Geography Textbooks Research Articles

INFERRING THE SCALE AND CONTENT OF A MAP USING DEEP LEARNING

Abstract. Visually impaired people cannot use classical maps but can learn to use tactile relief maps. These tactile maps are crucial at school to learn geography and history as well as the other students. They are produced manually by professional transcriptors in a very long and costly process. A platform able to generate tactile maps from maps scanned from geography textbooks could be extremely useful to these transcriptors, to fasten their production. As a first step towards such a platform, this paper proposes a method to infer the scale and the content of the map from its image. We used convolutional neural networks trained with a few hundred maps from French geography textbooks, and the results show promising results to infer labels about the content of the map (e.g. ”there are roads, cities and administrative boundaries”), and to infer the extent of the map (e.g. a map of France or of Europe).

The objectives and uses of comparisons in geography textbooks: results of an international comparative analysis

Comparison is a cognitive process and a method of acquiring geographical knowledge widely promoted within school systems in Germany, France and England. Comparison is an everyday practice, but it is also one of the methods systematically used by geographers and serves various scientific purposes. However, little is known about the functions, extent and objectives of comparison tasks in geography education. This study presents an analysis of 20 textbooks from three countries: Germany, England and France. In this international comparative study we analysed all cognitive tasks involving comparison using qualitative content analysis and descriptive quantitative methods. We developed a reliable classification system for categorising the objectives of comparison tasks. In our results we demonstrated that a large proportion of comparison tasks in textbooks are simple, lower-order tasks. Also, many complex tasks in the three countries involve inductive processes, although we identified some national differences resulting from differing textbook structures. Our system for classifying the objectives of comparison tasks will help develop meaningful tasks, aiming to enhance students’ autonomous and critical thinking, and improve their proficiency in the competencies and methods required in geography education.

An Analysis of French Elementary School Geography Textbooks According to The Revised Curriculum

An Analysis of French Elementary School Geography Textbooks According to The Revised Curriculum

ENFOQUE METROPOLITANO NO LIVRO DIDÁTICO DE GEOGRAFIA

A abordagem sobre Geografia Urbana, especificamente, o enfoque metropolitano dentro das aulas de Geografia consiste em uma forma de articular as escalas locais, regionais e mundiais. Isto se tem, através da conceituação sobre metrópole, região metropolitana e da compreensão sobre as relações verticais e horizontais estabelecidas entre as cidades através da rede urbana. Assim, objetiva-se a compreensão através de uma visão crítica sobre a abordagem e a ênfase atribuídas ao enfoque metropolitano nos livros didáticos de Geografia para o Ensino Médio. A metodologia para seleção das coleções analisadas consistiu em quantificar os dados de tiragem e de valor de aquisição dos livros adquiridos pelo Ministério da Educação, selecionando os mais relevantes e os com menos expressão de aquisição. Para analisar os livros didáticos, os conceitos referidos ao enfoque metropolitanos foram identificados e analisados quanto à sua contextualização e relevância nos livros. Considera- se que existe um conjunto de fatores que devem ser integrados para a sintetização da análise dos conteúdos geográficos dos livros didáticos, que consiste não apenas em atributos textuais, mas também na consideração do pluralismo das realidades existentes no cenário educacional brasileiro. Palavras-chave Geografia Urbana, Ensino de Geografia, Ensino Médio

QUEM ESCREVE O LIVRO DIDÁTICO DE GEOGRAFIA?

Quem são os autores e as autoras dos livros didáticos de Geografia distribuídos nas escolas públicas brasileiras de 2005 a 2022? Quais suas formações? Onde realizaram seus estudos e atuam profissionalmente? O objetivo dessa pesquisa foi o de traçar o perfil desses profissionais com o intuito de lançar algumas reflexões sobre o Programa Nacional do Livro Didático (PNLD). Para atingir esse objetivo foram acessados currículos Lattes, além de sites da internet e contatos diretos com trinta autores via e- mail. Para discutir a função de autoralidade, nos baseamos em Foucault, Maingueneau e Barthes. Para os estudos sobre livro didáticos, utilizamos referências estrangeiras e nacionais. Como resultado da pesquisa, concluímos que a maioria dos autores são homens (63%), com formação inicial em Geografia (86%), com passagem pela Universidade de São Paulo (60%), sendo 37% professores em colégios da rede privada e apenas 6% da rede pública de ensino básico. Entendemos, no entanto, que a produção de um livro didático é coletiva, na qual agem, além dos autores, diferentes atores sociais (pesquisadores, editores, professores, alunos, pais, legisladores etc.), a própria linguagem e o escopo cultural que a define. Palavras-chave Programa Nacional do Livro Didático (PNLD), Função-autor, Ensino de Geografia

TEMAS FÍSICO-NATURAIS NOS LIVROS DIDÁTICOS DE GEOGRAFIA DA REDE PÚBLICA DE ENSINO:

A missão da Geografia no ensino é a de alfabetizar o aluno na leitura do espaço geográfico, em suas diversas escalas e dimensões, em particular a Geografia Física, que se refere ao estudo da dinâmica natural da Terra e as derivações oriundas da ação antrópica sobre a natureza. Existem diversas pesquisas que tem questionado o tratamento didático dado aos temas físicos da Geografia, tanto nas práticas de ensino adotadas pelos professores em sala de aula, quanto nos materiais didáticos. Portanto, este trabalho objetivou analisar a abordagem dos conteúdos físico-naturais nos livros didáticos de Geografia do Ensino Fundamental II, utilizados nas Escolas Estaduais do município de Uraí, estado do Paraná. Metodologicamente, a pesquisa foi realizada por meio de leituras de bibliografias especializadas no assunto; elaboração de ficha de avaliação dos livros didáticos; avaliação dos livros didáticos de Geografia do Ensino Fundamental II adotados nas Escolas Estaduais de Uraí-PR. Nesta pesquisa, verifica-se uma predominância da abordagem tradicional dos conteúdos físico-naturais, com foco na descrição do quadro natural do planeta, com pouco ou nenhuma ligação com as atividades humanas e os impactos ambientais. Palavra-chave Geografia Física, Natureza, Questão Ambiental

Study on the North Korean Geography Textbooks of the Kim Jong-Un Era

North Korea’s education has been changed a lot when Kim Jong-Un taking power. This study is about textbooks among the changes in education in North Korea, and has been conducted mainly on geography textbooks used in high school. In Kim Jong-Un s period, the high school established Revolutionary History of Dear Sir Kim Jong-Un, an hour each week for three years. The period about Kim Jong-Un first appeared in Geography3, but the name of Kim Jong un was mentioned continuously in the textbook. The number of subjects and class hours in the field of political ideology learning these leadership activities has increased. In high school, geography textbooks consist of geography1, geography2, and geography3, and are assigned 1 hour per week for 3 years. Compared to Kim Jong-Il period, geography textbooks were printed in colour externally and the learning materials’ quantitative increase and qualitative improvement in content. In addition, there have been changes such as browsing and writing references, which reflects the leader s willingness to invest in education. The learning activities that were variously expressed in the existing geography textbooks were grouped using six picture symbols(icons), and attempts were made to improve the learning effect through linked learning with other subjects. In the future, research is needed to compare and understand each other, focusing on subjects commonly learned in the curriculum of South and North Korea. Through this study, if we grasp each other s teaching and learning categories and study the education system, the understanding between South and North Korea will be widened.

The Representation of Women in the Photographs of Introductory Human Geography Textbooks

Research indicates that textbooks play an important role in determining course content and influencing students’ impressions of a discipline. Photographs are particularly powerful because they appear as actual representations, and students can often recall them better than text. This study examines the photographs of six introductory human geography textbooks to evaluate the representation of women. Compared to Mayer’s (1989) study, the quantity of photographs overall and those of females have increased, however photograph content depicts women in essentially traditional, passive roles that are treated as a norm. Consequently, these textbooks miss engaging students in meaningful discussions about gender and about female roles in society across cultures.

Through troubled times: reflections on Ron Johnston’s Geography and Geographers: Anglo-American Human Geography since 1945 (1979) and Peter Taylor’s Political Geography: World Economy, Nation-State and Locality (1985)

This article introduces the commentaries and rejoinders collated in this collection about the longevity and contemporary relevance of two landmark textbooks in human geography: Geography and Geographers and Political Geography. After putting the emergence of both books in their historical context we discuss their meandering route through the development of geographical thought since. Reflecting on the commentaries and the rejoinders, the impossibility of writing a contemporary textbook with even a veneer of comprehensiveness takes centre stage. Resultantly we debate the future of the geography textbook and what strategies can be surmised to bridge the increasingly self-referential siloes in geographical thought.

The (Im)possibility of Global Citizenship Education in School Geography

Despite increasing concerns about the politics of curriculum for certain ideologies of global citizenship, there is scant literature focusing on critical understandings of school geography in relation to global citizenship (GC). This article examines the complicit relationship between dominant discourses of GC and South Korean curriculum policy and world geography textbooks. The language of global others is analyzed via postcolonial and post-structural thinking. Four themes of modernity, dichotomization, discrimination, and objectification emerge. This article articulates the ways in which these link closely to Western discourses of GC by legitimating certain types of geographical thinking while obscuring others.

O ensino de Geografia e as estratégias de combate à desertificação e a degradação da terra no semiárido alagoano

A educação contextualizada se faz necessária para trabalhar o ensino de Geografia como forma de combate à desertificação e a degradação da terra no semiárido alagoano. Assim, esse trabalho pretende compreender o ensino de Geografia como forma de combate à desertificação da terra, partindo de uma abordagem sobre a educação contextualizada, afim de apresentar estratégias de ensino voltadas para a proteção do bioma Caatinga. Preferiu-se um caminho metodológico pautado inicialmente na leitura e discussão de alguns referenciais teóricos como Carvalho (2011), Falcão (2008), Moreira (2008), Sá Bezerra (2009), dentre outros. Em um segundo momento, realizou-se uma pesquisa de campo a título de confronto da teoria com a realidade local, no sentido de traçar exemplos de como o professor pode realizar uma análise do ensino de Geografia como forma de trabalhar a educação contextualizada, em prol da preservação do semiárido alagoano, em especial do município de Delmiro Gouveia-AL. O trabalho também se embasou em uma pesquisa bibliográfica qualitativa in loco, na qual se baseou na análise do livro didático de Geografia “Vontade de Saber”, do 6° ano do ensino fundamental e de autoria de Neiva Camargo Torrezani (2015), por ser usado em escolas locais. Buscando responder questionamentos como: de que forma se dá o ensino contextualizado no semiárido? Essa pesquisa tem como objetivo geral analisar como o ensino de geografia pode contribuir para a compreensão da consciência ambiental no semiárido alagoano? E como objetivos específicos identificar quais as particularidades no semiárido alagoano? Compreender quais as estratégias didático-pedagógicas usadas para trabalhar conteúdos como desertificação e degradação do semiárido alagoano no ensino de geografia? Foi possível observar que através do uso inadequado da terra, a degradação está ocorrendo e devido os livros didáticos serem padronizados, os conteúdos não dão ênfase as especificidades territoriais do semiárido, então cabe ao professor ser o mediador desse processo.
 
 Palavras-chave: Ensino de Geografia, Desertificação, Semiárido Alagoano.

A multinational study of authors’ perceptions of and practical approaches to writing geography textbooks

Like all school textbooks, geography textbooks are authored. Almost all textbook research in and beyond geography has neglected their authors. This questionnaire-based multinational research project investigated the perceptions of 71 primary and secondary school geography textbook authors from seven countries in five continents. Though not intended as a definitive study, the findings identified several values and areas of expertise which many textbook authors in different countries held to be important for their work. While there were variations across country contexts, there was much that was shared by the authors. Authors valued enabling students to develop geographical perspectives, knowledge and skills and informed attitudes about the world when learning in real world contexts and making connections with everyday life. It was notable that the focus of authors on subject knowledge, the pedagogy of textbooks and the students who will use the textbooks aligned with these same key elements which are central to curriculum making. Authors can be said to perceive their role as creating a geography curriculum, albeit externally to any specific geography classroom, through their textbooks

지리교과 지형 편수용어 개선을 위한 모색

지리교과 지형 편수용어 개선을 위한 모색

Estudo da escala do tempo geológico em livros didáticos de geografia do ensino médio

Este trabalho tem por objetivo analisar como se apresenta o Tempo Geológico em livros didáticos de Geografia da 1ª série do Ensino Médio. A proposta é observar se a apresentação do tema nos livros é clara e isenta de equívocos, possibilitando abordagens interdisciplinares que fomentem a consolidação das habilidades e competências propostas nos Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM). Para tanto, foram 11 livros didáticos que o Programa Nacional do Livro e do Material Didático (PNLD) 2018 ofereceu às escolas públicas brasileiras no triênio 2018-2020. Os resultados mostraram a presença de erros conceituais, desatualizações e falta de aplicações práticas que comprometem o ensino de um tema relevante que permite estudar de forma interdisciplinar fatos do presente e do futuro do planeta. Dessa forma, busca-se incentivar, com esta pesquisa, trabalhos que observem detalhadamente as informações disponibilizadas nos materiais destinados aos professores e alunos na Educação Básica.

POCKET MALAYSIA: Learning About States in Malaysia Using Augmented Reality

In era 4.0, teaching and learning are still in traditional method, which is using textbook. Hence, students become bored and easily to fall asleep during class. Therefore, researcher wish to develop an attractive and friendly-user augmented reality application as a learning aid for students. Pocket Malaysia uses AR system to learn about states in Malaysia. Student can learn in fun way through multimedia usage. There are several objectives to implement this research. Those are to identify which topic in Form One Geography Textbook is suitable to be implement in augmented reality concept, develop an augmented reality application that can help students recognize the name of states in Malaysia, location of states in Malaysia map and other details regarding each state in Malaysia through an interactive way and, evaluate usability of the application. This research uses quantitative method. The research approach is survey. About 15 students that are studying Geography subject in Universiti Pendidikan Sultan Idris (UPSI) are involve as sample through quota sampling. Overall, Pocket Malaysia is a good starting point for Geography subject in secondary school. This is because not many AR applications today are focusing on Geography subject. Based on the survey, many agree that it is easy to use although there is unclear instruction in scan section. The GUI also is quite pleasant along with the font size and colour selection. In general, it is successfully developed as it gave out the expected outcome. The weakness of this application should be improved in the future.

Problematika Guru dalam Pelaksanaan Kurikulum 2013 pada Pembelajaran Geografi

The research aimed to find out: 1) The form of implementing the 2013 curriculum. 2) The teacher's problem in implementing the 2013 curriculum. 3) The efforts made by the teacher to overcome the problem. This research was a qualitative research. The target in this study were 4 senior high schools in Baubau by taking 7 Geography teachers as respondents. Data collection in this study applied observation techniques, in-depth interviews, and documentation, then those were analyzed using qualitative descriptive analysis techniques. The results showed that: 1) The 2013 curriculum used graduate competencies which included aspects of attitudes, knowledge, and skills; use student-oriented learning processes; applying the Scientific Approach. 2) In the process of applying the 2013 curriculum were still many problems experienced by teachers such as; the changes of curriculum in the lesson plan; lack of function understanding on lesson plan; lack of computers mastery to develop lesson plans; lack of preparation time in designing lesson plans; Geography textbooks were still lacking in libraries; computer laboratories were no longer functioning; lack of additional facilities in class. 3) The efforts made by the teacher to overcome the problem; change the mindset to the 2013 curriculum mindset; make the principal more attentive and motivate the teacher; take part in more active socialization and training related to Curriculum 2013; improve the socialization of relationships between teachers; motivate yourself to be more excited; make the best use of reference book resources; study computer science and information technology; and strive for schools to provide and improve facilities and infrastructure to support the learning process.

O ensino de geografia e as relações étnico-raciais nos livros didáticos no ensino fundamental

O presente trabalho tem como objetivo é identificar e analisar como os conteúdos referentes as relações étnico-raciais é abordada em uma coleção do livro didático de geografia do ensino fundamental utilizada por uma escola da rede Municipal de ensino de Marabá-PA. A metodologia utilizada para a produção deste artigo é de cunho qualitativo nos livros a partir do estudo realizado com base no referencial teórico trabalhado. Foi selecionada a coleção Para Viver Juntos da 4ª edição da editora SM de 2015. De acordo com a proposta de análise da pesquisa, apresenta-se poucos conteúdos que podem ser trabalhados na abordagem racial no ensino de Geografia. Contudo, em relação as figuras/imagens referentes às questões étnico-raciais, não contribuem efetivamente para a construção de um conhecimento crítico sobre as relações étni co-raciais no mundo em que o aluno vive. Os livros didáticos voltados para o ensino de geografia na educação básica fazem pouca referência às abordagens e especificidades do campo das relações étnico-raciais e essas ausências de discussões sobre as questões envolvendo as relações étnico-raciais no ensino de geografia podem ocasionar o desconhecimento, a criticidade na área de conhecimento da geografia humana e cultural.

A global perspective? Framing analysis of U.S. textbooks’ discussion of Nigeria

Students are expected to develop the intellectual capacity needed to accurately portray other world societies. Few research studies in social studies education, however, draw on a systematic textbook analysis to investigate global perspectives on non-Western societies such as those found in African nations. Situated in framing theory, this study employs a qualitative content analysis approach to examine textual and visual curricular representations of non-Western societies framed in the content of four U.S. world history/cultures and geography textbooks by considering specifically how Nigeria, a very large, relatively wealthy and complex African nation, is represented. The results provide insights into curricular perspectives in U.S. classrooms about non-Western societies, particularly regarding national narratives. Deficit perspectives are the dominant frame so students are primed to construct social reality from the partial textual and visual information to which they are exposed in their classrooms. The findings indicate a lack of research by both textbook authors and publishers into the contents of the texts, which has the potential to negatively affect students’ construction of narratives and civic competence. This study contextualizes its results in visual literacy, cross-cultural behaviors, global perspectives, and attributes of global citizenship.

Research on Sustainable Science Development Education of Chinese Geography Textbook Based on GIS Visualization System

With the development of the times, the education of geographic information system (GIS) in the basic education stage has been paid more and more attention. The entry of GIS into high school geography education is the inevitable development of basic geography education and the requirement of the times. In view of the important position of GIS in geography teaching, the cultivation of geography curriculum learning ability by normal students has become a problem that should be paid attention to. The rapid development of information technology and the in-depth advancement of the new curriculum reform have brought severe challenges to the sustainable scientific development of Chinese geography textbooks. At this time, the advantages of GIS technology in geography teaching are reflected. This paper analyzes the important educational functions of GIS in geography teaching and the current status of geography teacher’s map ability, and puts forward the optimization strategy of GIS geography teaching sustainable development: First, to clarify the teaching objectives of GIS geography teaching, and second, to optimize GIS geography The teaching content, the third is to strengthen the construction of professional faculty, the fourth is to adopt a variety of teaching methods, the fifth is to set up GIS geography teaching around the professional direction, and the sixth is to take the examination method. The innovative teaching thought has made useful attempts and explorations in accordance with the requirements of curriculum standards and case teaching. Combined with the basic requirements of Chinese teachers’ GIS level and software and hardware environment configuration, several countermeasures and suggestions are proposed to improve GIS. The status quo in high school geography education.

The Effects of 5E Learning Cycle Assisted with Spatial Based Population Geography Textbook on Students’ Achievement

The Effects of 5E Learning Cycle Assisted with Spatial Based Population Geography Textbook on Students’ Achievement