School Geography Teachers Research Articles

Evolving into curriculum makers: the pivotal role of geography teachers as “boundary teachers”

This study explores how collaborative action research (CAR) can enhance high school geography teachers’ curriculum making capabilities and strengthen their status as “boundary workers.” The research team consisted of a graduate student pre-service geography teacher, a university theoretical mentor, and a high school practical mentor. The study lasted four months and employed a mixed-methods approach, utilizing four rounds of CAR to continuously reflect on and evaluate the effectiveness of boundary work-based high school geography curriculum making and its impact on enhancing pre-service teachers’ curriculum competency. Each CAR round focused on different aspects of curriculum making, such as designing problem situations, strengthening teacher-student interactions, creating localized curricula, and using interdisciplinary themes. The four CAR rounds collectively formed a “boundary work-based geography curriculum making model.” The research findings indicate that through sustained practice of this model, geography teachers, especially those pursuing graduate degrees, can effectively improve their curriculum leadership and become competent “boundary teachers.”

Research on the Cultivation of Education for National Identity in High School Geography

National identity is an important national conscience and plays a key spiritual role in maintaining national unity, stability and promoting the healthy and rapid development of the country. As an essential driver of education, the discipline must assume a major responsibility for national identity education. This study integrates national identity education into high school geography teaching, combines the latest geography teaching theory system with literature research method, text analysis method to analyze the components and specific content of national identity in high school geography teaching, and establishes a new teaching model. Simultaneously, the theme of “maritime rights and interests and ocean development strategy” was selected for teaching experiment, and the impact of the teaching mode proposed in this paper on the students’ learning efficiency in geography is investigated by questionnaire. The results of the teaching experiment show that the proposed teaching model can improve students’ awareness of national identity and serve as a reference for the teaching of national identity in subject subjects.

Cartografía temática y recursos TIC en la enseñanza y aprendizaje de la Geografía regional de Europa

In this article, we present a classroom experience with university students in training to be secondary school geography teachers. It is based on a didactic proposal using thematic cartography (Eurostat, ESPON, ESPON-SIESTA and the Information Society Atlas in Galicia) and ICT resources (statistical sources, free picture banks, aerial photography, Google Earth and Google Maps). The proposal´s aim is to use contents from the regional geography of Europe as a base or starting point to show a series of didactic recommendations for the teaching and learning of geography and social sciences. What is more, everything is with a clear idea, from a descriptive and rote geography to an active and critical geography, in which students participate in the construction of knowledge and increase their ability to reflect on geographical issues. The results of the experience will highlight the value of these tools in secondary education. We had also previously assessed the presence of thematic cartography and ICT resources within the required official Galicia curriculum to teach geography in compulsory secondary education. The idea is to deepen the value of the curriculum in didactic code, to know what tools it offers, how it offers them and with what intentions. This solution, among other opportunities, will allow us to identify a curriculum offering a specific teaching model. On the other hand, it will also give us the opportunity to firmly rebuke all the proposals considered to be erroneous, repetitive, or of little didactic value.

Research on VR Geography Teaching Mode Based on SOLO Classification Theory

With the deepening of educational reform and the rapid development of educational technology, VR (virtual reality) technology is increasingly widely used in the field of education. In the face of various VR technology means and application paths, how to design scientifically in middle school, geography VR teaching mode has become an urgent problem to be solved. This paper aims to explore the VR geography teaching model based on SOLO classification theory, and improve the effectiveness of geography teaching and the level of students geography thinking by integrating the immersion of VR technology and the hierarchy of SOLO classification theory. This paper first introduces the theoretical basis of SOLO classification theory and VR technology, then analyzes the problems existing in current geography teaching, and finally proposes and designs the VR geography teaching mode based on SOLO classification theory, in order to guide the orderly development of VR teaching in middle school geography and improve the scientific and technological content of middle school geography teaching.

The Effects of Using Digital Technologies on High School Geography Learning

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

A Rétköz kutatója. Beszélgetés Kormány Gyula professor emeritusszal = The Researcher of Rétköz: A Conversation with Professor Emeritus Gyula Kormány

Gyula Kormány, professor of geography, was born on May 9, 1932 in Ibrány. After graduating as a secondary school geography teacher from the University of Szeged (1961), he obtained a degree in pedagogy from the Kossuth Lajos University of Debrecen in 1965. His landscape research activity began in the 1950s and included the examination of the natural features of Rétköz (a microregion in the Great Hungarian Plain). As a result of many years of research, he was the first in Hungary to summarize the conditions, possibilities, variants and methods of applying independent student work in geography education. He also wrote his candidate thesis, titled “The Possibilities and Effectiveness of Independent Student Work”. He worked as a lecturer at Nyíregyházi College from 1963 until his retirement. In April 2005, the Council of Nyíregyháza College awarded him with the title “Professor Emeritus” in recognition of his educational and scientific work.

The nexus between research methodology, classroom data and instructional policy: insights from enacting the Zimbabwe curriculum framework 2015–2022 reforms

ABSTRACT This article explores the nexus among research methodlogy, classroom data and instructional policy enactment through content analysis of lesson transcripts. It is a multiple-case research of four Zimbabwean secondary school geography teachers’ classroom practices. Coded lesson-transcripts and post-lesson teacher-interview transcripts subjected to thematic content analysis yeilded patterns of classroom interaction. Most lessons were teacher dominated question and answer episodes which failed to achieve mandated learner-centred teaching.Teachers relied on recall-type questions while failing to scaffold onto learner contributions for deeper geographical conversations. A weak pedagogical content knowledge partially contributed to this. Content analysis of lesson transactions showed a symbiotic nexus among research methodology, classroom data and instructional policy implementation. Coded classroom data holds opportunities for critcal scrutiny of classroom transactions to gauge instructional policy implementation. Findings suggest succesful instructional policy implementation can benefit from teacher training in content analysis of classroom transactions for reflexive practice.

Geography Teachers’ Pedagogical Reasoning and Action While Integrating Sustainable Development into APHG Courses

The aim of this study is to explore the pedagogical reasoning and action of high school geography teachers when teaching sustainable development within the context of the Advanced Placement Human Geography classroom. Through a multiple case study approach, this research examines the instructional decisions and rationales of seven APHG teachers throughout their entire teaching activities. The findings illuminate how participating teachers make informed instructional decisions through specific teaching strategies and practices and the rationale behind their decisions, encompassing both planned pedagogical actions and responses to unexpected instructional challenges in their classrooms.

Pre-service geography teachers from normal universities in China: what do their master’s degree theses focus on and imply?

Master’s degree-level graduates in Subject Teaching (Geography) (hereinafter referred to as STG) in Chinese normal universities form a valuable pool of pre-service secondary school geography teachers. These graduates provide a comprehensive picture of the quality, focus and outcomes of current geography teacher training programs. However, there is a relative dearth of research appertaining to their research capabilities and the quality of their educational development. To address this gap, the present study adopts bibliometric and comparative analysis to shed light on the overall trends and specific characteristics of STG master’s theses from 2016 to 2022. The findings indicate that universities with divergent levels of subject assessment prioritize different research emphases, leading to variations in the depth of investigation into new teaching materials and the level of alignment with frontline geography teaching. Furthermore, in comparison with cutting-edge international and domestic research, the master’s theses of STG students are characterized by microscopic scale and insufficient depth. A three-pronged collaborative framework has therefore been advocated with the aim of enhancing the quality of STG graduates as pre-service geography teachers. This comprises close interactions among on-campus and off-campus tutors and learners, a partnership between universities and secondary schools, and inter-university cooperation.

Reading landscape by high school graduates in Czechia: the perspective of high school teachers and academic geographers

Understanding and practicing the skill of reading landscape is paramount for responsible behavior. The European Landscape Convention underscores the importance of comprehending the ongoing processes in one’s surroundings, with a dual aim of landscape preservation and efficient utilization. This proficiency should extend beyond geography graduates, becoming an integral part of school education. Surprisingly, the development of reading landscape has been largely overlooked in both school curricula and educational research. This study engaged 21 high school geography teachers and academic geographers who provided 274 questions in response to photographs depicting diverse landscapes, including urban, rural, and natural, at varying levels of detail. Teachers exhibited greater creativity and posed questions demanding more active interaction with the images compared to academic geographers. Notably, some photographs evoked strikingly similar inquiries. Through a rigorous qualitative analysis of the questions offered, we crafted a definition of reading landscape tailored for high school graduates, expressed as expected outcomes. This definition holds promise as a practical guide for geography educators seeking to cultivate these essential skills and offers a foundation for further exploration in the realm of reading landscape.

Menjelajahi Geografi melalui Pembelajaran Berbasis Proyek: Integrasi Pengukuran dan Pemetaan dalam Pembuatan Maket

Project-based learning has been implemented at Karangturi High School in Geography teaching for 10th-grade students, covering basic geography concepts and basic mapping materials. This project involves collaboration with the Physics subject in the measurement material. The focal point of this project is the creation of a school garden scale model, starting with direct field measurements as part of outdoor learning implementation. The dimensions of the garden are then calculated using a predetermined scale, and the garden model is constructed accordingly. This approach not only introduces basic geography concepts and basic mapping but also integrates physics concepts in measurement and scale. Through this project, students not only learn theory but also apply it directly in real-world contexts, enhancing their understanding of geography concepts and practical skills such as measurement and model making. Research findings indicate that this project-based learning in Geography is effective in improving students' understanding of basic geography concepts, basic mapping, and measurement, as well as enhancing their engagement and learning motivation. Practical implications of this research suggest that project-based learning approaches can be beneficial strategies in enhancing the effectiveness of Geography education in high schools, by integrating various subjects and encouraging active student engagement through engaging and relevant learning experiences.

Augmented Horizons: Development and Impact of Augmented Reality on Atmospheric Education

Educational media serve as a supporting component in learning, offering benefits to enhance student engagement, interactivity, and interest in learning. The media employed should align with current advancements in science and technology, one of which is Augmented Reality (3D), a medium capable of projecting virtual objects into reality. This study aims to 1) Produce an AR media design for high school geography education on atmospheric topics, 2) Determine the feasibility of using AR-based media for such geography education. The creation of the Augmented Reality (3D) educational media utilizes the Borg and Gall (1989) model, which comprises ten development steps. This media creation employs Unity 3D software and supporting applications such as Vuforia, Cinema 4D, and Corel Draw. The development of this educational media resulted in two products: a smartphone application (for Android and iOS) named Cloud AR and its accompanying book, both of which meet UNESCO standards. Based on the research findings, the developed educational media is deemed suitable for use, with a score of 85.16% and classified in the suitable category.

Students' Perceptions Of Geography Education In Middle And High Schools: The Importance Of Geography Education In The Education Curriculum, Dagana Dzongkhag, Bhutan

A positive perception of the geography subject is crucial for students' academic success and their interest in learning. The identification of students’ perceptions of subjects has been carried out in many educational curricula. However, it is rarely studied in Bhutan. This study explores the students’ performance in middle and higher secondary school and their academic performance in Dagana Dzongkhag (district). To study the students’ perceptions of learning geography, the data were collected from key stages IV and V students using a convergent parallel mixed-methods design from four schools. A total of 282 students, comprising 181 from key stage IV and 101 from key stage V were selected from two middle secondary and two higher secondary schools. The quantitative data were obtained using a survey questionnaire, and the qualitative data were collected from four FGDs (focus group discussions). The findings revealed that the students have positive perceptions of learning geography, irrespective of their stages. There is a significant difference in students’ perception of learning geography between key stages IV and V. The students of key stage V have a comparatively positive perception compared to those in key stage IV. It is evident from this study that students’ perceptions towards the subject would also impact their academic performance. Therefore, to address the research findings, this study recommends the district education office and school management to prioritize geography education and establish proper mechanism to support it through relevant authorities. The study has also opened the way forward for future researchers to explore similar research with a larger population.

A Deep Learning-Based Teaching Design for High School Geography Units: Taking the Example of Landforms of the Humanistic Education Edition

The traditional teaching methods of one-way cultivation of students can no longer meet the requirements oftalent cultivation at this stage. The issue of how to promote students from passive acceptance to the independent cognitive understanding stage (i.e. deep learning) has become the focus of geography teaching. Therefore, under the guidance of deep learning theory, this paper takes the “landforms” knowledge unit of the Humanistic Education Edition as an example, improves the classroom teaching means through the unit teaching mode, reconstructs the “landforms” teaching unit, and explores the specific teaching of high school geography unit based on deep learning. This study provides a good example and guidelines for high school geography teaching and learning.

Geography Teachers' Perceptions of Various Uses of Learning Media in Public Senior High Schools in South Tangerang City

Education is a very important and inseparable part of the process of preparing quality human resources. Education is also a conscious effort to develop the potential of human resources. To achieve optimal educational goals, there needs to be a positive interaction between the community, parents and the school. The development of technology has had a significant impact on education, with the accessibility of information made easier by the internet and digital resources, changing the way we learn and access knowledge. In this study, the main objective is to analyze geography teachers' perceptions of the various uses of learning media in public high schools in South Tangerang City. This research is descriptive research using the survey method. Data analysis was conducted using descriptive statistical analysis methods, specifically percentage analysis. By using percentages, this study can analyze the level of geography teachers' perceptions of the various uses of learning media in public high schools in South Tangerang City. The results showed that the perception of geography teachers in public high schools in South Tangerang City towards the use of various learning media is in the very good category, with a percentage reaching 94%. This finding shows that geography teachers in public high schools in South Tangerang City have a very positive perception of the use of learning media.

Newly Qualified Teachers and their Preparedness as Geography Teachers in Zambia

The study aimed to explore the geography teachers' engagement with the geography content during their undergraduate teacher preparation at the University of Zambia and upon employment in secondary schools. The researcher utilised a case study design to collect data from nine geography teachers trained at the University of Zambia and later employed to teach in the Secondary schools of Zambia. A semi-structured interview guide was employed to collect data from nine geography teachers. Furthermore, the data collected was transcribed, coded and analysed thematically. The study established that most of the geography teachers enjoyed learning either physical geography or human geography. Furthermore, most geography teachers evaluated their teaching to have been slightly better in human than physical geography. Most participants felt adequately prepared to take up geography teaching in schools because they acquired more knowledge than required for secondary teaching. However, a few students who took the subject as their minor needed more human geography content courses.

Digital-based Learning in Social Science Cluster Subjects in High School with Curriculum Merdeka

This study aims to evaluate digital-based learning in Social Sciences cluster subjects (sociology, geography, economics, history and civic education) in Senior High Schools with an independent curriculum. The research method used is descriptive with a quantitative approach. This descriptive research is used with the aim of knowing the value of independent variables without making comparisons or correlating with other variables. Data were collected through questionnaires developed based on key indicators of digital learning variables. The respondents of the study were teachers who taught social subjects and students who were taught. The results of the study found: The type of ICT used was 66.1%; the utilization rate of technology in learning is 82.6%; the level of student proficiency in the use of ICT technology is 73.4%; the level of teacher commitment to use ICT technology in learning is 76.1%; digital learning success rate is 77.0%. The teacher satisfaction rate was 74.9% and the student satisfaction rate was 88.8%. From this indicator data, it can be concluded that digital-based learning in social science cluster subjects in Senior High Schools in Makassar City is 77.0% or is in the very high category.
 Keywords: digital learning, social sciences

Значення вивчення географії в умовах війни: перспектива шкільної географічної освіти

The article analyzes the current state of geography education in schools and universities in Ukraine, focusing on the practical aspects of the use of geographic information by society. Rapid changes in the world can lead to the obsolescence of educational materials. The political map of the world can change due to geopolitical events, and data on climate change is also becoming increasingly relevant. Traditional methods of teaching geography may not be interactive enough, which can reduce students' interest and make it difficult for them to learn the material. Particular attention is paid to the role and importance of school geography in wartime, and the possibilities of realizing its importance in crisis situations arising in all spheres of public life are considered. The importance of geography in the process of post-war reconstruction of Ukraine is also considered, emphasizing the need for an integrated approach to its study and use in various aspects of social development.

Reconstruction of Teachers' Knowledge Structure Driven by "AI+ Middle School Geography Education"—On the Integration of TPACK Framework and Its Development Model

Reconstruction of Teachers' Knowledge Structure Driven by "AI+ Middle School Geography Education"—On the Integration of TPACK Framework and Its Development Model

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

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