Geography Education Research Articles

The Part of Artificial Intelligence in Education

Unleashing the Implicit Impact of Artificial Intelligence in Education In a period characterized by technological advancements, Artificial Intelligence (AI) has surfaced as a transformative force across colorful diligence, and education is no exception. As classrooms evolve to meet the demands of the digital age, AI is playing a vital part in reshaping the geography of education. This composition explores the profound impact of AI on education, from substantiated literacy gests to intelligent training systems.

The Reality of Using Activities and Teaching Methods Based on the Theory of Multiple Intelligences and its Relationship to the Achievement of Basic Stage Students in Geography in Irbid Governorate

The study aimed to reality of using activities and teaching methods based on the theory of multiple intelligences and its relationship to the achievement of basic stage students in geography. The study used the correlative descriptive approach, and the sample consisted of (351) male and female students who were selected randomly. The results showed a high degree of the geography teachers’ use of the teaching activities and methods based on the theory of multiple intelligences in teaching, and that there are no differences in the viewpoints of the members of the study sample due to (gender and class). It also showed that there is a correlation between using activities and teaching methods based on the theory of multiple intelligences and achievement. The study recommended the need to hold educational workshops and training courses for in-service teachers to train them on methods of developing the use of activities and teaching methods based on the theory of multiple intelligences in improving the cognitive content of the geography they teach ,and developing positive attitudes towards it.

Disaster Risk Reduction Education in Geography at Schools in Greece

In Greece, the school subject of geography is used as a tool to integrate Disaster Risk Reduction (DRR) in the national school curriculum. In order to investigate the content development of DRR in the Greek school geography curricula, this study analyzed the primary and secondary geography curricula from 2003 to 2023, using the five dimensions of the DRR learning system (knowledge, reaction , action, participation and integration) as platforms and conceptual assumptions. Qualitative content analysis indicated the following: (a) the DRR-relevant content in the geography curricula used for analysis underwent minimal changes from 2003 to 2023; (b) the changes in the DRR-relevant content in the primary and secondary school curricula presented almost identical characteristics. Therefore, should the geography curriculum be revised in the future, it is necessary to understand that the term “disaster” does not only describe the natural event per se but also its impact on and the consequences for infrastructure and society. Such revisions in the school geography curriculum are bound to add more DRR-relevant content that belongs to the “action” and “participation” dimensions, and as they should systematically incorporate the DRR-relevant content of the “integration” dimension.

The use of alternative methodologies as a strategy in teaching Geography

Considering the constant changes in the teaching of Geography, with the objective of directly impacting basic education through methodologies that facilitate the teaching-learning process, the interest in this theme arises. In this context, the exploration of methodological alternatives for teaching-learning has become essential. Resources such as music, information and communication technologies (ICTs), literature and cartoons were addressed, with an emphasis on the latter, through a bibliographical review. These methods were presented as tools that revolutionized the teaching of geography, facilitating the transmission of content combined with geographical themes. The idea is to awaken in educators the interest in methodologies that align with their reality and didactic, overcoming paradigms associated with traditional geography. This aims to lead students to a more critical, subjective and contextualized approach within the school geography.

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.

Teacher students’ conceptions of geography and their sources

Teachers’ conceptions of geography play a key role in teacher identity. They also impact students’ learning. This paper aims to describe teacher students’ conceptions of geography and their sources. Our data comes from two online questionnaires. Participants came from Switzerland (nQ1 = 20, nQ3 = 98). In contrast to previous research, participants in our studies could not be assigned to only one conception. Eight of 11 statements about what geography is and five of eight statements about the main purpose of geography education were endorsed by 90% or more of participants in both studies. This includes those about understanding sustainability and the system earth. Some items showed significant differences by migration background and by the grade level the students want to teach. While the results are mostly positive, teacher educators need to find ways to reach those students who do not yet have a current view of geography, e.g. regarding the role of sustainability. Participants saw diverse sources as shaping their conceptions. Most participants saw specialist literature as an influential and often-used source. Yet, many knew few empirical studies about teaching/learning the subject. Teacher educators and researchers thus need to find ways to make research literature more memorable for teacher students.

TEACHING GEOGRAPHY AND TEACHER EDUCATION: A HISTORY IN THE MAKING

This work is an excerpt from a final research paper on the topic of Geography education and teacher training: a history in the making. The objectives of this research were to engage in a discussion about teacher training and the challenges faced by teachers in public basic education, as well as to reflect on the particularities of Geography teacher training. It highlights the main problems encountered by Geography courses in public universities in Brazil. Methodologically, the research was developed through theoretical analysis. In order to support this work, we sought theoretical input from authors such as Nóvoa (1995), Elliot (1998), Brzenziski (2001), Barreiro and Gebran (2006), Calvacanti (2008-2011), Callai (2011-2013), and Gatti (2010-2014). Through this research, it was possible to reflect on the dilemmas faced by teachers in basic education, such as the devaluation of education as a whole, and to understand the initial training process. It also shed light on the internal conflicts within Geography courses in public universities in Brazil.

Exposing Narratives in 21st Century Children's Literature for Holistic Development and Education in Strengthening Character Education for Elementary School Students

Children's literature serves as a catalyst for fostering creativity, a point emphasized by Norton, who underscores its vital part in nurturing and expanding youthful imaginations. This kidney plays a pivotal part in promoting the development of internal imaginative capacities in scholars. Beyond its part in individual growth, children's literature holds significant value in fostering personality and social development among youthful compendiums. The integration of children's literature into schoolteacher medication programs is purposeful, aiming to equip preceptors with the readiness to incorporate these textbooks into their classrooms. also, it seeks to empower preceptors to grease meaningful conversations on the motifs presented in these erudite workshops with scholars, academy administration brigades, and parents likewise. Achieving this requires schoolteacher preceptors to give ample openings for scholars to exercise the chops of opting, assaying, and agitating a different range of children's literature. In doing so, schoolteacher medication programs contribute not only to the professional development of preceptors but also to the broader educational geography by promoting the multifaceted benefits of children's literature in nurturing creativity and fostering holistic development in youthful minds.

Optimization of Media Product Utilization Geography Learning for Teachers of SMPN 3 Painan

Teachers in the current era of technology 5.0 must be able to carry out learning by utilizing IT in compiling learning media. Teachers still need to improve their competence, especially in developing IT-based learning media in learning activities by improving their skills through training activities. One of the efforts that can be carried out is by distributing research products for developing student learning media such as Assembler Edu, Thunkable, Chamilo, Kudloar, and Lectora Inspire. Likewise with research products developed by University Geography Education Study Program students PGRI West Sumatra which can be optimized by teachers in schools in designing learning media. the existence of these learning media can increase motivation and students' understanding in absorbing information in learning activities, so that learning objectives and learning outcomes are still achieved.

Powerful geography and the future of geographic education

Powerful geography and the future of geographic education

Geographic-inquiry on virtual environment mobile application to support fieldwork based on blended learning

<span lang="EN-US">Implementing geography learning using the blended learning model is challenging for most geography teachers because this subject is ‘hands-on’ and needs to be learned directly in a real environment using fieldwork. This study aimed to test the pedagogical effectiveness of the geographic-inquiry on virtual environment (GIVE) application in supporting fieldwork based on blended learning to improve students’ geographical thinking. This study used a quasi-experimental method involving 216 high school students from three schools. The paired sample t-test (Sig. 2-tailed 0.000) shows that GIVE has a pedagogical influence on students’ geographical thinking. GIVE also offers a big effect size (Cohen’s d=1.37). The technology and the right smartphone application can help develop a virtual environment close to a real one, so fieldwork and hands-on learning activities can be carried out in blended learning; this helps to increase the quality of geography learning.</span>

Environmental Conscious Attitudes of Geography Education Students

Purpose of the study: The research aims to: 1) determine attitudes towards protecting the campus environment for Geography education students, 2) determine attitudes towards preserving the campus environment for Geography education students, 3) determine attitudes towards utilizing the campus environment for Geography education students.
 Methodology: The Geography education student population was 197 students, the sampling technique used purposive sampling with the characteristics of the 2006-2010 class of students who had taken PKLH, namely 50 students. The variables in the research are attitudes towards protecting, preserving and utilizing the campus environment for Geography education students. The data analysis technique uses descriptive percentages.
 Main Findings: The research results showed that as many as 90% of Geography education students were in the good category in being aware of the campus. Students have attitudes towards environmental protection such as views, feelings and efforts to plant trees and to attend seminars in the context of environmental protection on campus. Students have an attitude towards preserving the environment, such as having views, feelings and tendencies to act on waste management, reducing paper use and saving electrical energy on campus. Students have an attitude towards sustainable use of the environment, such as having views, feelings and tendencies towards action towards recycling rubbish, composting, using used goods on campus.
 Novelty/Originality of this study: Due to the fact that there are still some students who do not have an environmentally conscious attitude, this research examines the Environmental Conscious Attitude of Geography Education Students.

Identifikasi Kesesuaian Ekologi Permukiman Kampung Air Pulau Kemaro Sebagai Sumber Belajar Geomorfologi Fluvial

The objective of this study is to identify the ecological attributes of the settlements in Kemaro Island Water Village as well as assess their appropriateness as educational resources for geography course material on the topic of fluvial geomorphology in class X, SMA N 5, Palembang. The research employed a descriptive-qualitative approach, utilizing various methods for data collection such as interviews, observation, and documentation. The findings of the study indicate that Kemaro Island is a geographical feature characterized by its location as a bar or sediment situated within the central area of a channel or river flow. Kemaro Island exhibits ecological characteristics in the form of a distinctive Water Village, where individuals reside along the Musi riverbank. The primary occupations of the local community residing on Kemaro Island encompass fishing, diving, boat operation, and agricultural pursuits. The agricultural practitioners residing on Kemaro Island employ a method of rice cultivation that capitalizes on the tidal nature of the nearby river water. Kemaro Island exhibits considerable potential for utilization as a tourism destination. The water landscape of Kemaro Island possesses ecological characteristics that can serve as a valuable educational resource for studying fluvial geomorphology within an environmental context. Hence, it is anticipated that social studies Geography teachers could use the Kemaro Island Kampung Air area as an educational resource for social studies Geography, with the aim of enhancing students' understanding of the local environment

Investigating the Role of Geography Education in Natural Resource Management

Geography education plays a pivotal role in natural resource management by fostering an understanding of optimal conservation practices. Through comprehensive examination of regional environments and geography, we can gauge the impact of human activities on natural resources and propose sustainable solutions. By increasing environmental awareness, geography education elucidates the repercussions of activities such as deforestation, pollution, biodiversity loss, and climate change. This heightened awareness empowers us to refine policies and management practices, ensuring the judicious utilization and preservation of natural resources. This article underscores the paramount importance of geography education in natural resource preservation. Employing an applied and descriptive approach, the research methodology involves library studies. The findings highlight that geography education establishes vital links between individuals and their environment, facilitating informed resource management decisions. By analyzing regional geography and its influence on natural resources, optimal preservation strategies emerge. For instance, studying precipitation patterns enables efficient water management and drought mitigation. Ultimately, geography education equips us with the knowledge and tools to identify effective resource preservation methods, fostering sustainable utilization practices through enhanced environmental comprehension and spatial awareness.

Design, Development, and Evaluation of a Mobile Learning Application for Geography Education

This research focused on the application of the design science research approach in terms of developing GeoLab's mobile learning application for Geography Education in the context of higher education in Indonesia. GeoLab facilitates learning in the field of Geography Education on mobile devices. This application supports learning that can be accessed anywhere in higher education. Even this application provides interactive learning media with a 360-degree video display using Virtual Reality, Augmented Reality, and Mixed Reality features. The first part of this paper describes the analysis, design, and implementation of activities related to GeoLab's development. In addition, this study discussed the characteristics and scope of GeoLab's compliance with the nature and ideas of design science research. We evaluated GeoLab' in real learning, and an experiment was conducted with 126 second-year undergraduate students at a university in Indonesia. This study evaluates the feasibility, effectiveness, and ability of GeoLab' in Geography Education. We conducted a Usability Testing test on GeoLab applications'. The purpose of this Usability Testing is to assess the capabilities of GeoLab applications. Testing using Usability Testing, one of the Usability measurement tools, is the USE Questionnaire, which is divided into three main parameters, namely Usefulness, Satisfaction, and Ease of Use. The results of this study show that the GeoLab application can be considered easy to use by users in Geography learning based on the results of Usability Testing using the USE Questionnaire measurement device. This research offers suggestions on how to implement mobile learning that supports learning in the Geography Education curriculum.

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.

O uso das tecnologias da informação e comunicação no ensino da geografia

This is a study on the use of Information and Communication Technologies in the teaching of Geography (ICTs). Technologies are increasingly present in people's lives. And the vast majority of students have access to technologies. Thus, education needs to incorporate the use of ICTs in the teaching-learning process. When used in a planned and organized way, ICTs have a great contribution, but for this to happen it is essential that the teacher has knowledge about the use of technologies and responsibility for learning, understanding the need for more dynamic, interesting and motivating classes. Geography classes can become much more interesting with the use of ICTs.

THE INCLUSION OF DISASTER RISK REDUCATION IN CLASSROOM AND EXTRA-CURRICULAR ACTIVITIES: A CASE OF RURAL BALOCHISTAN, PAKISTAN

Purpose – Balochistan, which makes up roughly 44 percent of Pakistan’s total land area, is home to 6 percent of the nation’s inhabitants. Due to long distances and low population density, service delivery is particularly challenging. The province’s educational services are impacted by natural disasters like earthquakes, floods, droughts, and migration. Disaster risk reduction is a widely recognized concept that emphasizes appropriate education to lower an individual’s personal, familial, and communal vulnerability. The role of the school is crucial in Disaster Risk Reducation (DRR) education. As a result, the study’s goal was to explore the approaches adopted for the inclusion of DDR through teaching in classroom and school activities. Methodology – A focus group discussion with three groups of Pakistan studies and Geography teachers was conducted that consistedof 10 male and 14 female members. Findings – Findings demonstrate that the current textbook continues to teach students less about disaster risk reduction; teachers include knowledge from their personal experience in planning lessons about DRR. School assemblies, child clubs and activities designed by school management, and social organizations play a prominent role in DRR education. Further, the role of teachers and school management was identified in psycho-social support during disasters and pandemics. Significance – The study concludes that in addition to extracurricular activities and the teacher’s role, prior disaster experience, school, and social organization played a significant role in DRR education in rural Balochistan. The study results will assist curriculumdevelopers, policymakers, and education leadership in developing more effective school disaster management plans. The results willalso clarify how schools and teachers can close the knowledge gap in disaster preparedness education. Organizations working on disaster risk education and education in emergencies will also benefit from additional research to respond to the need readily and effectively.

Formative Assessment of Professional Competencies of Future Geography Teachers

The article deals with modern trends in the modernization of control and assessment of educational achievements of future geography teachers, which contribute to increasing the motivation of their educational and cognitive activities and improving self-organization skills. It is established that the competency-based approach to the organization of the educational process includes determining the level and quality of professional competencies. The problem of finding new approaches to the assessment of educational activities and educational results of students is analyzed. It is proven that one of the ways to solve the outlined problem was the systematic implementation of formative assessment of educational achievements as a component of competency control technology. The concepts of “formative assessment”, “competency control”, “competency-oriented tasks” are explained and their place in the educational process is outlined. The model of the process of realization of formative assessment in higher education institutions, the algorithm for applying competency-oriented tasks, the structural components of the technology of competency control and formative assessment are presented. The work identifies and characterizes diagnostic, current-formative, self-assessment-formative, modular-formative, summative-normative and qualification types of assessment of students’ educational achievements. Based on the experience of implementing the technology of competency control and formative assessment, it was proven that it contributed to increasing the motivation and self-organization of students, allowed the teacher to diagnose and make positive changes to the educational process, and maintain feedback with students. Comparison of traditional assessment and the technology of competency control and formative assessment demonstrated its ability to comprehensively assess and determine the level of competency formation of future geography teachers. It was concluded that the introduction of this technology, on the one hand, enables teachers to ensure effective educational activities of students at a high level of motivation, self-organization and in accordance with their interests. On the other hand, it will contribute to the professional development of future geography teachers, who will teach students in the conditions of reforming national education.

21st-Century Geography Teaching and Learning: Issues and Challenges

21st-Century Geography Teaching and Learning: Issues and Challenges