Effective Teaching of Research Design in Physical Geography: a case study

A problem-solving approach to the teaching of research design in physical geography is introduced. Focusing on the study of the effectiveness of a local river restoration scheme, students are empowered with the responsibility for and control of their learning by means of group discussions and decision making in a series of workshops. With carefully staged guidance by tutors, students devise research questions and execute their project, analysing data collected on a field day. Although students may find this approach to be challenging and demanding, they acquire research experience and develop key skills, such as visualisation of problems and capacity for logical thought, aided by critical self-appraisal of their performance. Such an approach is particularly relevant today because of subject benchmarking skills. Developing transferable skills, such as initiative and teamwork, valued by employers also promotes self-confidence. Using a case study, this paper considers the experiences of students and staff with this approach, identifying its strengths and weaknesses, and offers possible options for its development.     

Are South African Geography education students ready for problem-based learning?

Problem-based learning (PBL) is one of the possible training strategies that could be more fully implemented in the South African formal education system. The intention to migrate from teacher-centred to learner-centred instructions in higher education institutions and schools makes PBL a plausible option. Geography education students might be exposed to PBL because their training implies the acquisition of abilities to solve real-world situations at various geographical scales. This paper explores the perception of second- and third-year students in a BEd programme in Potchefstroom, South Africa. The study uses a mixed-method research approach based on questionnaire application, students' learning journal entries and field notes. Findings from the study indicate that students show very positive perceptions of PBL as a training strategy for teaching and learning. A gender difference regarding general aspects of PBL, independent learning, workload, assessment rubrics and the different role-players in PBL indicates that female students hold more positive perceptions of the PBL experience. Overall, the results indicate that students with higher academic performances in most instances hold more positive perceptions of the PBL experience.     

Working with the Community: Improving the learning experience for large classes

The need for students to develop skills that are of use in the wider labour market, as well as those specifically related to their degree subjects, has been widely accepted for a considerable period of time. It has also been noted that unless these skills are practised and are contextualised they tend neither to be learned, except at the most superficial level, nor transferred to other situations where their use would be appropriate. This paper reports the use of projects extending over a number of sessions, involving working with local community groups, carried out within a discrete module specifically designed to facilitate the learning and practice of both geographical and transferable skills. The problems of providing an integrated approach to the learning of skills for a large group of students, with limited resources and in the context of timetable restrictions imposed by a two-subject degree structure, are addressed. The degree of learning perceived by the students is evaluated and suggestions are made for further development of this approach.     

Dewey’s concept of experience for inquiry-based landscape drawing during field studies

The epistemological and educational philosophy of John Dewey is used as a theoretical basis to analyze processes of knowledge construction during geographical field studies. The experience of landscape drawing as a method of inquiry and a starting point for research-based learning is empirically evaluated. The basic drawing skills are acquired through an online drawing course. The main aim is to foster the self-organized acquisition of relevant skills to explore, describe and reflect on subjective mental and linguistic concepts in relation to scientific landscape models. The results, based on an evaluation of the students’ drawings, their responses to questionnaires and a review of students’ “reflective notes”, indicate that the approach motivated students to learn about the processes which formed the landscape and that the students perceived the method of inquiry after Dewey as a way to overcome cognitive dissonance.     

Course books for environmental perception and related geographical studies

This paper encourages readers to experiment with inquiry-based learning (IBL) in their courses in the interest of identifying more diverse styles of instruction, and developing a wider understanding of the advantages and disadvantages of the methodology. The aims of the paper are to unpack the meanings of IBL, describe some uses of IBL in geography, and discuss their benefits and challenges for students and teachers. IBL is essentially a question-driven, philosophical approach to teaching that involves active, student-centred learning. The teacher acts principally as a facilitator or mentor, guiding and encouraging students through the inquiry process. Examples of IBL are presented, ranging from questioning exercises embedded in the class, through to entire courses or degrees using an inquiry-based approach. Students can benefit greatly from IBL since they are active in the learning process, can have improved understanding, more enjoyable learning, develop valuable research skills, achieve higher-order learning outcomes and perform better academically. Teachers can also benefit through a strengthening of teaching–research links and the clear gains in student engagement and learning. However, in order for IBL to be effective, teachers must be encouraged and supported to take on this facilitating role. When IBL elements are embedded in a more traditional curriculum, particular care needs to be taken so that students and teachers are carefully oriented to the expectations regarding the outcome of learning and teaching in this mode.     

The influence of an integrated PBL format on geography students’ perceptions of their self-directedness in learning

Problem-based learning can be implemented in South African geography teacher education to foster geography students’ self-directed learning skills. The purpose of this longitudinal case study was to determine B.Ed. geography students’ (n = 45) perceptions of their self-directedness in learning in integrated problem-based learning experiences over a three-year period. The study used quantitative and qualitative research methods based on questionnaire application and semi-structured focus group interviews. The students completed a standardized questionnaire at regular intervals with the implementation of integrated problem-based learning experiences in geography modules over a three-year period. Focus group interviews with participants (n = 8) were employed to get a deeper understanding of the results of quantitative data. The results indicated that the geography students’ self-directed learning scores increased with the implementation of an integrated problem-based learning format in geography over the three-year period. The students who measured average, below average and low levels of self-directed learning at the beginning of the study had the highest increase in self-directed learning scores over the three years. The female students’ perceptions of their self-directedness in learning had higher increases in their self-directed learning scores after the problem-based learning interventions when compared to the male students.     

Implementing a Problem-Based Learning Approach for Teaching Research Methods in Geography

This paper first describes problem-based learning; second describes how a research methods course in geography is taught using a problem-based learning approach; and finally relates student and staff experiences of this approach. The course is run through regular group meetings, two residential field trips and optional skills-based workshops. Course evaluations improved markedly following the introduction of this approach and students appreciated the benefits of the problem-based learning approach, particularly through working in groups on authentic problems that were relevant to future workplace scenarios. They were also able to further develop a range of transferable skills, particularly in teamwork. However, they may not have increased other transferable skills (such as in oral communication) as much as desired due to the tendency for groups to draw on individual strengths to complete collaborative group tasks. Other concerns were group size, the high workload and coping with group dynamics. Tutors found the teaching to be enjoyable, relaxing and very rewarding but there were some anxieties due to the unpredictable nature of the course as well as frustration at knowing when to intervene. However, despite these difficulties for both students and staff, the authors are sufficiently encouraged by the response to continue teaching using a problem-based learning approach.     

Benchmark Standards for Geography: A personal review

The Human–Environment Research Observatory (HERO) Research Experience for Undergraduates (REU) program aimed to develop the next generation of researchers working on place-based human–environment problems. The program followed a cooperative learning model to foster an integrated approach to geographic research and to build collaborative research skills. The program hosted 12–16 students annually, who first engaged in an intensive short course and then formed three- or four-person teams to conduct research in four biophysically and socioeconomically diverse places. The teams used cyberinfrastructure to collaborate and integrate their research and findings. Most of the REU students have opted to attend graduate school and specialize in human–environment research.     

Two Dozen Directions

A self-assessment schedule has been developed for first-year geography students at Curtin University of Technology. Its purpose is to guide students towards independent learning by encouraging them to reflect more on ‘what’ and ‘how’ they learn. Results of the 2003 and 2004 trials showed that the self-assessment schedule had a positive impact on student learning and was at least partially effective in improving students' critical thinking skills. It helped students to plan and organize their thoughts, describe the geographical characteristics related to their fieldwork exercise and indicated that students were generally positive about becoming more independent and reflective learners.     

'Enlivening' Development Concepts through Workshops: A case study of appropriate technology and soil conservation

In comparison with the teaching of most other geography topics, where fieldwork can be conducted relatively easily and seminars can be based on some pre-existing knowledge and first-hand experience of the issues, the range of resources and approaches available to tutors teaching the geography of development is necessarily more limited. Tutors often have to rely more heavily on 'top-down' teaching and more passive learning approaches, such as using videos, slides and lectures. While students may gain a theoretical understanding of development concepts, issues and problems, they may be left without a deeper 'experience' of such material. This paper describes a practical workshop designed to communicate to students the idea of 'appropriate technology'. The workshop enables students to actively 'experience' a development concept rather than simply understand it in theory. It tests comprehension and understanding, through the application of a concept to real examples, stimulates discussion and debate, and draws upon problem-solving and critical thinking skills.     

Student Perceptions of Geography and Environmental Science Fieldwork in the Light of Restricted Access to the Field,Caused by Foot and Mouth Disease in the UK in 2001

Internationally, fieldwork is generally seen as intrinsic to the very nature of geographical education. However, objective experimentation comparing student learning experiences with and without fieldwork is rare. During 2001 in the UK, fieldwork was withdrawn from many university degree programmes as Foot and Mouth Disease led to restrictions on access to the countryside. This restriction provided an unexpected opportunity to assess student perceptions of fieldwork in the light of its absence and to review those alternative learning strategies which were put in its place (where appropriate). To this end, nominal group technique (NGT) was applied to five groups of students from five separate UK universities to obtain information on the groups' perceptions of the value of fieldwork. NGT elicited almost 300 responses from 33 final-year students representing a high level of group consensus on the issues involved. Rationalisation of responses identified 12 categories, which reflect and amplify key educational objectives addressed by fieldwork in geography and environmental sciences from existing theoretical literature. Results demonstrate that student perception of fieldwork (based on previous university-level field experiences) is overwhelmingly positive. The groups identified the experience of geographical reality, developing subject knowledge, acquiring technical, transferable and holistic skills, and working with peers and lecturers as being the most important perceived benefits of fieldwork. Negative impacts of fieldwork included high levels of time consumption. Using a systematic and objective methodology, these results confirm, in a novel rigorous multi-institutional approach, the conception of geography and environmental science fieldwork as being of significant value for the overall student learning experience.     

“It was amazing to see our projects come to life!” Developing affective learning during geography fieldwork through tropophilia

This research, conducted with groups of undergraduate students before and after a European fieldwork exercise, critically examines the pedagogic value of fieldwork and its ability to provide students with transferable skills. This is achieved using Anderson and Erskine’s lens of tropophilia – the aesthetic connection between people and place – to explore the influence of “being” in the field upon affective learning. In doing so, this research suggests (1) that encouraging students to recognize how their own affective skills may influence the types of knowledge(s) that are produced on fieldtrips and (2) that people-place connections have the ability to inspire students to become more self-reflexive about their position(s) as learners.     

Out of the comfort zone: enhancing work-based learning about employability through student reflection on work placements

This paper examines the work-based learning about employability reported by 26 undergraduate Geography and Environmental Management students on part-time, unpaid work placements. The students' “reflective essays” emphasized their learning more in terms of emotional challenges than in terms of skills, as being pushed out of their “comfort zone” forced them to be more proactive, tackle unfamiliar activities and develop emotionally. This conceptualizes employability as more than skills and as integrative, reflective and adaptable. This also emphasizes that higher education institutions must support employability and work-based learning outside the academic zone and better integrate off-campus work-based learning with on-campus reflection.     

Tutoring Relevant Geography: A People's Geography Project initiative

UK geography departments are now reaching the stage where, in light of social change and growing competition for students, the need to offer a degree programme that is relevant to the needs and expectations of students is a real urgency. Drawing on the People's Geography Project, an initiative from the USA, this paper details the experiences of the author in teaching relevant geography in first-year undergraduate tutorials. The paper contends that by providing an opportunity for students to engage in contentious debate and to adopt a political position, students are encouraged to approach issues from a critical geographical perspective, demonstrate the relevance of a geographical perspective in contemporary issues, recognise the conflicting interests from competing discourses and reach a possible, just solution to social problems. This paper reports on the choice of topics, the forum of debate and assessment through alternative coursework styles, and it analyses the learning of both geographical and transferable skills through a People's Geography tutorial programme. The degree of relevance perceived by both the students and the tutor is evaluated, and suggestions are made for further development of a People's Geography approach.     

Please mind the gap: students' perspectives of the transition in academic skills between A-level and degree-level geography

This paper explores first-year undergraduates' perceptions of the transition from studying geography at pre-university level to studying for a degree. This move is the largest step students make in their education, and the debate about it in the UK has been reignited due to the government's planned changes to A-level geography. However, missing from most of this debate is an appreciation of the way in which geography students themselves perceive their transition to university. This paper begins to rectify this absence. Using student insights, we show that their main concern is acquiring the higher level skills required for university learning.     

让学生在阅读中感受文本的美

《语文课程标准》在关于阅读教学的建议中指出”：阅读是搜集处理信息、认识世界、发展思维、获得审美体验的重要途径。”文质兼美的语文教材为我们展现了一个璀璨夺目的美的世界。我们应积极引导学生通过文本阅读感受语文之美。语文教学是真善美的统一,是以求真为基础向善的迈进;而美则是向着善的目标迈进的最佳途径。因此我认为,语文课堂教学既是一门科学,又是一门艺术。而阅读是学生应该掌握的一项基本技能。让学生在阅读中提升写作技能、开拓视界、放飞心灵,进而在享受中去阅读,这是做为一个语文教师应该做到的。合理运用阅读能够逐步培养学生探究性学习和创造性学习的能力,教师要引导学生在读中体会情感,在读中获取信患,在读中得到精神的享受。     

EDITORIAL

In undergraduate geography programs in the United States there is increasing demand for students to be prepared for real-world project management and to possess strong GIS technical skills and cartographic communication skills upon graduation. There is, however, limited time and opportunity within the framework of traditional undergraduate programs to offer this type of hands-on training while simultaneously increasing conceptual and theoretical knowledge and improving technical abilities. This article outlines a framework for integrating community partnerships into real-world GIS learning opportunities for undergraduate students. Our primary objective is to provide an active learning opportunity that mimics a real-world project scenario within the Geography Department's undergraduate GIS curriculum.     

Interdisciplinarity,Participatory Learning and the Geography of Tourism

This article outlines an interdisciplinary course in the geography of tourism. It examines interdisciplinarity and its relationship to geography and the study of tourism, and presents an outline of the course, its conceptual basis, its structure and its goals. It argues that participatory learning and problem-solving activities are crucial to successful outcomes, and that, as a result, interdisciplinary courses can be instrumental in motivating students to become involved in social practice.