Geography Students Research Articles

The Use of Animated Elements to Increase Students’ Understanding in Geography Subjects

This study aims to analyze the level, relationship, and contribution among the variables of readiness, motivation, interest, and attitude towards animated elements application in the subject of geography among Form 1, secondary school students in Jempol district, Negeri Sembilan. This study used a quantitative approach with a survey design and questionnaires. The sample of the study consisted of 320 first grade students selected by simple random sampling, while the selection of the school was done by stratified random sampling. Descriptive analyzes (mean, percentage) and inferential analyzes (Pearson correlation, linear regression) were used to answer each study question. The results of the study show that willingness (M = 4.707, SP = .438), motivation (M = 4.750, SP = .421), interest (M = 4.784, SP = .388), and attitude toward the use of animation elements (M = 4.747 and SP = .469) are at a high level. The results of Pearson correlation analysis showed that there was a significant positive relationship between attitude toward using animation elements versus willingness r (.855) =. 000, p <.01, motivation r (.928) =. 000, p <.01, and interest r (.893) =. 000, p <.01. In addition, linear regression analysis showed that motivation and interest contributed 89.5 percent to students' attitudes toward using animated elements in the subject of geography with a value of R2 = .895, F = 896.596, p <.005. In conclusion, this study shows that students' willingness, motivation, and interest in using animated elements in the subject of geography are very high. This shows that the use of animated elements in the formal education of teachers in schools leads to changes in students' learning in the study area. The results of this study can be used by schoolteachers or subject teachers to improve the use of animated elements as a teaching tool in geography for students' learning.

The effect of using the appointments method on the achievement of geography for second grade students and their attitudes towards the subject

الجغرافية لدى طلاب الصف الثاني المتوسط واتجاهاتهم نحو المادة ، تكونت عينة البحث من (67) طالباً من طلاب الصف الثاني المتوسط من متوسطة الفارابي للبنين ، التابعة للمديرية العامة لتربية بغداد الرصافة/ الثانية، للعام الدراسي (2014 - 2015) . وقد اختار الباحث عشوائياً شعبة (ب) لتمثل المجموعة التجريبية والبالغ عددها (35) طالباً، وشعبة ( أ ) لتمثل المجموعة الضابطة والبالغ عددها (32) طالباً . وقد كوفئ طلاب المجموعتين قبل بدء التجربة في عدد من المتغيرات إحصائياً وهي العمر الزمني محسوباً بالأشهر ، والتحصيل الدراسي للأبوين ، ثم حاول الباحث ضبط عدد من المتغيرات الدخيلة التي قد تؤثر في المتغير التابع ، وحدد الفصول (الاول والثاني والثالث ) التي ستدرس في التجربة ، و أعد الباحث خططاً أنموذجية في تدريس المادة المحددة للتجربة ، باستخدام طريقة التعيينات للمجموعة التجريبية ، وبالطريقة التقليدية (الاعتيادية) لطلاب المجموعة الضابطة ، وعرضها على مجموعة من الخبراء والمتخصصين ، ودرس المجموعتين بنفسه .

PENGARUH MODEL PEMBELAJARAN PROJECT BASED LEARNING TERHADAP HASIL BELAJAR GEOGRAFI PESERTA DIDIK SMAK SINT CAROLUS KUPANG

The purpose of this research to find out whether there is an effect of the project-based learning model on the learning outcomes of Geography students at SMAK Sint Carolus Kupang. This type of quasi-experimental research with nonequivalent control group research design. The population of this study was all students of class XI IPS. Which consists of 2 classes total 36 students. The class XI IPS 1 student with a total of 18 people as the experimental class and students in class XI IPS 2 with a total of 18 people as the control class. The sampling technique used a saturate sampling technique. Data taken by test and documentation techniques. Data analyzed by simple linear regression. Previously the data were tested for normality, homogeneity test, and linearity test. The results showed that (1) there was an influence in the application of the project-based learning model on student learning outcomes with the results of simple linear regression analysis obtaining a significant value on the model item of 0.000 <0.05. (2) Student learning outcomes have increased with the application of project-based learning models. (3) This is evidenced by the difference in the average learning outcomes of students who achieve KKM in learning with project-based learning which is 94.4% higher than the percentage of students who achieve KKM in learning with conventional models which only reaches 66.6 %.

Small but smart: international shared virtual class link-up during the pandemic 2020-2021 - third-level students in Ireland and Israel

This paper explores the experiences of a cooperative class link-up between geography students and teachers in Ireland and Israel in 2021 during the Coronavirus lockdowns, and hence the use of virtual education. There was a followed-up class in 2022. The aim was experimental T&L, enhanced by cooperative approaches, with the objectives of getting students from different cultures to interact, discover their shared geographies, and reflect on their self-perception of their countries and preconceptions of other countries and people. Implicit in the PBL was to gain greater awareness of cultural and critical geopolitics. Another aim was for the two lecturers managing the course, to share their pedagogies and experiences. This paper is not simply exploring the ‘teacher telling or guiding the trainee teachers’ what to do but calling on lecturers and trainers to reflect on their own attitudes and perceptions in delivering quality Geographical Education. Student group work entailed a series of activities: (i) Icebreaker: Hello – Ireland and Israel. (ii) Model lesson: joint preparation of a geography class on Ireland and Israel. (iii) Fieldwork: development of a joint virtual trip for students to Israel and to Ireland emphasizing the places selected by each subgroup; and (iv) an evaluation of the experiences of the class link-up. The main communication devices used were Zoom for joint class sessions, while students selected WhatsApp for small mixed group work. Despite some challenges for students and teachers, in their evaluations, they all agreed that the experience was positive for them.

Small but smart: international shared virtual class link-up during the pandemic 2020-2021 - third-level students in Ireland and Israel

This paper explores the experiences of a cooperative class link-up between geography students and teachers in Ireland and Israel in 2021 during the Coronavirus lockdowns, and hence the use of virtual education. There was a followed-up class in 2022. The aim was experimental T&L, enhanced by cooperative approaches, with the objectives of getting students from different cultures to interact, discover their shared geographies, and reflect on their self-perception of their countries and preconceptions of other countries and people. Implicit in the PBL was to gain greater awareness of cultural and critical geopolitics. Another aim was for the two lecturers managing the course, to share their pedagogies and experiences. This paper is not simply exploring the ‘teacher telling or guiding the trainee teachers’ what to do but calling on lecturers and trainers to reflect on their own attitudes and perceptions in delivering quality Geographical Education. Student group work entailed a series of activities: (i) Icebreaker: Hello – Ireland and Israel. (ii) Model lesson: joint preparation of a geography class on Ireland and Israel. (iii) Fieldwork: development of a joint virtual trip for students to Israel and to Ireland emphasizing the places selected by each subgroup; and (iv) an evaluation of the experiences of the class link-up. The main communication devices used were Zoom for joint class sessions, while students selected WhatsApp for small mixed group work. Despite some challenges for students and teachers, in their evaluations, they all agreed that the experience was positive for them.

O IMPACTO DO ENSINO DA VULCANOLOGIA NA EDUCAÇÃO BÁSICA DOS ESTADOS DE PERNAMBUCO E PARAÍBA ATRAVÉS DE OFICINAS ITINERANTES

As matrizes curriculares da formação de professores e da educação básica voltadas à disciplina de geografia passaram por grandes transformações após o surgimento da Geografia Crítica, deixando de lado os conhecimentos voltados a Ciências da Terra ocasionando um desequilíbrio nos estudos voltados à temática. Pensando em minimizar estes impactos a extensão universitária surge como um mecanismo de interligação entre a academia e a sociedade e foi através dela que o projeto de extensão que une estudantes de Geologia e Geografia da Universidade Federal de Pernambuco criou estratégias de abordagem didática utilizando-se de oficinas itinerantes para facilitar o processo de aprendizagem do ensino da Geociências, especificamente no que tange o ensino da vulcanologia. Este trabalho apresentou os impactos das ações do projeto de extensão Vulcões e Viagens em vinte e oito instituições de ensino, atingindo mais de dois mil participantes espalhados pelos estados de Pernambuco e Paraíba.

The effect of using the digital (smart) whiteboard on the achievement and retention of the first intermediate grade students in geography

تهدف الدراسة الحالية إلى التعرف: 1- أثر استعمال السبورة الرقمية(الذكية) ، في تحصيل طلاب الصف الأول المتوسط في مادة الجغرافية . 2- اثر استعمال السبورة الرقمية(الذكية) ، في استبقاء المعلومات الجغرافية لدى طلاب الصف الاول المتوسط . ومن أجل تحقيق هدفا البحث صيغت الفرضيتان الصفريتان الآتيتان: 1- لا توجد فروق ذات دلالة إحصائية عند مستوى (0،05) بين متوسط درجات التحصيل الجغرافي لدى طلاب المجموعة التجريبية الذين يدرسون المادة وفق استعمال السبورة الرقمية (الذكية) ، ومتوسط درجات التحصيل الجغرافي لدى طلاب المجموعة الضابطة الذين يدرسون وفق الطريقة الاعتيادية . 2- لاتوجد فروق ذات دلالة احصائية عند مستوى (0،05) بين متوسط درجات استبقاء الطلاب في المجموعة التجريبية الذين يدرسون وفق استعمال السبورة الرقمية (الذكية) ومتوسط درجات استبقاء الطلاب في المجموعة الضابطة الذين يدرسون وفق الطريقة الاعتيادية . أقتصر البحث الحالي على: 1- حدود بشرية:- طلاب المدارس المتوسطة والثانوية (الحكومية) النهارية فقط. 2- حدود مكانية:- مركز محافظة بغداد 3- حدود علمية:- المادة العلمية ضمن محتوى كتاب الاجتماعيات المقرر تدريسه من قبل وزارة التربية جمهورية العراق . 4- حدود زمنية للعام الدراسي 2017- 2018. أعتمد الباحث تصميماً تجريبياً ذا ضبط جزئي ولمجموعتين، إحداهما تجريبية والأخرى ضابطة، وقد اختيرت متوسطة العلم قصديا عينة للبحث الحالي، وشعبة (أ) لتمثل المجموعة التجريبية البالغ عدد طلابها (30) طالباً، وشعبة (ج) لتمثل المجموعة الضابطة البالغ عدد طلابها (30) طالباً، وبعد استبعاد الطلاب الراسبين في كل شعبة أصبح العدد النهائي لعينة البحث (56) طالبا، وكافأ الباحث إحصائياً بين طلاب مجموعتي البحث في بعض المتغيرات التي يمكن أن تؤثر في نتائج التجربة، وهذه المتغيرات هي: (العمر الزمني محسوباً بالشهور، التحصيل الدراسي السابق في مادة الجغرافية ، اختبار الذكاء (رافن). وحدد الباحث المادة العلمية وصاغ الاهداف السلوكية لكل المحتوى العلمي الذي شملتة التجربة وتم اعداد الخطط التدريسية كما أعد الباحث اختبارا للتحصيل تم التحقق من صدقه وبلغ معامل ثباته بطريقة التجزئة النصفية (81،0) وتم تصحيحه باستعمال معادلة سبيرمان براون فبلغ (0،85) وضم هذا الاختبار(30) فقرة من نوع الاختيار من متعدد، لكل فقرة أربعة بدائل إحداها صحيحة والأخريات خاطئة ، بدأت التجربة يوم الأحد الموافق 2/10/2017 وانتهت يوم الثلاثاء الموافق 2/1/ 2018 درّس الباحث بنفسه مجموعتي البحث وبعد انتهائها طُبق اختبار التحصيل البعدي والاستبقاء على طلاب مجموعتي البحث بفارق زمني مدته اسبوعين، ولتحليل البيانات استعمل الباحث الوسائل الإحصائية الآتية: الاختبار التائي (T-test) لعينتين مستقلتين و مربع كاي و معامل ارتباط بيرسون و معادلة سبيرمان براون و معادلة صعوبة الفقرة و معادلة تمييز الفقرة و معادلة فاعلية البدائل الخاطئة ، وبعد تحليل البيانات إحصائيا توصل الباحث إلى الآتي: تفوق طلاب المجموعة التجريبية على طلاب المجموعة الضابطة في اختبار التحصيل البعدي وفي ضوء نتائج البحث أوصى الباحث باستعمال السبورة الرقمية(الذكية) في تدريس مادة الجغرافية للصف الاول المتوسط، لما لها من اثر ايجابي في مساعدة الطلاب على التحصيل وأقترح إجراء دراسات مماثلة للدراسة الحالية على مراحل ومواد دراسية أخرى وفي متغيرات تابعة أخرى .

The impact of the circular house strategy on the systemic thinking of middle school students in geography

The current research aims to identify the effect of the circular house strategy on the systemic thinking of middle school students in the subject of geography. To achieve the goal of the research, the researcher formulated two null hypotheses, and deliberately chose a sample of fifth-grade students of middle school / literary from Homs High School for Girls for the academic year (2020-2021), and in a simple random way, she chose Division (A) to represent the experimental group that is taught by the circular house strategy, while Division (B) became the control group and is taught in the usual way, and the research sample reached (33) students, with (17) students for the experimental group and (16) students for the control group. The researcher was rewarded between the two research groups in the following variables, the general average for the past year, the achievement in geography for the past year, the chronological age calculated in months, the degree of intelligence and the achievement of the father and the achievement of the mother. Both (Round House Strategy and the Ordinary Method). As for the tool, it was a systemic thinking test, which in its final form consisted of (5) questions that included (11) paragraphs, and its validity, stability and distinction were verified, and all of them appeared within the acceptable range.

CÁC YẾU TỐ ẢNH HƯỞNG ĐẾN VIỆC THỰC HIỆN GIÁO DỤC PHÁT TRIỂN BỀN VỮNG Ở VIỆT NAM: GÓC NHÌN CỦA SINH VIÊN SƯ PHẠM ĐỊA LÍ

Education for sustainable development (ESD) is considered both a goal and a means to achieve sustainable development. ESD implementation is impacted by different factors. To contribute to a better understanding of ESD implementation, this study investigates factors impacting ESD implementation in Vietnam from the perceptions of Geography student teachers. We conducted in-depth interviews with 25 Geography student teachers from different teacher education institutions in Vietnam. The respondents often mentioned disadvantages rather than advantages. They emphasized the following factors: society, curriculum, and teachers’ competencies (ICT skills, pedagogical and pedagogical content knowledge, etc.). The results reflect the challenges in implementing ESD in the context of a developing country. Based on the results, the authors suggest ways forward to promote ESD in Vietnam.

Experience and prospects of mobile GIS use for practical training of geography students

Problem statement. In recent decades, approaches to conducting field research have been significantly modernized. The use of smartphones, tablets and other portable devices with mobile GIS for field data collection has increased significantly. The rapid change in geospatial research technologies makes it necessary to introduce them into the educational process, in particular, in practical training of geography students. Research methodology. Paper forms of field data collection, materials and reports from practical trainings of the previous years, stored at the Department of Physical Geography and Cartography of V. N. Karazin Kharkiv National University, served us as the source materials for the research. To implement the practical part of the research, ESRI software products such as Collector for ArcGIS, ArcGIS Online, ArcGIS Desktop were used. The purpose of the research is to substantiate the content and to create electronic forms of field data collection with mobile GIS for the physiographic part of the educational natural science training of first-year students of specialty 106 Geography of V. N. Karazin Kharkiv National University. Results. The use of mobile GIS for practical training of future geographers is widespread in Ukrainian and foreign universities. In particular, in recent years, teachers of the Department of Physical Geography and Cartography have been introducing mobile GIS into field data collection. We have developed 4 electronic forms of field data collection for the physiographic part of the educational natural science training of first-year students. They are soil profile description, forest phytocenosis description, geological and geomorphological observations, and hydrological station. Due to the wide functionality of Collector for ArcGIS, in particular, the ability to work offline, this mobile application and ArcGIS Online were used to develop forms. To optimize the work with individual text fields in electronic forms, we created domain values that allow students to select a certain option from the drop-down list. Practical significance and research perspectives. The implementation of mobile GIS into practical training of future geographers contributes to the formation of cartographic and geoinformation competencies and helps students master modern approaches to the organization of various types of field studies. Testing developed electronic forms during summer practical training of students or through independent research in the study area remains a relevant task. In the future, it is advisable to create electronic forms for all sections of the physiographic part of the first-year students' practical training and to adapt data collection forms for independent use.

An Experiential Learning-Based Virtual Reality Approach to Foster Students’ Vocabulary Acquisition and Learning Engagement in English for Geography

EFL learners encounter a number of challenges in English for specific purposes, especially in understanding and remembering vocabulary. Therefore, exploring effective ways to improve their vocabulary and its applications is the key area of ESP. VR, as a newer type of audiovisual input on incidental vocabulary learning, is an important tool for innovation in language education. With its sense of presence and immersion, VR constructs an experiential learning process for students involving incidental vocabulary acquisition to promote their learning engagement and performance. Therefore, this study applied an experiential learning-based VR approach to an English for Geography course in a university. Thirty-six geography students participated in vocabulary acquisition on the theme of the hydrologic cycle. For the experiment, 18 students were assigned to the experimental group learning with the VR-based approach, while the other 18 were assigned to the control group learning with the video-based approach. The findings demonstrated that the experimental group outperformed the control group in terms of incidental vocabulary acquisition and cognitive, behavioral, and social engagement.

Spatial thinking and GIS: developing and assessing student competencies

Spatial thinking is an integral skill for geography students to develop. Whilst many spatial competencies have been identified by researchers, and the merits of GIS seemingly ubiquitous in the published literature, little work has been done into how students’ spatial thinking skills can be assessed. Therefore, further investigation into the relationship between spatial thinking and performance and attainment is needed. This research investigates the impact using a geographic information system (GIS) has on students’ spatial thinking skills and attempts to assess the extent using a framework. This was done through the design and implementation of two GIS-based interventions. This small-scale evaluation used qualitative methods to investigate students’ and teachers’ views. Student work was also analysed using the framework developed for the assessment of spatial thinking skills. The findings suggest that the use of a GIS does enhance, and in most cases improves students’ spatial thinking skills, but, that spatial thinking is hard to quantify and difficult to measure progress in. Another benefit that using a GIS affords is the creation of engaging, contemporary and interactive lessons, using real data, from which students derive a lot of geographical value.

The geography GCSE curriculum in England: a white curriculum of deceit

ABSTRACT The Black Lives Matter movement has increased attention paid to whiteness and education. This paper contributes to this attention by investigating epistemologies of Geography and their enactment in two ‘multicultural’ schools. Through textual analysis, lesson observations and interviews with GCSE Geography students and teachers, I inquire into the discourses of whiteness in the Geography GCSE topic of ‘Global Development’. Analysis showed three main technologies at work: ‘Dividing the World’, ‘”Race”, Whiteness and Colour-blindness’ and ‘Performativity’. The geography curriculum promoted an ‘us’ and ‘them’/’white’ and ‘Black’ narrative, with which students and teachers complied to achieve target grades. Students’ in-school and out-of-school narratives conflicted. Teachers avoided or deflected the latter by prioritising their ‘professional responsibilities’ to teach white knowledge. The findings deepen understanding of the constituent elements of whiteness in education more generally and in Geography specifically. I conclude by offering hope for the future.

Engaging geography students through innovation in statistics teaching

ABSTRACT Geography undergraduate students have broad academic backgrounds; consequently, teaching statistics can be especially challenging. Unfortunately, there is a lack of up-to-date and geography-specific literature on the pedagogies of statistics instruction on an undergraduate geography degree course. In this paper we detail, discuss, and reflect on a range of innovative attempts to improve engagement and attainment. Many of the examples revolve around technological platforms to enhance student engagement, but also to improve and simplify module management, an under-valued part of delivering a team-taught module. We discuss a variety of quizzing platforms as effective ways of engaging students with content, but, also, as a method of scaffolding teaching, whereby student comprehension is gauged, and content is adapted on-the-fly. We also highlight that use of frequent formative quizzing can increase module engagement through a substantive increase in attendance in an era of lecture recording. We also reflect on differences in engagement pre-and-post pandemic. Overall, we highlight the benefit of incorporating technology into teaching geographical statistics, but caution that this must be on a case-by-case basis and should be used for clear pedagogical reasons.

The Effect of the Discovery Learning Model on the Critical Thinking Abilities of Geography Students

The discovery learning model, a mainstay in the Indonesian 2013 curriculum, can help hone students’ critical thinking skills. The purpose of this study was to determine the effect of the discovery learning model on critical thinking skills in terms of students’ perceptions of geography subjects. Critical thinking ability, the dependent variable, was measured by a test of critical thinking skills. The moderator variable, namely students’ perceptions of geography subjects, was measured by a subjective questionnaire. The study took place over three meetings and ended with a post-test and questionnaire. The hypothesis was tested using independent sample t-tests and ANOVA using SPSS and a significance level of 0.05. The results showed that there was a significant difference between the scores of the experimental group and the control group. The average critical thinking skills value of students who used the discovery learning model was higher than that of the other students.
 Keywords: discovery learning, critical thinking, perception

Attuning to geostories: Learning encounters with urban plants

This paper is a call for educators to respond to the problematics that arise from reducing the Earth to a resource for human activities. The concept of ‘Anthropocene’ is a burning invitation to rethink education by putting the human to its place. We therefore argue for a spatial-embodied conceptualization of learning, which involves the more-than-human and nonrepresentational. In this effort, we use Latour’s concept of ‘geostory’ to problematize the prevailing anthropocentrism in education. We discuss the power of experimentation by introducing a learning experiment that took place at a pop-up greenhouse in Helsinki. The idea was to encourage upper secondary geography students to playfully discard their human perspective and study the city from the viewpoint of plants: to probe the presumed human/nature divide through brief but moving encounters with ‘others’. We argue that through affective encounters with nonhuman others, the Earth speaks: it tells stories with us. If humans let themselves be addressed by these encounters, geostories can temporarily re-place human-centred narrative storytelling practices (histories), voiced by the modernist ‘I’, and generate alternative forms of knowledge that emerge from our belonging together. These stories emerging from geographical experimentation entail potential to cultivate both knowing and care that exceed the human.

Efektivitas Model Pembelajaran Simulasi Berbantuan Permainan Geo Explore pada Mata Pelajaran Geografi Siswa Kelas XI IPS 1 SMA Negeri 6Kerinci

This research is a classroom action research . Study this aim for study effectiveness of learning model simulation help game Geo Explore from achievement activity study student, result study student, response positive students, and activities study student in learning simulation with results study Geography student class XI IPS 1 Public High School 6 Kerinci. Method research used _ is pre- experiment with design one group pre-test post-test. Population in study this is whole student class XI IPS in public high school 6 Kerinci, which consists of from three class, that is class XI IPS 1, XI IPS 2, and XI IPS 3. Sample taken with technique purposive sampling, namely technique taking with provision certain. Terms is ability study same student seen from UTS value of the eye lesson Geography odd semester year lesson 2021/2022, so that obtained class XI IPS 1. Engineering retrieval of data used is technique documentation, observation, test, and questionnair. Technique data analysis used is analysis descriptive, and t test.Results analysis show level activity study student in category very tall with an average score of 52.62 or 88%. T test two mean, get results t count > t table, Ho is rejected or mark post-test good fromon mark pre-test. Test average score previous 78.21 increase becomes 84.14, happens enhancement by 7.60%. Completeness results study student proved with t test one average, result t count > t table, Ho is rejected so results study finished. Completeness classic achieved with figure of 86.20%. Average score positive student 52.62 or 82.75 %, with category good and level activity study student belong to very active as many as 24 people and 5 people categories active. Based on results study concluded that the learning model simulation help game Geo Explore effective and could Upgrade results study students

Sürdürülebilirlik kapsamında yaşam kalitesi: Coğrafya bölümü öğrencilerine yönelik bir inceleme (Erzurum)

Dünya Sağlık Örgütü, yaşam kalitesini bireylerin kişisel ve toplumsal değer sistemleri kapsamındaki yaşam hedefleri, beklentileri, standartları ve kaygılarıyla ilgili olarak yaşamdaki konumlarına yönelik algıları olarak kabul etmektedir. Bu kapsamda insanların yaşam kaliteleri ile fiziksel, psikolojik durum, sosyal ilişkiler, çevre, ekonomik ve diğer faktörler arasında sıkı bir ilişki vardır. Bu çalışmada, Atatürk Üniversitesi, Edebiyat Fakültesi, Coğrafya Bölümü öğrencilerinin WHOQOL-BREF-TR ölçeğine göre yaşam kalitelerinin ölçülmesi amaçlanmıştır. Verilerin toplanmasında anket tekniği uygulanmış olup, ankette demografik özellikler ve yaşam kalitesi karakteristikleri dışında 26 sorudan oluşan WHOQOL-BREF-TR yaşam kalitesi ölçeği kullanılmıştır. Toplamda 302 öğrenciye anket yapılmıştır. Nicel araştırma yöntemi ile elde edilen verilerin analizi IBM SPSS 25 programı yardımıyla yapılmıştır. Verilerin analizinde tanımlayıcı frekans analizi, bağımsız örneklemler için T testi, bağımsız örneklemler için tek yönlü varyans (One Way Anova) ve korelasyon analizleri uygulanmıştır. Ayrıca yaşam kalitesi ile ilgili gerçekleştirilen çalışmalar VOSWeawer 1.18 programında WOS ve Scopus indekslerine göre incelenmiştir. Uygulanan bağımsız örneklemler için T testi analizi sonucuna göre öğrencilerin cinsiyet değişkeni ile fiziksel sağlık; öğrencilerin medeni durumları ile fiziksel sağlık, psikolojik durum, sosyal ilişkiler ve çevre alt boyutları arasında anlamlı bir fark olduğu tespit edilmiştir. Bunun yanı sıra bağımsız örneklemler için tek yönlü varyans (One Way Anova) analizi yapılmıştır. Buna göre ailenin aylık ortalama geliri ile fiziksel sağlık, öğrencilerin yaşları ve okudukları sınıf ile sosyal ilişkiler; ailenin aylık ortalama geliri ve aile ile birlikte ikamet edilen idari birimle çevre arasında anlamlı fark olduğu tespit edilmiştir. Yapılan Spearman korelasyon analizi sonuçlarına göre, değişkenler arasında büyük br bölümünde zayıf ve orta düzeyde pozitif veya negatif yönde doğrusal bir ilişki olduğu tespit edilmiştir.

Historian Training or Teacher Training; Dispatching History and Geography Students to Europe (1928-1933 A.D.); Motivates, mechanisms and outputs

اعزام دانشجویان به اروپا که پس از جنگ‌های ایران و روس با هدف نوسازی و جبران عقب‌ماندگی آغاز شده بود در دورة قاجار تداوم یافت، به گونه‌ای که طبق مستندات قریب به هزار دانشجو در این عصر به اروپا گسیل شدند. بخشی از انگیزة کارگزاران برای اعزام دانشجو بازسازی و تحول نظام آموزشی بود. در دهة اول عصر پهلوی نیز با تصویب قانون اعزام دانشجو در دورة ششم مجلس شورای ملی، موج جدیدی از اعزام در سال‌های 1307-1312خ ایجاد شد. براساس شواهد در عصر قاجار در «رشتة تاریخ» هیچ دانشجویی اعزام نشد. اما در دورۀ پهلوی در میان نخستین دانشجویان اعزامی نام رشتة تاریخ نیز به چشم می‌خورد. البته موج جدید اعزام دانشجو در این رشته به پرورش مورخ یا تحول پژوهش‌های تاریخی منجر نشد. برای تبیین این پدیدار در مقالة پیش ‌رو، پس از بررسی اجمالی روند اعزام دانشجو به طور عام و اعزام دانشجویان رشتة تاریخ به طور خاص، براساس منابع و اسناد، سازوکارهای اعزام دانشجویان در این رشته، افراد اعزامی و رهاورد اعزام‌شدگان مطالعه شده است. برای فهم مسئلۀ تبدیل نشدن دانشجویان اعزامی رشتة تاریخ به مورخان حرفه‌ای به چند متغیر اصلی توجه شده است: انگیزه‌ها و اهداف طراحان و کارگزاران این سیاست، انتظارات و خواست حکومت از دانش‌آموختگان مبنی بر به­کارگیری آنها در موقعیت‌ها و سمت­های دلخواه و متناسب با فرایند نوسازی، نظام آموزشی فرانسه به­عنوان مقصد 75% دانشجویان اعزامی و شکاف آموزش و پژوهش در این کشور در دهه‌هایی که دانشجویان ایرانی به آنجا اعزام شدند.

Using StoryMaps to prepare for field course – A case study of students in Geography

Field course is an important learning activity for students in disciplines like geography and biology. Unfortunately, lack of resources, large student groups, and unprepared students can result in students being passive rather than active during field course preparation. This article reports from a learning intervention where the use of StoryMaps replaced traditional lectures to increase active learning during field course preparation. StoryMaps is a multimedia platform with interactive functionalities, and we assess potential increased learning outcome from a learning intervention based on theories from geographic visualization. Students used StoryMaps to become familiar with the field course site and the field course assignments. As a follow-up, students had to write a reflection note about their thoughts and experiences from using StoryMaps. These notes revealed that students consider StoryMaps as helpful to access information from multiple sources in one visual platform, where they can choose how and what they want to learn, at what time, and in which order. Students also found that complex physical geographical-, and geomorphological principles became more concrete as StoryMaps helped them perceive these principles from multiple angles using pictures, videos, tasks, animations, and graphs. The few critical reflections are mainly related to minor technical issues.