geography among Public Secondary Schools

Technology integration has become critical globally in pursuit of transforming education. In Siaya County, a persistent dismal mean of scores in Geography subjects among public secondary schools from 2016-2022 at Kenya Certificate of Secondary Examination has been blamed on the learning approaches. The data from the seven sub-counties indicated that very little learning occurred. Further, no known study has addressed rote learning in Geography using an explanatory research design about Siaya County. The study sought the influence of integrating geo-technologies on learning in Geography among public secondary schools in Siaya County. This study focused on Geo-technology integration influencing learning among public secondary schools in Siaya County, Kenya. The objective that guided this study was to explore the influence of a geo-technology integrated classroom environment on learning Geography among public secondary schools in Siaya County, Kenya. The study sought to answer the question; during 2016-2022, how did the integration of geo-technology in the classroom environment influence the learning of Geography in public Secondary Schools in Siaya County? The study adopted interviews, questionnaires, and observational checklists to collect data. The study employed social cognitive constructivism theory to envision effective learning. The study sampled 102 respondents from 262 public secondary schools based on Krejcie and Morgan’s table. The choice of Siaya County was based on the fact that it is the only county in the larger Nyanza where technology integration was piloted by New Partnership for Africa’s Development (NEPAD) for quality learning. This study employed a mixed method and explanatory design to carry out the study. The study adopted interviews, questionnaires, and observational checklists to collect primary and secondary data.

제주도의 토착지식을 활용한 장소 기반 시민성교육

This paper examines the need and possibility of the convergence between school geography education and traditional geographical knowledge. To this end, it empirically analyzes that indigenous knowledge is a knowledge inherent in liberal community citizenship in Jeju Island’s haenyeo community and traditional residential cultural landscape, and that indigenous knowledge of Jeju Island is highly valuable to pass on to future generations as well as the current generation. Ultimately, this emphasizes that the scope of geography education should include not only objective and scientific geographical knowledge that is empirically verified and universally accepted by students, but also traditional geographical knowledge for cultural appropriateness that provides a distinct cultural identity and explanations that are suitable for local emotions and views.