Geography Education Research Articles

Cartografía temática y recursos TIC en la enseñanza y aprendizaje de la Geografía regional de Europa

In this article, we present a classroom experience with university students in training to be secondary school geography teachers. It is based on a didactic proposal using thematic cartography (Eurostat, ESPON, ESPON-SIESTA and the Information Society Atlas in Galicia) and ICT resources (statistical sources, free picture banks, aerial photography, Google Earth and Google Maps). The proposal´s aim is to use contents from the regional geography of Europe as a base or starting point to show a series of didactic recommendations for the teaching and learning of geography and social sciences. What is more, everything is with a clear idea, from a descriptive and rote geography to an active and critical geography, in which students participate in the construction of knowledge and increase their ability to reflect on geographical issues. The results of the experience will highlight the value of these tools in secondary education. We had also previously assessed the presence of thematic cartography and ICT resources within the required official Galicia curriculum to teach geography in compulsory secondary education. The idea is to deepen the value of the curriculum in didactic code, to know what tools it offers, how it offers them and with what intentions. This solution, among other opportunities, will allow us to identify a curriculum offering a specific teaching model. On the other hand, it will also give us the opportunity to firmly rebuke all the proposals considered to be erroneous, repetitive, or of little didactic value.

Critical pedagogical engagement with Muslim geographies

In this commentary, I delve into critical pedagogical engagement with Muslim geographies and the Dīn of Islam, daring to go beyond the decolonial. I begin with an exploration of Sidaway's (2023a) discussion of ‘decolonising Muslim Geographies’ in the context of the pedagogical engagement of a female Muslim teacher of geography. I will develop an argument which will encourage critical geographers to ‘learn’ from Muslim geographies in deep and meaningful ways through the rich influential and intellectual traditions within the Dīn of Islam. My reflections will directly respond to Sidaway's call for a possible paradigm shift within the parameters of Eurocentric thinking to share Islamic epistemologies embedded in my own pedagogical approach. This will encompass rich and diverse intellectual traditions of Islam and geographical understanding of the concept of al-Mizān (balance) for the world that we all share.

Utilization of Learning Media Geography of High School in Sleman Regency

This study aims to explore various aspects of learning media in geography at senior high schools in Sleman Regency, focusing on four key areas: the availability of media (including type, quantity, and condition), the utilization of media, the difficulties faced by teachers, and the efforts made to optimize media use. Utilizing a descriptive quantitative method, the research surveyed geography teachers and high school students in grades X, XI, and XII across 45 schools, comprising 17 public and 28 private institutions. A proportional random sampling technique selected 16 schools, with 16 teachers and 96 students chosen through purposive sampling. Data were collected via questionnaires, interviews, and observations, and analyzed using descriptive statistical techniques. Results revealed that the available learning media, primarily maps, atlases, and globes, were classified as insufficient in quantity, despite being in good condition. The utilization of media was in a favorable category, with a media variation of 68.75 percent. Student responses regarding media usage were high, and opportunities for engagement were also positive. However, teachers faced significant challenges, with 68.75 percent reporting difficulties related to limited media availability, manpower, costs, and time. Teachers' efforts to address these challenges were classified as moderate (87.50 percent), including organizing independent media, utilizing donations, and participating in training sessions and teacher meetings.

Pre-service geography teachers’ conceptual understanding of contours on maps: implications for teacher training in cartography

ABSTRACT Developing young people’s understanding of geography concepts requires teachers who have detailed, structured, interconnected, and accurate conceptual knowledge and understanding. Accordingly, this study focuses on pre-service geography teachers’ understanding of the exemplar concept of contours on maps and discusses its implications for teacher training programmes. Data collected using a two-tier conceptual test and a questionnaire in a sample of 127 pre-service geography teachers indicated that pre-service teachers should not be perceived as a homogenous group with identical conceptual understandings and educational needs. The results highlighted the necessity to differentiate between pre-service teachers not only based on their conceptual understanding but also on the non-cognitive dimensions of concepts. Four types of pre-service teachers were identified based on success and certainty rates: successful-certain (SC), successful-uncertain (SU), failing-uncertain (FU) and failing-certain (FC). Both SU and FU types were characterised by low confidence in their related skills and a negative relationship to the concept of contours. The non-cognitive dimension manifested in opposite ways in SC and FC types. The specific educational approach required by each type is discussed, and implications for further research are presented.

Navigating personal and disciplinary frontiers: engaging with undergraduate geography students’ reflections on their geographical education

ABSTRACT In this article, we engage with undergraduate geography students’ reflections on their geography education. We begin by examining the position of geography within education across the British Isles. Following this, we critically consider how geography education is shaped by “the gap” between school and university geography and geographies of education, before reporting on the findings from a survey of 333 undergraduate students studying geography across the British Isles conducted in late 2020. We examine the complex question of who is studying geography at undergraduate level, students’ journeys through their geography degree, and their experiences of personal and disciplinary frontiers in education. We conclude by arguing the importance of educators engaging with students’ “everyday” geographies, and for further research into progress across education phases in geography to co-construct a rich and rounded geographic education.

Revealing the Independent Campus Learning Program (MB-KM) in Sustainable on Increasing The Competency of Geography Education Students

Abstract Quality education is one of the SDG targets, especially the development of student affairs programs in universities. Through the independent campus independent learning curriculum or called ”Merdeka Belajar Kampus Merdeka” (MB-KM), study programs have more freedom to design and carry out implementation both on campus and outside campus. This research aims to analyze the implementation of the MB-KM program in geography education study programs in Indonesia. The approach used is quantitative with a survey design. Respondents were selected using purposive sampling techniques and collected data through questionnaires from the heads of geography education study programs who are members of the professional association of geography educators (P3GI). The research results show that the MB-KM program is running effectively in 17 Geography Education Study Programs throughout Indonesia. The effectiveness can be seen from various advantages and is effective in soft and hard skill activities carried out to improve the competency of geography education students during the implementation of MB-KM. Students have the freedom to choose activities that are in accordance with the linearity and ability to support the achievements of graduates of the study program.

Geography Teachers' Views on Harm De Blij's Book 'Why Geography Is Important'

Books written for academic purposes have a great impact on the development and progress of science branches. In addition to these, popular books written about the field of science make important effects and contributions. One of the books that affect the recognition and agenda of the science of geography is the book titled "Why Geography is Important" by the famous US geographer Harm De Blij. The data of this study, which was carried out using case study, one of the qualitative research designs, were collected through the Turkish translation written by Blij. The scope of the book on geography subjects, what it tells and its usability in geography teaching were evaluated with 50 geography teachers working in different cities of Türkiye who voluntarily participated in the study. After the volunteer participants read the book, the data of the study were collected through an online focus group interview moderated by the researchers. The data transcribed after the recording with the consent of the participants were subjected to content analysis with MAXQDA software. As a result of the research, it was determined that the physical geography sections of the book were scientifically sufficient. It was concluded that the relevant work contains good examples and definitions in terms of geography education, but the human geography sections are sometimes biased due to ideological approaches but have satisfactory information. It is recommended that geography teachers and individuals receiving geography education should read the book with the idea that it will be useful.

지리교육에서 FPV 드론을 활용한 창의적 학습 전략 탐구 : 예비 교사를 대상으로 한 적용 사례 연구

FPV drones are unmanned aerial vehicles equipped with cameras that allow the operator to view real-time video feed from the drone's perspective while controlling it. These drones open new possibilities in educational settings, particularly in promoting creative learning in geography education. This study explores creative learning strategies using FPV drones, where pre-service teachers collected and analyzed spatial data in real time to gain a deeper understanding of geographical concepts and spatial awareness. To achieve this, 42 pre-service teachers participated in practical activities conducted in Marine City and Cheongsapo in Busan, where they explored and analyzed actual terrains through drones, gaining immersive and practical problem-solving experiences that are difficult to achieve through traditional learning methods. The results of the study indicate that learning with FPV drones significantly enhanced geographic reasoning and spatial awareness, confirming that such tools are effective not only in geography education but also in promoting creative learning across various educational fields. In conclusion, this study suggests that FPV drones can play a crucial role in educational innovation and serve as valuable resources for the development and implementation of technology-based learning strategies in the future.

Geo Talk Media: Microlearning-Based Innovative Learning Media To Foster Student Interest In Natural Resources Material At The South Malang Nature Laboratory.

One of the innovative learning media that can be applied is learning video. Geo Talk Media is an innovation in education that combines the microlearning approach with multimedia technology by utilising natural resources as a laboratory in South Malang. This research aims to produce microlearning-based video learning media. The main focus of this platform is to foster student learning interest in Natural Resources material, especially those in South Malang. The type of research used is Research and Development (RnD), using the ADDIE development model. The instrument used is an open questionnaire with qualitative descriptive data analysis and a closed questionnaire with quantitative descriptive data analysis. The research subjects were geography teachers and students of class X SMAN 1 Kepanjen. The results showed that the micro-learning approach of Geo Talk learning video media can foster student learning interest in natural resources material in the South Malang laboratory. Proven by the percentage level of 87.12% with very feasible criteria. This research is important because it can overcome the problems that are often found, namely the limited focus of students in understanding the material provided, so that the advantages of this media are effective in helping facilitate student understanding of the material taught with a microlearning approach, and can provide new experiences for students.

PEDAGOGICAL CONDITIONS FOR THE FORMATION OF GEOGRAPHY TEACHERSGEOECOLOGICAL COMPETENCE IN THE EDUCATIONAL PROCESS

Today, the formation of competence of geography teachers is an actual task of higher education. To prepare a competitive personality capable of perceiving global problems, to functioning in new socio-economic, socio-cultural conditions, taking into account the modern concept of the joint existence of man and nature. Competence is the ability and knowledge in the field of interaction between geosystems and ecosystems, the influence of human activity on the surrounding nature, as well as the ability to adapt to changing environmental conditions and effectively respond to environmental threats and challenges.The article has an analysis of theoretical and methodological literature, the following concepts are specified and given to the following concepts: “competence”, “competency-based approach”. The pedagogical conditions for the effective formation of the competence of geography teachers in the educational process have been identified and substantiated, and the pedagogical technology for the formation of geography teachers’ competence in the educational process of the university (through the disciplines of the professional cycle, educational and scientific research activity) has been identified.

The Impact of Science, Environment, Technology, and Society (SETS) Learning Model Integrated with Google Earth on Spatial Thinking Ability in Senior High School

Developing spatial thinking skills in students often poses a challenge for Geography teachers in Indonesia. The concept of spatial relationships in geography places spatial thinking as a distinct aspect of intelligence, enabling individuals to identify patterns and trends in spatial change. Therefore, appropriate models and strategies are needed to develop spatial thinking skills. This study aims to determine the effect of the Science, Environment, Technology and Society (SETS) learning model integrated with Google Earth on students' spatial thinking ability. This research is a quasi-experiment with posttest-only design nonequivalent groups that uses a quantitative approach with the inferential statistical method using the Independent sample t-test parametric test. The subjects of this study were randomly selected XI grade students from SMAN 10 Malang including, XI-C class as the experimental class and XI-D as the control class. The research instruments used are seven essay questions on spatial thinking ability. The data obtained will be analyzed using parametric statistics Independent sample t-test and obtained sig value. (2-tailed) 0.041. The mean value of the experimental class is greater (80.14) than the mean value of the control class (72.08). It can be concluded that the Science, Environment, Technology, and Society (SETS) model integrated with Google Earth affects students' spatial thinking ability on the material of Disaster and Environment class XI SMAN 10 Malang City. Another finding of this study is that three syntaxes are dominant in bringing up and developing students' spatial thinking ability, namely initiation, concept development formation, and concept application.

Students' Perceptions of Geography Teacher Learning Strategies in Distance Education

This study aims to determine students' perception of geography teacher learning strategy during the COVID-19 pandemic at SMA Negeri 1 Wonosari Klaten. This study uses a quantitative type with a correlation research design. This study showed that in the facilitator indicators, according to students, geography teachers provide facilities and ease in the teaching and learning process. The highest percentage agrees with 44% and creates an atmosphere of practical learning activities. The highest percentage agree with 31%. According to students’ geography, teachers carry out learning activities on the information indicator, the highest percentage agrees with 37%, and the source of information on academic activities for students, the highest percentage agrees with 37%. According to students with geography teachers manage academic activities on the organiser indicator, the highest percentage agree at 19%, and the syllabus with the highest percentage of lesson schedule agree at 39%. On the mediator indicator, according to students’ geography, teachers lead student discussion activities with the highest percentage at 35%, and the arbiter in student discussion activities with the highest percentage at 36%. On motivator indicators, according to students' geography, teachers boost students' potential with the highest percentage agreeing at 39% and increase student creativity with 46%. On the initiator indicator, according to the geography teacher, students are the originators of creative ideas in the learning process, and the highest percentage agreed with 38% and had the initiative of using online learning media; the highest percentage agreed with 38%. On the transmitter indicator, according to students' geography, teachers act as the highest percentage of education policy spreaders who agree with 35% and provide knowledgeable information to students. The highest percentage agree at 38%. In evaluator indicators, according to students' geography, teachers rate students in academic fields with the highest percentage at 33% and rate social behaviour as a determinant of student achievement success in learning activities with the highest percentage at 36%. Given the importance of online learning strategies, teachers are expected to develop learning strategies through educational technology.

Research on VR Geography Teaching Mode Based on SOLO Classification Theory

With the deepening of educational reform and the rapid development of educational technology, VR (virtual reality) technology is increasingly widely used in the field of education. In the face of various VR technology means and application paths, how to design scientifically in middle school, geography VR teaching mode has become an urgent problem to be solved. This paper aims to explore the VR geography teaching model based on SOLO classification theory, and improve the effectiveness of geography teaching and the level of students geography thinking by integrating the immersion of VR technology and the hierarchy of SOLO classification theory. This paper first introduces the theoretical basis of SOLO classification theory and VR technology, then analyzes the problems existing in current geography teaching, and finally proposes and designs the VR geography teaching mode based on SOLO classification theory, in order to guide the orderly development of VR teaching in middle school geography and improve the scientific and technological content of middle school geography teaching.

TECHNOLOGICAL SUPPORT FOR ONLINE LEARNING OF FUTURE GEOGRAPHY TEACHERS

The article determines that in the context of reforming modern geographical education, geography teachers face various challenges and problems related to the complication of access to educational services. It is proved that the use of distance learning, which is regulated by state educational documents, is an important mechanism for ensuring the continuity of the educational process. The paper notes that digital skills are an essential part of the professional competence of a geography teacher. Based on the analysis of numerous sources of scientific and pedagogical domestic and foreign literature, the author has developed and proposed his own model of components of technological conditions for the implementation of distance learning in geography, aimed at integrating new technologies. The essence of the components of the developed model is defined and substantiated. The learning management systems, video conferencing platforms and collaboration tools that belong to the software of distance learning in geography are characterised. The features of material and technical support and its components are outlined. The structure of the necessary methodological support and the problems of its development are determined. The importance of security and confidentiality as a condition for online learning is highlighted. Attention is paid to technical support and the main directions of its implementation are described. Attention is focused on the need for systematic and comprehensive compliance with certain technological conditions of distance learning, since its technical, methodological and informational components are integral parts of the online learning environment.

Desirable and disposable: Tracing the racialization of Chinese students in American higher education

This article dissects the current conjuncture facing Chinese international students in the U.S. higher education, situating their experiences within the history of Asian racialization. By examining key moments of the racialization of Chinese students in the US – 1949–1959, 2006–2017, and the period following 2018 – it illuminates how the intricate interplay of domestic racial politics and geopolitics have contributed to the paradoxical portrayal of Chinese students as both desirable and disposable within American racial capitalism. As they navigate their multifaceted roles as knowledge workers and prime consumers of educational services, these students encounter the challenges of an evolving neoliberal multiculturalism and fluctuating U.S.-China relations, placing them at the center of America’s ongoing political tensions. This exploration enhances our understanding of international student mobility, bridges discussions between critical race studies and geography of race, and introduces a fresh racial perspective to the field of education geography.

Teaching Human Geography Sustainability: The Concept of the Anthropocene as a Didactic Tool for Higher Education

Thesis. This critical reflection outlines the didactical challenge of teaching human geography in higher education, focusing on the concept of the Anthropocene as a tool for highlighting sustainability issues. Concepts. The critical reflection discusses the diverse knowledge production traditions, including modernist, postmodernist, and post-postmodernist approaches. It highlights the importance of understanding the ontological and epistemological assumptions underlying these frameworks, in relation to human geography, the concept of the Anthropocene and sustainability. Results and conclusion. The suggestion is a fourfold strategy for improving human geography education: emphasizing the relevance of knowledge production, understanding its impact on the student-teacher relationship, enriching teaching with epistemological discussions, and presenting the Anthropocene as a contested ontological concept rather than a predefined framework. Originality. This critical reflection offers a novel perspective on human geography higher education in how the concept of the Anthropocene can be used for didactic purposes. The paper argues that the concept of the Anthropocene can function as a didactic tool for higher and human geography education, by drawing out the human element within scientific knowledge production.

(Un-)certain knowledge of pre-service geography teachers about climate change

Climate change education is a challenge for teachers, as they must have appropriate content knowledge to teach the topic adequately. Every teacher is confronted with both their own knowledge and non-knowledge, as well as with scientific knowledge and non-knowledge. The uncertainty about this knowledge depends on individual perception and can have an impact on teaching. In this study, the climate change knowledge and uncertainty about this knowledge of 226 pre-service geography teachers at four German universities were investigated using a questionnaire. Five different domains of knowledge about climate change are discussed, namely, knowledge about the (1) causes, (2) basics and (3) effects of climate change as well as (4) climate-friendly behavior and (5) the procedures of the climate sciences. The pre-service teachers answered most of the questions correctly (72.4%), and the anthropogenic nature of climate change is mostly recognized (91%). However, there are also gaps in knowledge, especially regarding action-related knowledge. Typical misconceptions about the greenhouse effect and ozone holes were identified. On average, 32.6% of all answers to all items were rated as “uncertain” by the participants. Male students scored significantly higher than female students. The results indicate a significant difference between the respondents’ university degrees in terms of knowledge. These results lay out the path for the possible improvement of university courses in the context of teachers’ knowledge about climate change.

The weather today rocks or sucks for my tree: exploring the understanding of climate impacts on forests at high school level through tweets

Abstract. With the progression of global warming, impacts on the human sphere will undoubtedly increase. One prominent example at mid-latitudes is the stress on forests caused by climate change, which the BayTreeNet project (https://baytreenet.de/, last access: 30 July 2024) addresses from an interdisciplinary viewpoint. Scientists from physical climatology, dendroecology, and educational research collaborate to examine how long-term changes in weather patterns affect the state of trees, and how the atmosphere–tree relation can be used to the advantage of improving the communication of climate change effects to, in particular, high school students. This article presents a 1-week case study for the summer of 2021, when a distinct variability in weather patterns induced significant tree responses. The students of seven selected partner schools commented on the measured tree and weather data, which were available in real time, in the form of tweets and in conjunction with their educational geography program. The analyses of the tweets reveal that the students succeed in verbalizing the measured weather and, furthermore, manage to draw links between the stem diameter changes in trees and the weather variability. Problems arise with the use of less perceivable variables like the sap flow in the trees; also, the student posts exhibit shortcomings in establishing causal connections. Hence, the case study points to a discrepancy between describing basic environmental information and appreciating or understanding the underlying mechanistic links. This point will serve to refine future classroom concepts and, moreover, to enhance the communication of climate change effects on forests to the general public.

Deep mapping in geography education: learning about a distant place and people in a summer school as a ‘committed outlier’

ABSTRACT This article discusses Deep Mapping in Geography teaching and learning by drawing on a case study of a summer school organised during the COVID-19 pandemic. Deep Mapping was used to foster deep learning among the students and teach them about a distant place and people. The exercise tasked the students to work on the creation of layered maps representing the fieldwork site, the city of Vancouver, Canada. Critical student reflections about the Deep Mapping process are used to address some of the benefits and challenges. The Deep Mapping exercise stimulated the students to critically engage with the diverse summer school materials, move beyond a superficial view of the city, maps and mapping, and reflect on their positionality. The method is promising in light of making deep engagement with other places more accessible to those who might not have or be inclined to access such international educational experience and also offers another opportunity for blended learning. In conclusion, we argue that Deep Mapping offers a timely and highly engaging approach to learn about a place and people from another part of the world – be it on location or at a distance.

Learning geographical information systems through first principles of instruction – effects on student experiences and geocapabilities

ABSTRACT The development of geocapabilities has been a concern in geographical education, and the application of geospatial technologies such as geographical information systems (GIS) has been popularized in both geography and non-geography courses. However, there are still gaps in how GIS courses could be designed to promote students’ geocapabilities. In order to facilitate GIS teaching and learning rooted in educational theory, we designed a course on story maps based on the First Principles of Instruction. We examine students’ perceptions of learning experiences and geocapabilities through two rounds of course delivery and student survey. According to student feedback and instructor ratings, the designed course activities supported their learning of subject content and developed both of their geography-related and general skills. However, the objective for the development of geocapabilities was found to be too broad or vague for students. We discuss the application of First Principles of Instruction, the relevance of considering geocapabilities, and the implication of the study findings for GIS pedagogy.