Geography Lessons Research Articles

Global Experience in Using Immersive Technologies in Geography Lessons

The article explores the global experience of implementing immersive technologies, such as virtual (VR), augmented (AR), and mixed reality (MR), to enhance interactive learning and boost student motivation in studying geography. It provides an overview of various types of immersive technologies and their application in the educational process of institutions in Australia, Asia, North America, and Europe. It is determined that immersive technologies involve the integration of virtual content with the physical environment, allowing users to interact with mixed reality. In the course of such interaction, virtual elements are perceived as an integral part of the surrounding environment, gradually blurring the boundaries between physical and virtual reality. The advantages and challenges of using immersive technologies are outlined, particularly issues related to students' comprehension of educational material, the cost of equipment, and the preparation of teachers to work with these technologies. The article also analyzes the prospects for the development of immersive technologies in the education sector, specifically the potential for integrating these tools from various fields into education.

Comics as Engaging Tools for Teaching Geography

An educational comic is a graphic work that creates various characters focused on scientific elements as an approach to classroom learning. This study aimed to develop comics as a geography learning module for form four students on river formation and sustainability. This study employs two approaches: questionnaires for the quantitative method and document analysis for the qualitative method. The study analyzed two key documents: geography textbooks and the Curriculum Standard Documents and Assessment (DSKP). Distributing the questionnaire allowed the expert to validate and provide feedback on the applicability of comics. The analysis uses the content validity index (CVI) to evaluate content validity, while descriptive analysis (mean, standard deviation) was used to test the applicability of comics. The study showed that the five experts’ CVI analysis of module content, teaching design, and technical requirements is high. Findings showed that the comics’ level of applicability is high and can be used as teaching aids during the teaching and learning process in geography lessons. The implications of the study of comics produced enable geography teachers to diversify the construction of comics in other topics, according to DSKP Geography.

Methodology for organizing an individual-personal approach for studying the theme "Modeling and formalization" at informatics lessons

The article discusses the possibilities of implementing an individual-personal approach in informatics lessons. The main technique for implementing such an approach is to integrate the material of various school disciplines that are studied at the same time, and to give individual tasks to students at informatics lessons taking into account their interests and preferences. Examples are given that can be implemented when studying the theme "Modeling and formalization" of the informatics course, in integrating the material studied in informatics with the material of biology, physics, chemistry and geography lessons. The considered method of implementing an individual-personal approach can be used both in studying other themes of the informatics course in secondary school and in integrating informatics with other school subjects.

USING ICT IN GEOGRAPHY LESSONS

The article raises the topic of using information technology in geography lessons, which significantly improves the quality of teaching subjects and the interest of students in it. The article also discusses the advantages and types of ICT, methods and techniques, the importance of using information technology at different stages of the lesson.

FORMATION OF SCIENTIFIC RESEARCH AND PROJECT ACTIVITIES AMONG STUDENTS OF GRADES 6 IN GEOGRAPHY LESSONS

This article is devoted to the consideration of the topic of project activities in the implementation of the regional component in environmental education in geography lessons. An analysis of scientific literature on this topic is given. The interpretations of the concepts of various scientists involved in the issues of pedagogical local history and local history competence of students are given. This article covers the process of arousing students' interest in research work and conducting the process of students' engagement in the project in local history classes. The process of students' research work was fully covered, and their results were observed.The author emphasizes that the use of the local history component in the educational process is of great importance, especially in the project activities of students. In the process of mastering local history knowledge, students develop interest in cognitive activity, creative abilities, a desire to make their work useful to people, form an active life position, and awaken initiative and ingenuity. By engaging in local history activities, students become the first researchers of their immediate environment.

Geography Teachers' Competence in Utilizing Learning Resources at SMA Negeri 15 Central Maluku

Education has become a crucial pillar in human civilization, ensuring the transmission of knowledge, skills, and values from one generation to the next, ensuring the continuity and progress of society. With an anticipatory and preparatory approach, ideal education prepares the younger generation to face the future with critical thinking, innovation, and adaptability to change. The utilization of learning resources in SMA Negeri 15 Maluku Tengah still needs to be improved, influenced by the lack of teacher competence in effectively utilizing various learning resources. Although teaching resources such as textbooks, digital media, and practical experiences are available, the lack of teacher skills in integrating them into teaching reduces the effectiveness of education. Enhancing teacher competence in resource utilization strategies is essential to improve the quality of education in the school. This research employs a phenomenological approach to understand the meaning of interactions in specific situations, focusing on the competence of geography teachers in utilizing learning resources in SMA Negeri 15 Maluku Tengah. This qualitative descriptive study analyzes the availability and utilization of various learning resources and their impact on learning. The results will likely provide a deep understanding of effective strategies to enhance teachers' utilization of learning resources, thereby improving the quality of education in the school. Teachers at SMA Negeri 15 Maluku Tengah utilize various learning resources in geography lessons, including conventional media and additional ones like newspapers, videos, and the internet. However, the use of digital media still needs to be improved, although they demonstrate creativity in teaching methods and adaptation to student characteristics. Further integration of digital media can enrich students' learning experiences and prepare them for the digital era.

Cruzando los Andes (1890-1891). Fannie B. Ward’s WritingsAbout Peru in the Postwar Era

Afloat on Lake Titicaca! How the very name recalls schooldays and geography lessons, though in this early time, when we located unpronounceable names on the map of a country which to our young imagination did not exist anywhere but on paper, we had no idea of proving their reality by a personal visit. It is amusing to remember what incorrect pronunciation of most of these South American names the teachers laboriously drilled into us; and the fact remains in our best schools, by names which the residents of the places would hardly recognized.

Cruzando los Andes (1890-1891). Fannie B. Ward’s Writings About Peru in the Postwar Era

Afloat on Lake Titicaca! How the very name recalls schooldays and geography lessons, though in this early time, when we located unpronounceable names on the map of a country which to our young imagination did not exist anywhere but on paper, we had no idea of proving their reality by a personal visit. It is amusing to remember what incorrect pronunciation of most of these South American names the teachers laboriously drilled into us; and the fact remains in our best schools, by names which the residents of the places would hardly recognized.

The use of active teaching methods in the process of studying school geography courses

The article discusses the role of active teaching methods in the educational process of geography, which contribute to activating students’ cognitive activity, preparing them for lifelong self-education, and ensuring the effectiveness and efficiency of knowledge acquisition. The study utilized theoretical methods, namely general scientific methods of investigating reality, comparative-historical and structural methods, as well as empirical methods: surveys, discussions, interviews; observational (observation, self-observation); practimetric (analysis of advanced and mass pedagogical experience, analysis of activity results).Experimental work was carried out in general secondary education institutions in Vinnytsia city and Vinnytsia region.Various views of scientists and respondents on the substantive essence of the concept of «active teaching methods» have been considered. An analysis of the results of a ascertainment experiment was carried out, during which the real state of the problem in teaching practice was clarified. In particular, during discussions, observations in classes, conducting independent work, surveys of teachers and students, we concluded that at the present stage in the educational process of geography, various active forms and methods of teaching are used. However, their advantages and disadvantages are not always taken into account, often the substantive essence is distorted by teachers, thus the effectiveness is neutralized. Many respondents do not associate deep, thoughtful assimilation of knowledge with the need to organize students’ search activities. Therefore, methods that stimulate active independent creative work of students in geography lessons are underestimated. It is noted that active learning is associated by modern students with creativity, innovation, independence, critical thinking, development of communicative abilities, group activities, ability to substantiate their own position, self-confidence, diversity of opinions, peer learning.Methodological features of applying active and interactive teaching methods in geography lessons have been determined, including research, partially search, brainstorming, educational discussion, analysis of problematic situations, intellectual warm-ups, role-playing games. The motives for their implementation, advantages and disadvantages have been identified. In further research, more attention should be paid to the use of interactive teaching methods, STEM technologies in the process of studying geography to unleash the creative potential of students, and to foster critical thinking on this basis.

The nexus between Geography teachers’ code-switching perceptions and practices: A case study

The study investigated the intersection between teachers' perceptions of code-switching and their actual code-switching practices. The research focused on four Grade 10-12 Geography teachers who were selected purposefully based on their qualifications, teaching experience, fluency in, or familiarity with, the two languages involved, and the grade level they taught. Following the interpretive paradigm and qualitative approach, the study employed semi-structured interviews to gather the participants' perceptions of code-switching as a teaching practice, as well as their implementation of it in the classroom. Additionally, classroom observations were conducted to observe the teachers' actual code-switching practices during Geography lessons. The study then compared the teachers' perceptions and practices to determine the extent of their intersection. Thematic data analysis was used to analyse the data. The results revealed a discrepancy between the teachers' perceptions and practices, particularly in terms of the purposes, types, and frequency of code-switching, among other aspects. The study concludes that classroom code-switching was not a deliberate and conscious activity guided by a well-informed and equally conscious understanding of the practice, but rather a largely habitual behaviour. As a recommendation, the study suggests conducting in-service workshops to enhance teachers' comprehension of code-switching and provide them with effective strategies for its application in the classroom.

Game On, Reflection On: Reflection Diaries as a Tool for Promoting Reflection Skills in Geography Lessons

In this study, a diary was developed and used by students to reflect on digital games in geography lessons. The students’ reflection results, through the use of the diary, were compared with reflections without instructional guidance. These results show a significant improvement in reflection through the use of the reflection diary compared to a previous study. Through the combination of lessons, play phases, and the reflection diary, a learning arrangement that enables in-depth reflections at different levels of reflection was created. The medium plays a decisive role by taking the pupils out of their role as players and enabling a critical distance to the game. With the help of the reflection diary, students should be able to better reflect on the game. The reflection diary is integrated into the lessons. It also shows that subject-specific lessons are indispensable for reflecting on the gaming experience in order to counteract subject-specific misconceptions.

Eye tracking in a teaching context: comparative study of the professional vision of university supervisor trainers and pre-service teachers in initial training for secondary education in French-speaking Belgium

This study explores the visual strategies of University Supervisor Trainers (UST) for teachers [Upper Secondary Education Teaching Certification—Agrégation de l’Enseignement Secondaire Supérieur (AESS)] in French-speaking Belgium and the pre-service teachers (PT) they train. It aims to understand how these two groups observe a teaching situation, on video, using an eye-tracking device. The video shows the start of a geography lesson given by a trainee in a primary school class. Three research questions were formulated, examining (a) the actor observed (the trainee, the pupil working groups and 4 pupil profiles present in the scene), (b) the visual strategies used to access these actors, and (c) the visual itineraries when a planning error by the trainee is presented on the screen. To answer, we chose to carry out an analysis based on oculometric indicators (fixing, visit, and first view). The results show that UST and PT focus their attention on the same groups of students. However, they do not do so in the same way. UST adopt visual strategies that are distinct from those of PT, thus aligning their approaches with those of expert teachers in other studies using eye tracking. Within these strategies, we highlight two important points: (a) the emergence of dynamic and floating visual strategies in the UST, characterized by more frequent revisits (significantly validated) and fixations of shorter duration than in PT; and (b) less fixation of UST in observing students who are very active in class compared to PT. Finally, the specific analysis of the UST gaze itineraries at the time of the trainee’s planning error reflected both common elements (e.g., teaching tools) and divergent elements (e.g., checking pupils).

Mental imagery scaffolding: The effects of detail richness and text load on geography learning

The growing importance of 3D animations in current teaching approaches becomes increasingly apparent, offering an effective way to visualize complex spatial concepts and processes in geography learning through outstanding visual representation and details. However, the effects of detail richness and text load of 3D animation on learning about processes remain unclear. Addressing this research gap, the present study adopts a quasi-experimental design involving four classes (n = 106) in the context of a geography lesson and evaluates four conditions in a 2 × 2 between-subjects design consisting of detail richness (high vs. low) and text load (high vs. low). The lessons on the rotation and revolution of the Earth were delivered by the same instructor across all conditions. Knowledge acquisition, cognitive load, learning experience, and emotions of students were measured. The results revealed that students were significantly better able to acquire knowledge immediately when exposed to the high detailed visuals but low text load condition. Low detail richness and high text load independently resulted in increased cognitive load. We also observed a significant effect of detail richness on the dimensions of pleasure and arousal, with higher levels of details associated with larger values in these dimensions. This research suggests that when the learning objective necessitates the engagement of mental imagery, incorporating detailed visuals can facilitate learning. The findings contribute to our understanding of how detailed imagery is linked to learning objectives about processes and expand our knowledge regarding the design of detail richness and text of 3D animation in the context of geography learning.

The importance of practice-oriented tasks in the field of education

Relevance. The relevance of the examined subject is related to the fact that the use of practice-oriented tasks in the educational process affects the effectiveness of teaching students and is oriented towards the final product of professional training.Purpose. The purpose of this study is to analyse the impact of a practice-oriented approach on the educational process in geography lessons, using the example of one of the educational institutions in Almaty, specifically School No. 183.Methodology. The following methods were used in the paper: the structural-functional method, synthesis, logical and comparative analysis, and generalisation.Results. The study demonstrated that the use of practice-oriented tasks at different stages of geographic education is a promising method for overcoming students� alienation from geography, increasing their interest in acquiring new concepts, ensuring continuity in the forms, methods, and content of education, and thus, effectively obtaining continuous education. Practice-oriented teaching technology allows for more effective and high-quality learning. Practice-oriented education, unlike conventional knowledge-oriented education, is aimed at acquiring skills and experience in solving practical problems in addition to knowledge.Conclusions. Practical significance of this study lies in the fact that all theoretical provisions, conclusions, and recommendations can be used by teachers and students in educational institutions to improve their knowledge about the impact of practice-oriented learning on the effectiveness of the educational process, and by other researchers for in-depth examination of this issue.

STUDY OF ROAD TRANSPORT IN THE SCHOOL GEOGRAPHY COURSE BASED ON THE USE OF GIS TECHNOLOGY

The article discusses the use of GIS technologies in the study of the transport complex, including motor transport, in the geography lessons of secondary school. A review of scientific and methodological literature on the peculiarities of the development and importance of road transport, as well as the use of geoinformation system in economic geography lessons. As a result of the analysis of the collected material, the main functions and methods of application of the geoinformation system in this area are identified, the advantages of the introduction of GIS technologies in the process of school education are noted. Conclusions are drawn and recommendations are given on the wide application of technologies in the process of teaching motor transport in the school geography course.

A Qualitative Exploration of the MATATAG Curriculum's Perceived Impact on History and Geography Education in the School Year 2024-2025

This study presents a qualitative examination of the influence of the MATATAG curriculum on history and geography education for the academic year 2024-2025. Through the utilization of Focused Group Discussions (FGD) and interviews involving stakeholders in social studies education, a systematic collection, analysis, and interpretation of participant responses were conducted. FGD outcomes uncovered diverse themes regarding the perceived impact of the MATATAG curriculum on the teaching of history and geography. These themes encompass heightened awareness of contemporary and critical issues, deepened understanding with expanded perspectives, varied outcomes based on implementation, early exposure to history and geography, addressing knowledge gaps and fostering patriotism, impact on discipline and awareness, intensified focus on geography and history, and the teacher's perspective and meaningful learning. The results highlight substantial positive changes attributed to the MATATAG curriculum compared to its predecessor, as outlined in the curriculum guides issued by the Department of Education. Noteworthy is the curriculum's provision of opportunities for the localization and contextualization of history and geography lessons. This paper contributes novel insights into the perceptions of diverse stakeholders regarding the imminent implementation of the MATATAG curriculum in the upcoming school year.

Вплив інформаційно-комунікативних технологій на засвоєння географічних знань та активність учнів на уроках географії

The article examines the use of the information environment in the process of studying geography in lessons. Special attention is paid to innovative aspects of information and communication technologies (ICT). The main directions and methods of using ICT in geography lessons are highlighted. It is investigated how the joint activity of the teacher and students in the process of assimilation of educational material contributes to the formation of key and subject (geographical) competencies. The effectiveness of monitoring the quality of education with the help of ICT and the integration of ICT with mini-project technologies in the educational process are analyzed.

The need of taking online geography lessons during states of emergency situations

The purpose of this research was to determine whether there is a need for students to take online geography lessons during states of emergency situations when schools are temporarily closed as a result of unforeseen events such as pandemics, natural disasters, technological mishaps, the effects of terrorism, war, and other significant catastrophes. With this research we investigated whether the number of online geography lessons was increasing or decreasing and whether students searched for online help during school closure. Research was conducted through an online survey. Our study will contribute to the understanding of investigating how students at any school in the world are prepared for online learning. The results show that students need online assistance and tutoring when learning geography in unpredictable situations when schools are closed.

Determination of High School Students’ Awareness of Geographical Elements with Fieldwork: A Qualitative Research

In this study, it was aimed to determine the awareness levels of the students who took the compulsory geography course in the 9th and 10th grades of high school about the geographical elements they learned in geography courses through a fieldwork. The research was shaped according to the phenomenological design, one of the qualitative research methods. For the research, a geographical fieldwork was conducted and data were collected through interviews after the study. The study was conducted with 40 10th grade students in a high school in Kayseri during the 2021-2022 academic year. Participants were identified on a voluntary basis. Criterion sample selection strategies were utilized to identify the participants. The criterion for the selection of the students participating in the fieldwork was to have taken the compulsory geography course in the 9th and 10th grades. On June 16, 2022, the answers given by the participants to the open-ended question form applied after the fieldwork were analyzed by descriptive analysis method. While performing descriptive analysis, categories were formed from the findings and percentage distributions were given in tables. In the tables created, direct quotations were made from the views of the participants. In the excerpts, participants were identified by code names such as P.1, P.2. In the formula applied to test the analysis performed by the researchers and the analysis performed by the other expert, 87% agreement was observed. According to the findings obtained in the study, it was concluded that high school students were able to recognize the geographical elements they saw in the 9th and 10th grades during fieldwork. According to the results obtained, it is recommended that fieldworks should be carried out in order to reinforce the subjects learned within the scope of geography lessons at high school level.

The Design and Application of Geography Lessons for Climate Action Competence: Focused on the Case of the Heatwave Project in Jeonju City

The Design and Application of Geography Lessons for Climate Action Competence: Focused on the Case of the Heatwave Project in Jeonju City