School Geography Research Articles

Formation of high-level thinking in updating the content of geography in schools

Formation of high-level thinking in updating the content of geography in schools

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

Confronting the crisis: towards a curriculum framework for school geography at key stages 4 and 5

ABSTRACT In this article the author argues that older school students (14−18 year-olds) deserve a curriculum framework that focuses on the causes and possible solutions to the current global crisis affecting their lives. This should draw on the philosophy of critical realism to explain how the world works and how global citizens can effect change to make it work more sustainably. It also argues that affective learning, which seeks to counter the dualism of modern culture, is key to such change.

ГЕОАҚПАРАТТЫҚ ТЕХНОЛОГИЯЛАР ГЕОКЕҢІСТІКТІК ОЙЛАУ ДАҒДЫЛАРЫН ДАМЫТУ ҚҰРАЛЫ РЕТІНДЕ

The use of geospatial technologies is becoming increasingly important in geography education, enabling activities such as spatial data retrieval, sampling, organised storage and transfer of necessary information. However, this process is very slow due to many obstacles that hinder the implementation of geospatial technologies in secondary education. Therefore, the purpose of this study was to analyse the current status of geospatial technologies in teaching geography in schools in Kazakhstan and to as-sess the potential of these technologies to develop students’ geospatial skills. The state of application of geospatial technologies in secondary education in Kazakhstan was determined by a survey. The survey involved 208 geography teachers from 17 regions and 3 large cities of Kazakhstan. The survey results showed that 96.2% of respondents use geospatial technologies (geographic information systems – GIS, software, mapping services, geoportals, mobile GIS applications). The most common are mobile GIS applications (69.5%) and mapping services (21.4%). It was also found that 24.1% of respondents use ArcGis and 20.7% use QGIS for GIS-based data design. Although the content of typical secondary school programmes and textbooks reflects the problem of practical application of GIS technologies, it was found that teachers face a number of obstacles in using them. Therefore, teachers would benefit from using not only GIS but also geospatial technologies in general when teaching school geography. In the future, geospatial technologies will help students to develop geospatial thinking skills due to their multifunctional capabilities.

Географія та спортивне орієнтування в закладах освіти

Studying geography in school helps students develop a comprehensive understanding of the geography of the planet, including the study of their home country and territory, as well as the study of global laws and processes. By mastering geographic knowledge, schoolchildren can realize the role of geographic knowledge in solving various economic and social problems. Geography also has a significant impact on student development. Orienteering is a recreational sport in which participants must overcome a certain number of control points located on the terrain as quickly as possible. In addition, sports orienteering is a recreational activity that strengthens health, promotes the development of physical activity and improves mental activity. Combining orienteering with geography learning is a method that uses the practical application of geographic knowledge to improve a variety of skills.

Effects of Insurgency on Senior Secondary School Students’ Attitude and Achievement in Geography in Maiduguri, Borno State, Northeastern Nigeria

This study explored the effects of insurgency on senior secondary school geography students’ attitude and achievement in in Maiduguri Borno State, Northeastern Nigeria. The study design was survey. The sample consisted of 337 geography students drawn from 20 sampled schools cutting across 98 public and private schools in the study area. Data for the study was collected using Students’ Attitudes towards Geography Scale (SATGS) and students Geography Achievement Test (GAT). The reliability coefficients of SATGS (computed using Cronbach Alpha method) and GAT (computed using Pearson r method) were 0.87 and 0.80 respectively. Data was analyzed using frequency counts, percentages, mean scores and Chi Square at 0.05 level of significance. The results revealed that insurgency had instilled negative attitude in students towards Geography, resulting to students’ devotion of little and insufficient time to the study of the subject. The study further revealed a significant relationship exists between students’ attitude and achievement in Geography. More so, Students’ decision to pursue future careers in Geography did not relate significantly to their grades in the subject. It was concluded that insurgency was the reason for students’ negative attitude towards Geography. Therefore, it was recommended that government should adapt measures to guarantee security of teachers, students and schools’ facilities to improve students’ attitudes and achievement in Geography, and teachers to work hard to restore the status of the subject by adapting innovative instructional methods. Students were encouraged to work extra time at home in studying Geography to cover time lost for school due to insurgency.

Research on the Design Path of High School Geography Homework under the Background of “Double Reduction”—Taking “Agricultural Location Factors and Agricultural Layout” as an Example

Research on the Design Path of High School Geography Homework under the Background of “Double Reduction”—Taking “Agricultural Location Factors and Agricultural Layout” as an Example

Research on Optimization Design of High School Geography Experimental Teaching Based on the Improvement of Geographic Practical Ability—Taking Infiltration and Surface Runoff in the Water Cycle as an Example

Research on Optimization Design of High School Geography Experimental Teaching Based on the Improvement of Geographic Practical Ability—Taking Infiltration and Surface Runoff in the Water Cycle as an Example

Research on the Design of High School Geography Experimental Teaching Coupled with BOPPPS Teaching Mode

Research on the Design of High School Geography Experimental Teaching Coupled with BOPPPS Teaching Mode

Challenges in the implementation of fieldwork learning in the geography curriculum in Indonesia

The objective of this study is to analyze the high school geography curriculum in Indonesia and suggest ways in which fieldwork geography learning can be implemented. To gather data, mixed methods were employed, including analyzing curriculum documents, the results of national exams, and surveys of geography teachers. The study was conducted with 26 geography teachers from South Kalimantan Province in Indonesia. The findings demonstrate that while the geography curriculum in Indonesia allows for fieldwork, not all teachers have the opportunity to carry it out. Furthermore, poor results in national exams may be attributed, in part, to the lack of fieldwork learning on the lithosphere topics. Geography teachers can handle the challenges in carrying out fieldwork by doing more student-centered learning, by developing students' investigative abilities, such as inquiry-based learning or project-based learning. Teachers can overcome cost problems by choosing locations around the school, reducing transportation costs, and using mobile phone technology for data input.

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.

Analysis of Digital Map Application for Middle School Geography

Analysis of Digital Map Application for Middle School Geography

Projection of Bosai Culture in Natural Disasters: The Case of the Turkish Republic of North Cyprus

Since the existence of the world, several destructive disasters have been experienced that have shaped the earth and threatened the existence of mankind in this world. Events such as landslides, floods, earthquakes, avalanches, wars, industrial accidents and epidemics, which occur almost on a daily basis in different geographies, have caused a very high number of casualties and property losses. These destructive events are classified into two according to their sources, namely natural and human disasters. Natural disasters began to take place long before man existed on the planet and they will probably continue until the end of the world. Each natural disaster affects the lives of societies and people from physical, sociological and economic aspects. Disasters such as earthquakes, floods, hurricanes, storms, forest fires, volcanic eruptions and landslides are of natural origin and they cause loss of life or property. In addition, people also experience psychological and sociological devastation. Millions of people lost their lives and billions of dollars of economic losses occurred due to disasters in the last century. Therefore, the development level of countries plays a critical role in terms of their preparedness for disasters and their relationship with resilience. Earthquake is a natural disaster of high importance in terms of the area it affects and the destruction it causes. As in every sector of the countries exposed to earthquakes, deep wounds can be inflicted in their education system. Since living with an earthquake brings with it several problems and phenomena, the issue of education stands out as a concept that countries should take precautions and study. For example, its ability to adapt to and make investments in innovations, to pay attention to pre-disaster education, and to learn from past mistakes has raised Japan to the level of the country with the highest disaster preparedness in the world. At this point, with the correct methods it applies and the precautions it takes, Japan sets a good example for a country with a high earthquake risk, such as the Turkish Republic of Northern Cyprus. Therefore, using a literature review, this paper focuses on the extent to which the reality of earthquakes is included in the secondary school geography curriculum of public schools in TRNC, which is located in the first-degree earthquake zone. According to the findings, Social Studies and Geography textbooks were examined at all levels, and only 6th grade Social Studies and 9th grade Geography textbooks found information about earthquakes. However, it has been observed that this information needs to be more extensive on earthquake preparation, earthquake time, and what to do after the earthquake, and no application is included. As a result, earthquake is a natural phenomenon, which is turned into disaster due to lack of education and knowledge. From this perspective, in order to prevent economic and human capital losses, the country’s population must be prepared at all levels of education for the steps to take before, during and after the earthquake.

Bibliometric Analysis of the Middle School Geography Teaching Reform under PBL Model Based on the Literature of CNKI

Bibliometric Analysis of the Middle School Geography Teaching Reform under PBL Model Based on the Literature of CNKI

Design of High School Geography Study Tour Based on the Subject Core Competencies—Taking Xiong’an New Area as an Example

Design of High School Geography Study Tour Based on the Subject Core Competencies—Taking Xiong’an New Area as an Example

核心素养视域下希沃白板在高中地理教学中的应用——以“地球在宇宙中的位置”为例

核心素养视域下希沃白板在高中地理教学中的应用——以“地球在宇宙中的位置”为例

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

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

The Effect of Using Travel-Observation Method in Teaching Environmental Problems on Academic Achievement

This research, is there any effect of teaching the subject of environmental problems in the environment and society unit of the 11th grade high school geography course on the academic achievement of the students with the travel-observation method? It was carried out to seek an answer to the question. A quasi-experimental design with pretest-posttest control group was used in the study. The study group of the research consists of 60 students studying at a public school (Anatolian High School) in Kayseri. In the study conducted in the 2022-2023 academic year, the experimental group consisted of 30 students, 13 girls and 17 boys, while the control group consisted of 30 students, 12 girls and 18 boys. The experimental process was carried out over a period of three weeks. The quantitative data obtained as a result of the experimental procedures were analysed using SPSS 25 package programme. Frequency, percentage and arithmetic mean values were used in analysing the data; t- test and two-way Analysis of Variance for Repeated Measures on a Single Factor techniques were applied. According to the results obtained from the research, while the pre-test scores of the experimental and control group students on environmental problems were similar, significant differences were found in the post-test scores in favour of the experimental group. In the intra-group (pretest-posttest) comparison of the experimental and control groups, it was concluded that there was a significant difference in favour of the post-test scores in both groups, but when the effect size was taken into account, the increase in the experimental group was more significant. According to these results, it is recommended to encourage the use of the field trip-observation method in teaching subjects that can be understood by observation such as environmental problems.

Воспитание бережного отношения к природе средствами познавательных задач природоохранного содержания

According to the position of the author of the article, in modern conditions of post-industrial de-velopment of civilization, the processes of interaction between man and the environment acquire a co-evolutionary character, aimed at implementing a new strategy for educating schoolchildren to respect nature. The purpose of this study is to comprehend and substantiate the cognitive tasks of the environmental content of the academic subject «Geography» for the successful education of schoolchildren's careful attitude to nature. The essence of the concept of «cognitive task» is clari-fied. The relevance of the pedagogical search in the problem field of education of a careful atti-tude to the nature of the potential of the subject «Geography» is substantiated. Attention is fo-cused on mastering the issues of «co-creation of man and nature for the sustainable development of society» (N.N. Moiseev) in the course of geography of the main school by means of cognitive tasks of environmental content. Four groups of cognitive tasks have been identified: determining the meaning of nature, identifying ways to use nature by man, mastering the directions for trans-forming nature, and implementing measures to protect nature. Examples of tasks for the education of environmentally-oriented foundations of value-based knowledge of nature by schoolchildren are given. The results obtained indicate that the education of a caring attitude towards nature by means of cognitive tasks allows one to build strategies in understanding one's role as a citizen and consumer in the context of the interconnection of natural, technological and social environments.

Exploring ‘Future three’ curriculum scenarios in practice: Learning from the GeoCapabilities project

AbstractThis paper has its origins in the EU Comenius funded GeoCapabilities project. From its outset, the project developed and researched the notion of powerful disciplinary knowledge (PDK) as an underlying principle of curriculum making in the context of secondary school geography teaching. The work, led from the UCL Institute of Education and involving school teachers, teacher educators and other stakeholders across eight mainly European jurisdictions, was framed by Young and Muller's ‘three educational scenarios’ (Young & Muller, European Journal of Education, 45, 2010 and 11). The three futures heuristic is discussed as a means to distinguish qualities of curriculum thought. Future 3 scenarios, which posit teachers as curriculum makers with responsibility to engage in essential ‘knowledge work’, provide a principled platform on which to develop ambitious educational classroom encounters. Knowledge working with PDK and (as we go on to argue) other powerful ways of knowing the world, is seen as a bridge between social realist epistemological principles and practical classroom content selections. This opens the possibility of responding to Deng's (Journal of Curriculum Studies, 54, 2022) call for developing practical theories of content with teachers. Although the authors are geographers in education drawing on different international perspectives and traditions, the paper addresses matters of interest applicable to a variety of specialist subject domains across the secondary school curriculum.