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11.
Wouter A. Marra Liesbeth van de Grint Koko Alberti Derek Karssenberg 《Journal of Geography in Higher Education》2017,41(2):213-229
Field courses are essential for subjects like Earth Sciences, Geography and Ecology. In these topics, GIS is used to manage and analyse spatial data, and offers quantitative methods that are beneficial for fieldwork. This paper presents changes made to a first-year Earth Sciences field course in the French Alps, where new GIS methods were introduced. Students use GIS in preparation to explore their research area using an elevation model and satellite images, formulate hypotheses and plan the fieldwork. During the fieldwork, a pilot group managed their field-observations using GIS and made digital maps. Students praise the use of quantitative digital maps in the preparation. Students made use of the available techniques during the fieldwork, although this could be further intensified. Some students were extra motivated due to the technical nature as well as the additional analytical possibilities. The use of GIS was experienced as a steep learning curve by students, and not all staff members are confident in supervising students using GIS, which calls for a sufficient preparation and training of both students and staff. The use of GIS adds abstract analyses and quantitative assessment, which is a complementary learning style to fieldwork that mostly focuses on practical skills. 相似文献
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Active learning is increasingly promoted within institutions of higher education to assist students develop higher order thinking and link knowledge to meaning. In this paper, the authors evaluate the use of weekly online quizzes based on prescribed preparatory material as a tool to incentivize preparatory reading in order to enable and encourage active learning. The study is based on mixed data sources, including three years of student-evaluation data, to understand student perceptions of the role and value of online quizzes. The study shows a high level of student engagement with the quizzes and positive assessment of their role in encouraging the completion of prescribed reading. Online quizzes were found to be an effective mechanism for incentivizing student completion of preparatory work, enhancing active learning (such as through in-class discussions), and were relatively time efficient from the perspective of the educator. 相似文献
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Mark Holton 《Journal of Geography in Higher Education》2017,41(2):198-212
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. 相似文献
14.
Aubrey Golightly 《Journal of Geography in Higher Education》2018,42(3):460-478
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. 相似文献
15.
Stephen Taylor 《Journal of Geography in Higher Education》2018,42(1):126-142
Whilst interdisciplinarity has become a central concern of research and learning in geography, few from the discipline have considered the practical facilitation of interdisciplinarity in the classroom. Module convenors, I argue, must pay greater attention to how learners engage and negotiate with peers and perspectives from other disciplines. In this paper, I focus on my own efforts in designing and teaching a second year undergraduate course on health, biomedicine, and society, to illuminate the opportunities and challenges facing teaching staff who seek to provide opportunities for interdisciplinary learning in the classroom. Drawing upon theories of communication, I demonstrate the significance of developing “communicative competence” as a pathway to successful interdisciplinary learning. Unless learners from one discipline can understand, and be understood by, peers from other disciplines, the accomplishment of interdisciplinary learning is undermined. Interdisciplinary modules should include learning outcomes that facilitate student development in this area. Approaching interdisciplinary learning through the lens of communicative competence casts critical attention upon the central abilities and cultural sensitivities that are the hallmarks of interdisciplinary collaboration – from negotiating meaning to critical disciplinary awareness – and highlights the lessons that interdisciplinarity poses for disciplines, such as geography, tasked with preparing students for interdisciplinary learning. 相似文献
16.
Sara Luchetta 《Journal of Geography in Higher Education》2018,42(3):384-411
Drawing from the importance of narrative inquiry in contemporary geographical reasoning and teaching, this paper focuses on some practices set around the relationship between maps and literature. Reader-generated maps, maps produced starting from the reading of a literary text, are at the core of a reflection on the potentialities of literary mapping in higher education; relating maps and literature in an educational environment, I suggest creative reading and creative mapping as co-constructive practices that are able to guide students in addressing and internalising the complexity of spatial categories. Reflecting on the students’ literary mappings, I focus on the various ways that the literary map contributes to mobilising the space of the text, guiding students in approaching spatial issues from a different (and creative) perspective. Time, point of view and literary trans-scalarity are the key narrative concepts that guide and inform possible inductive ruminations on literary mapping as a learning strategy. Following the core question of “what literary mapping might be and do in the digital age”, I aim to resituate contemporary discussions on literary mapping in an educational environment. 相似文献
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Lucas Lixinski 《International Journal of Heritage Studies》2013,19(3):203-214
This article discusses the relationships between heritage law (HL) and heritage studies (HS) from the perspective of international law. More specifically, it focuses on the ways in which HL scholars have integrated (or failed to integrate) HS considerations into their work, and vice versa. The paper shows that the relationship between HL and HS is better resolved with respect to orthodox approaches to both law and heritage. More specifically, orthodox HS and HL take each other into account only lightly, a strategy that, while unsatisfactory on many grounds, is balanced on both sides. However, when it comes to heterodox (critical) analyses in these fields, the relationship is far more fragile and unbalanced, from the point of view of heterodox HS, the law tends to be neglected or even sometimes rejected; whereas from the point of view of HL, there is a more conscious effort to fully engage with HS, which is made difficult by heterodox HS’s push against the law. This dissonance can lead to severe difficulties in understanding heritage work and even the field itself. 相似文献
19.
Jonathan Rix Ticky Lowe the Heritage Forum 《International Journal of Heritage Studies》2013,19(3):207-224
This paper examines the processes involved in a participatory inclusive research project in Liverpool and Merseyside, UK. The project involved 25 people with learning difficulties – the Heritage Forum – visiting 13 cultural and heritage sites on more than 50 occasions across a 15‐month period. The research provides a much needed resource at a time when there is a lack of provision for, and research into, the intellectual accessibility of cultural and heritage sites in the UK and globally. This paper details the research approach taken by the Heritage Forum, providing a flexible protocol about ways of working with groups and individuals with learning difficulties. It also reports on the Heritage Forum’s general findings about the cultural and heritage sites, providing some initial guidance about how to best include this diverse population. 相似文献
20.
《Journal of Geography in Higher Education》2012,36(2):155-171
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. 相似文献