High School Geography Research Articles

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.

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.

The Role of Maps in Japanese High School Geography Textbooks

The Role of Maps in Japanese High School Geography Textbooks

Indonesian Senior High School Geography Teacher’s Understanding of Written Curriculum

Indonesian Senior High School Geography Teacher’s Understanding of Written Curriculum

Research on Integration of Education for International Understanding in High School Geography Based on the “Big Concept”

Education for international understanding helps students learn about international cultures and listen to international voices, and it plays an important role in the teaching of geography in high school. In this study, the structure of high school geography is reconstructed by integrating education for international understanding under the “big concept.” This model includes three teaching concepts, four teaching objectives, and four teaching methods. Overall, the results of this study showed that the integration of education for international understanding can improve the students’ understanding about international issues and cultures and it can be used as a reference for teaching geography in high schools.

ADAPTATION OF QGIS TOOLS IN HIGH SCHOOL GEOGRAPHY EDUCATION

Abstract. In the last decades, geography teachers have been trying to figure out how to adopt GIS (Geographic Information Systems) tools for their high school classes. Predominantly, teachers have come to use commercial versions. Lately, it has been QGIS getting more attention, especially in environments where teachers do not have access to sufficient funding. Nevertheless, there is a lack of ample research results and available teaching materials for geography teachers that want to give QGIS in their lessons a go. This paper presents our attempt to bridge this gap. We have set several goals in our search for the possibilities of adopting QGIS tools for high school geography lessons. The main one was to learn about the strategies that students have when they are learning about QGIS. Furthermore, we wanted to know what knowledge the students would demonstrate after attending a short course on QGIS basics and if their learning strategies during the lectures would impact their results. To find out, we created a set of 10 lessons and tested most of them on students from a high school in Brno, Czech Republic. The results of two pilot studies show that our research has not ended and that further investigation needs to be made about the circumstances that can affect a successful adaptation of QGIS tools in high school geography education.

Comparison of Economic Geography Contents in Turkey and Turkmenistan Geography Curriculum: Grades 10th, 11th and 12th

Education curricula are programs that include topics for students’ academic achievement and individual development. Geography curricula cover many subjects such as physical, human, economic and environmental issues. In this study, the economic geography contents of Turkey and Turkmenistan high school geography curricula were compared in the study. Firstly, the content of 10th, 11th and 12th grades in the geography programs of both countries was investigated and evaluated. The study is qualitative in nature as it is mainly based on document analysis. Economic geography topics in geography programs according to grade levels were examined and the similarities and differences between the economic geography subjects in the geography programs of both countries were determined. In both countries, economic geography subjects are included in the 12-year compulsory education, especially after the 10th grade. Moreover, both programsinclude economic geography topics from a local to global scale.

Development of Encyclopedia-Based Natural Disaster Mitigation Teaching Material Supplements in Geography Learning in Senior High School

The objectives of this study are: (1) to develop encyclopedia-based natural disaster mitigation teaching material supplements in geography learning in Senior High School, (2) to measure the level of validity of encyclopedia- based natural disaster mitigation teaching material development in geography learning in Senior High School and (3) to measure the level of practicality of encyclopedia-based natural disaster mitigation teaching material development in geography learning in Senior High School. This research is a type of research and development (R&D). The model used is the ADDIE model with five stages namely analysis, design, development, implementation, and evaluation. The instruments used in this research are product validity and practicality instruments. The results of this study are 1) products that are declared valid based on product validity tests conducted by 3 expert validators namely; learning design experts, material/content experts, and linguists with an average assessment score from the three validators of 4, 74 and are in the valid category, 2) products that are declared practical based on product practicality tests conducted by 14 test subjects namely students in class XII SMA Negeri 3 Takalar and 1 practitioner namely geography subject teacher with a percentage of assessment response of 86%. Thus it can be concluded that the encyclopedia-based natural disaster mitigation teaching materials developed are valid and practical. Natural disaster mitigation teaching materials that have been declared valid and practical can then be used in learning geography in high schools, especially on natural disaster mitigation material.

Identification of geography teacher competency in the disaster literacy

Indonesia has a high vulnerability in natural disasters; therefore, disaster literacy is needed for the community, especially for teachers who can educate students in expanding disaster literacy. This study seeks to identify disaster literacy competence in high school geography teachers. This paper uses a descriptive percentage method. This study identifies the cognitive and psychomotor domains of natural disaster management and handling, starting from disaster mitigation, emergency response, and recovery and reconstruction stages. Based on the results of research on disaster literacy for high school geography teachers about disaster management, They have good disaster knowledge but need to be matched by skills in dealing with disasters. Also still misconceptions regarding knowledge about participation during the emergency response period.

The Development of Worksheet Based on Google My Maps Web Application to Attain Basic Competencies in High School Geography Learning

Penelitian ini dilakukan untuk mengembangkan dan mengujicobakan lembar kerja WebGIS dalam menunjang ketercapaian kompetensi dasar pada pembelajaran geografi kelas XI IPS di SMAK 3 Bina Bakti Bandung. Penelitian ini menggunakan model penelitian 4D. Instrumen yang digunakan dalam penelitian ini antara lain lembar validasi ahli (expert appraisal) melalui pengujian validasi konten dan media, uji keterlaksanaan lembar kerja, penilaian unjuk kerja, dan analisis hasil respon peserta didik. Hasil penelitian ini adalah tersusunnya sebuah Lembar Kerja Web-GIS Google My Maps yang dapat digunakan untuk menunjang ketercapaian KD 3.6 dan 4.6. Validitas konten sebesar 91.66% dan validitas media sebesar 92.5%. Persentase keterlaksanaan sebesar 93.75% dengan capaian skor peserta didik sebesar 87.83%. Melalui angket respon, didapatkan sebanyak 88.98% respon positif terhadap indikator pemenuhan syarat didaktik, konstruktif, dan teknik lembar kerja serta indikator ketercapaian kompetensi dasar. Hasil temuan dalam penelitian ini menunjukkan bahwa Lembar Kerja Web-GIS Google My Maps yang dikembangkan telah layak dan dapat secara praktis digunakan dalam pembelajaran geografi untuk mencapai kompetensi dasar pemetaan tematik sebaran budaya daerah.

The Status of Organization of Experience Teaching Geography in High School

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

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

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

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

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

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

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

Development of an In-Service Teacher Training Program for Disaster Risk Reduction in a New Compulsory High School Geography Course in Japan

Development of an In-Service Teacher Training Program for Disaster Risk Reduction in a New Compulsory High School Geography Course in Japan

The Content Analysis and Path Research of Integrating “Dual Carbon” Education into High School Geography Teaching

The Content Analysis and Path Research of Integrating “Dual Carbon” Education into High School Geography Teaching

Enhancing the High School Geography Experience through Collaboration between High School and University Geography Instructors

Enhancing the High School Geography Experience through Collaboration between High School and University Geography Instructors

The Effectiveness of Geoeduvid Website Learning Media on Spatial Intelligence Natural Disaster Mitigation in SMA

Education is one of the benchmarks in achieving the progress of a country. Learning media that has used the latest technology is a website. The media designed in this research is the Geoeduvid Website for learning geography in high school. The formulation of the problem in the research is how the effectiveness of the Geoeduvid Website learning media for disaster mitigation spatial intelligence in high school. The purpose of the study was to determine the effectiveness of the Geoeduvid Website learning media for spatial intelligence of disaster mitigation in high school. The population used is all SMA and MA in Sragen. The research sample used was SMA Walisongo Karangmalang and MA Nurul Huda Gondang. The research sample technique used is probability sampling with cluster sampling type. Data collection techniques with tests, questionnaires, and documentation. Data analysis technique with quantitative descriptive. Keywords: Geoeduvid, media, website. .

An Empirical Study of Situational Teaching: Agricultural Location in High School Geography

In China’s most recent round of curriculum reform, the “one situation to the end” (OSTE) situational teaching method has been successfully introduced in geography classes to improve students’ ability to solve problems in real-life situations. Taking an agricultural location course as an example, this study analyzes the implementation of situational teaching and discusses the effect of the OSTE method on the topic of sustainable development in the teaching of geography. Using a quasi-experimental design and by distributing a questionnaire to teachers in a Chinese high school, the following findings were obtained: (1) almost all teachers use some form of situational teaching, and the OSTE method has been widely used; (2) OSTE contributes to students’ awareness of sustainable and circular development, but it is not associated with an improvement in geographical skills; and (3) students are mostly interested in the promotion of higher-order thinking, a positive emotional experience, active learning, and the acquisition of systematic knowledge instead of fragmented knowledge. In short, OSTE is an efficient teaching method for geography classes, especially given how it fosters students’ sustainable development ideas. We suggest enriching the understanding of OSTE through teaching-training, jointly developed situations using students’ existing experiences, and well-designed question chains with more opportunities for interaction.

The Association of Geography Education for High School in Nara Prefecture ed.: Classes of Geography (Chiri-Sogo) in High School

The Association of Geography Education for High School in Nara Prefecture ed.: Classes of Geography (Chiri-Sogo) in High School