论江永与西学

在清代数学和天文学史上,关于江永对待西学的态度及其贡献,历来颇有争议。及身而至的便有梅瑴成的不满、钱大昕的批评,其后更有钱熙祚的指责、钱宝琮的肯定。综观后人评说,大半出于政治立场的批评,而较少出于学术层面的求实评价。其中,"三钱"对江永的评判,就代表了不同时期人们的知识水平和政治意识。文章通过江永《翼梅》对梅文鼎学术的批评与总结,借以纠正人们对江永与梅文鼎关系的误解,进而发掘出江氏在清代天算学史上的地位与影响,并由此探讨"西学东渐"时期传统士大夫在学术与政治之间的艰难困境和应对策略。     

An Exploration of Peer-to-Peer Teaching and Learning at Postgraduate Level: The Experience of Two Student-Led NVivo Workshops

This paper explores peer-to-peer teaching and learning at a postgraduate level using the example of two NVivo workshops run by geography postgraduate students. The workshops took place in March and May 2011 and feedback was collected from all attendees in both sessions. This paper aims to provide a practical guide to organizing and facilitating such an informal workshop on the NVivo software for postgraduate students based on the outcomes of the two workshops. Hints and tips for others considering running similar events are provided based on the feedback received following the sessions and reflections on the organizers experiences.     

Connecting lectures to current affairs: the “letters to newspapers” assignment

This paper presents the experiences of teaching political geography, in a level 2 BA course, with the use of an innovative assignment – the letters to newspapers assignment. We provide here the aims, rationale and a detailed outline of the assignment. We also discuss student feedback from 67 questionnaires and 2 focus groups. Our findings suggest that the assignment was instrumental in (a) enabling the students to see concepts in action, that is to link abstract ideas with real-world issues and (b) initiating a move away from passive learning towards supporting students to actively and critically reflect upon their relationship with the world.     

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.     

Development of critical spatial thinking through GIS learning

This study developed an interview-based critical spatial thinking oral test and used the test to investigate the effects of Geographic Information System (GIS) learning on three components of critical spatial thinking: evaluating data reliability, exercising spatial reasoning, and assessing problem-solving validity. Thirty-two students at a large state university completed pre- and post-tests administered during the 2010 fall semester. This study found positive relationships between GIS learning and critical spatial thinking. We argue that the improvement can be attributed to students' experiences in a GIS course.     

Student perspectives on the teaching of geographical information systems (GIS) in geography degrees

In an era when graduate employability is a key concern, the teaching of geographical information systems (GIS) has become a subject of considerable interest. This paper reports on a study of the GIS student learning experience using student survey data from six UK geography undergraduate programmes. The findings show that although students’ satisfaction levels are generally encouraging, more could be done to capitalize on the opportunities GIS offers both for the discipline and for our students. Recommendations are made for further enhancing the profile and quality of GIS pedagogy in geography curricula.     

Challenging students' perceptions of sustainability using an Earth Systems Science approach

This study investigated whether an Earth Systems-based course focused on raising postgraduate students' awareness of sustainability, from a systems-thinking perspective, would produce graduates with commitment to drive the sustainability agenda forward with a broad perspective. It investigated students' pre and post-course perceptions of sustainability using a pre- and post-course survey, and by analysing the students' reflective journal entries. The findings confirmed those of previous studies in that initially these students did have an enviro-centric view. The study showed that while the students' perceptions had indeed moved towards a broader view of sustainability, many still leaned towards an environmentally focused perspective.     

Enhancing field research methods with mobile survey technology

This paper assesses the experience of undergraduate students using mobile devices and a commercial application, iSurvey, to conduct a neighborhood survey. Mobile devices offer benefits for enhancing student learning and engagement. This field exercise created the opportunity for classroom discussions on the practicalities of urban research, the survey data was available for immediate analysis, and students felt they were conducting meaningful research. The module experience supports recent research finding that mobile devices offer significant benefits for instructors, but using mobile devices also creates potential risks (to the students, equipment, and data) that must be considered while planning modules and during instruction.     

Development of a web-enabled learning platform for geospatial laboratories: improving the undergraduate learning experience

This paper describes a web-enabled learning platform providing remote access to geospatial software that extends the learning experience outside of the laboratory setting. The platform was piloted in two undergraduate courses, and includes a software server, a data server, and remote student users. The platform was designed to improve the quality of the learning experience and to increase student confidence and proficiency with software-based geospatial skills. Laboratory grades of students using the platform were significantly higher than those of students who did not use the platform, and survey responses reported that students overwhelmingly liked the convenience of the platform, which allowed them to work from any location.