The Experts below are selected from a list of 48519 Experts worldwide ranked by ideXlab platform
Joop Van Der Schee - One of the best experts on this subject based on the ideXlab platform.
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exploring the characteristics of an optimal design for inquiry based Geography Education with geographic information systems
Computer Education, 2012Co-Authors: T T Favier, Joop Van Der ScheeAbstract:Geographic Information Systems (GIS) is a kind of computer software that allows people to work with digital maps in a fast and flexible way. In the past decade, more and more Geography teachers have become interested in the possibilities of using GIS in secondary Education. However, teaching with GIS is complex, and little is known about how to do so in an optimal way. Therefore, an Educational Design Research study (EDR) was conducted with the aim to explore the characteristics of an optimal design for GIS-supported geographic inquiry projects. In this EDR study, a project was developed via progressive cycles of designing, testing, and evaluating, together with teachers from different schools. This paper summarizes the outcomes of the EDR study, and presents some design principles for GIS-supported inquiry-based Geography Education. Teachers could use these design principles to design and conduct GIS-supported geographic inquiry projects, and in such a way raise their Geography lessons to a higher level. This paper also shows that although GIS provides many opportunities for enhancing inquiry-based Geography projects, it also holds many conditions for its use to be optimal. GIS-supported inquiry-based Geography Education requires more than providing appropriate software, tasks, and coaching to ensure that students do not get stuck. In order to effectively raise students' geographic thinking to a higher level, the project should offer a considerable amount of guidance: it should include several preparatory and evaluative tasks based on a good domain-specific theory for use in Educational settings. In addition, teachers should coach students in structuring, correcting, and expanding their geographic thinking via dialogical teaching.
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enquiry driven fieldwork as a rich and powerful teaching strategy school practices in secondary Geography Education in the netherlands
International Research in Geographical and Environmental Education, 2011Co-Authors: K Oost, Bregje De Vries, Joop Van Der ScheeAbstract:Given its active and enquiry-driven character, fieldwork is seen as an important way to develop geographical understanding of the world, during which cognitive and affective learning reinforce each other. The present study aims to give insight into whether and how secondary school Geography teachers in the Netherlands succeed in using fieldwork as a rich and powerful teaching strategy. Do they perform fieldwork that is enquiry driven, structurally integrated in the curriculum and stimulates both cognitive and affective development? The results of a questionnaire show that although 71% of the Geography teachers do fieldwork, they generally do not succeed in meeting the conditions mentioned above.
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new media will accelerate the renewal of geographic Education
International Handbook on Geographical Education, 2003Co-Authors: Joop Van Der ScheeAbstract:The introduction of new media is changing Geography Education fast. Especially the introduction of the Internet offers the opportunity to study almost every place in the world anytime anywhere. Although there are some problems related to the introduction of new media in geographic Education, the advantages far outweigh the problems. To make optimal use of new media in Geography teaching systematic international research and development in this field should be developed to enhance the quality of modern Geography teaching.
Sirpa Tani - One of the best experts on this subject based on the ideXlab platform.
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geocapabilities and curriculum leadership balancing the priorities of aims based and knowledge led curriculum thinking in schools
International Research in Geographical and Environmental Education, 2017Co-Authors: Anke Uhlenwinkel, Tine Beneker, Sirpa Tani, Gabriel Bladh, David LambertAbstract:ABSTRACTThe small-scale research presented in this paper was conducted as part of the GeoCapabilities project. Though originating in the Anglophone world, the project attempts to address the purposes and values of Geography Education internationally. Using the idea of “powerful disciplinary knowledge” the project asks what Geography has to offer that helps young people develop the human capabilities they need in order to live a life that they consider valuable. In this paper, we explore the challenges and opportunities presented by GeoCapabilities in several European national contexts. We asked selected teachers and teacher educators in four different countries (Finland, Germany, The Netherlands and Sweden) what role they thought Geography plays in enhancing students’ “human potential.” Despite marked differences relating to the legal and structural background in each country we found major similarities in teachers’ and teacher educators’ curriculum thinking in relation to Geography's contribution to the ...
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achieving human potential through Geography Education a capabilities approach to curriculum making in schools
Annals of The Association of American Geographers, 2015Co-Authors: David Lambert, Michael Solem, Sirpa TaniAbstract:This article provides the theoretical underpinnings for an innovative international collaborative project in the field of Geography Education named GeoCapabilities. The project attempts to respond in new ways to enduring challenges facing Geography teachers in schools. These include the need to find convincing expression of Geography's contribution to the Education of all young people and coping with the apparent divergence of Geography in Educational settings and its highly disparate expression as a research discipline in university departments. The project also hopes to contribute to the development of a framework for communicating the aims and purposes of Geography in schools internationally, because here, too, there is great variety in definitions of national standards and even of disciplinary allegiances (including, e.g., the social studies, humanities, and biological sciences). GeoCapabilities does not seek to flatten such divergences, for one of Geography's great strengths is its breadth. The long-...
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young people s world mindedness and the global dimension in their Geography Education a comparative study of upper secondary school students ideas in finland germany and the netherlands
International Research in Geographical and Environmental Education, 2013Co-Authors: Tine Beneker, Sirpa Tani, Rainer Uphues, Rob Van Der VaartAbstract:Geography is one of the most important school subjects for the development of global awareness and international understanding. Curricular concepts and pedagogical strategies for developing global awareness through Geography abound. What is largely unknown, however, is how young people make sense of the world in which they are growing up and if this has any relationship with their Geography Education.
Xuan Zhu - One of the best experts on this subject based on the ideXlab platform.
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designing a structured and interactive learning environment based on gis for secondary Geography Education
Journal of Geography, 2008Co-Authors: Suxia Liu, Xuan ZhuAbstract:Geographic information systems (GIS) are computer-based tools for geographic data analysis and spatial visualization. They have become one of the information and communications technologies for Education at all levels. This article reviews the current status of GIS in schools, analyzes the requirements of a GIS-based learning environment from constructivist perspectives, and discusses the major issues in the design of a constructivist GIS-based learning environment based on experience from the development of World Explorer, a GIS-based learning environment that provides a theme-oriented data and information base, supports multiple representations and multiple linkages of information, and facilitates interactive learning and knowledge construction.
Suleyman Incekara - One of the best experts on this subject based on the ideXlab platform.
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the place of geographic information systems gis in the new Geography curriculum of turkey and relevant textbooks is gis contributing to Geography Education in secondary schools
Scientific Research and Essays, 2010Co-Authors: Suleyman IncekaraAbstract:The national Geography curriculum of Turkey has undergone radical changes and new secondary school programs were introduced by The Turkish Ministry of National Education (MEB) in 2005. The new Geography curriculum recommends greater incorporation of technology in Geography classes, in particular, emphasizing the deep integration of the geographic information systems (GIS) into courses. In spite of having some constraints such as limited GIS background of Geography teachers, contextual issues, financial conditions and inadequate infrastructure, the new curriculum advises at least 20 GIS-based course activities at all levels of secondary Geography Education. Similarly, the Geography textbooks which were prepared by MEB also disregard these limitations. So, the responsibility to arrange required GIS software and hardware, and get necessary training in GIS completely falls on Geography teachers. The essential problem is that most Geography teachers have insufficient GIS background and thus do not know how to integrate GIS into the classroom or generate GIS-based activities in Geography courses. Consequently, notwithstanding the existence of a set of obstacles to be eliminated, Geography teaching and learning with GIS will remain as one of the prominent objectives for the new Geography curriculum. Key words: Geographic information systems (GIS), secondary Geography Education, Geography curriculum, Geography textbooks.
Alvan Ikoku - One of the best experts on this subject based on the ideXlab platform.
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urban rural differential in teaching and learning of Geography in ahiazu mbaise and owerri municipal council in imo state
Environmental Research Journal, 2011Co-Authors: M N Obasi, Alvan IkokuAbstract:The all important need for self-reliance and technology in Nigeria calls for teachers to meet the requirement of the new national policy on Education. The concern of this study is therefore focused on the problems of Geography Education in Nigeria. It examines the rural- urban variables affecting the teaching and learning of Geography in Imo State. The sample for the study comprises ten schools, five each from rural and urban areas. Structured questionnaires were distributed to school principals and Geography teachers of the sampled schools and contingency analysis employed to test for the significant differences. The major findings of the study include the following. That one consistent indicator of differences in schools certificate Geography achievement is school location. That the urban environment tends to be capable of raising and reinforcing children's cognitive behaviour more than rural environment. That difference in the supply and availability of Geography teachers both in the right quantity and quality Geography equipment, library and text books create differences in the teaching and learning of Geography in the rural and urban schools. Finally, that given the necessary qualified staff and equipment, students in the rural schools will perform equally well as those in the urban schools. (Report and Opinion 2010;2(9):33-44). (ISSN: 1553-9873).