Teaching Research Methods Courses in Human Geography: Critical Reflections

The authors reflect critically on their experiences of teaching research methods/methodology/techniques (MMT) courses in human geography for the first time. Through a highly reflexive process involving journaling, they engage with the broader scholarship of teaching and learning approach. Three themes characterize commonalities in their instructional experiences: (1) prior knowledge, (2) preparation, and (3) confidence. Specifically, they were challenged by needing to teach particular MMTs that they had not previously applied in their own research, by not knowing how best to prepare for teaching such courses, and by a lack of confidence with their approaches that stemmed from numerous issues.     

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.     

参与式历史地理研究：理论、方法与评价

<正>一引言文献的匮乏长期以来制约着传统历史地理学科的良性发展(1),加上历史地理文献往往归属在其他文献类别之下且零落、分散,研究者搜集历史地理资料的过程往往需要花费更多时间和精力(2)。以竞争、创新为核心的新科研机制更使得传统历史地理学科受到严峻挑战(3)。近年来各国政府缩减人文学科研究经费,对研究的社会、经济意义作出诸多硬性规定,很多历史地理研究因不能产生显著的即时     

Environmental Research and Education in US Geography

This article evaluates geography as an appropriate home for environmental education. First, it argues that many geographers have defined geography as a discipline with a major, if not primary, interest in human–environment interactions. Next, it reviews the recent statements by non-geographer, environmental scholars that, directly or indirectly, argue for strong participation by geographers in environmental science and sustainability studies. After a brief review of the status and the nature of environmental research programs and environmental curricula, the article offers reasons why more environmental education does not take place in geography. The lack of environmental education in the discipline and the conservative nature of the courses taught are attributed to geography's small size and low status and to the controversial nature of environmental issues in the United States. A broad definition of environmental education is used when searching for evidence of its existence or importance, but special attention is focused on courses or programs that incorporate sustainability or other topics that include a human dimension, in contrast with those that are confined to a narrow, natural-science or management conception.