Education Sciences

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22 pages, 5259 KiB

Open AccessArticle

Designing Virtual Pathways for Exploring Glacial Landscapes of Glacier National Park, Montana, USA for Physical Geography Education

by Dianna Gielstra, Lynn Moorman, Jacquelyn Kelly, Uwe Schulze, Lynn M. Resler, Niccole V. Cerveny, Johan Gielstra, Ami Bryant, Scott Ramsey and David R. Butler

Educ. Sci. 2024, 14(3), 272; https://doi.org/10.3390/educsci14030272 - 5 Mar 2024

Viewed by 1610

Abstract

Virtual field trips in physical geography transcend our human limitations regarding distance and accessibility, allowing students to experience exemplars of physical environments. These experiences can be critical for students to connect to the physical world beyond traditional classroom formats of communicating themes and [...] Read more.

Virtual field trips in physical geography transcend our human limitations regarding distance and accessibility, allowing students to experience exemplars of physical environments. These experiences can be critical for students to connect to the physical world beyond traditional classroom formats of communicating themes and features in physical geography. To maximize the learning potential of these experiences, designers must engage in a translational process to take resources and content from the physical world and migrate it to an online, virtual format. However, these virtual learning experiences need to account for how learners learn; and should draw heavily on the foundations of educational research and field sciences, while highlighting the awe and beauty of the natural landscape itself. Crafting these spatial stories of the natural world with learning elements requires careful and intentional design to maximize the perception of physical features, patterns, and processes at the landscape scale. To help field-trip developers comprehend the workflows used to create perceptible, rich environments that spur students’ learning, we propose a development process (TECCUPD) as a guide to navigate the intersection of education and science, using an example of geodiversity and alpine glacial landscapes found in Glacier National Park, Montana. Full article

(This article belongs to the Special Issue Progress in Geography Education Research)

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16 pages, 4562 KiB

Open AccessArticle

Student and Instructor Ratings in Geographic Information Systems: A Comparative Analysis

by Emilio Ortega, Belén Martín and Sergio González-Ávila

Educ. Sci. 2024, 14(1), 98; https://doi.org/10.3390/educsci14010098 - 16 Jan 2024

Viewed by 873

Abstract

Geographic information system (GIS) education empowers engineering students to make informed decisions, integrate comprehensive data, and communicate effectively through maps and visualizations. In GIS education, it is common to employ problem-based learning, which can benefit from the advantages of peer assessment methods. Among [...] Read more.

Geographic information system (GIS) education empowers engineering students to make informed decisions, integrate comprehensive data, and communicate effectively through maps and visualizations. In GIS education, it is common to employ problem-based learning, which can benefit from the advantages of peer assessment methods. Among the benefits of peer assessment are the enhancement of students’ capacity for analysis and synthesis, improvement in organizational and professional communication skills, and the development of critical judgement. However, a consequence of its application is that there may be variation in students’ final grades, with no consensus in the literature on this matter. This paper explores the extent to which the application of peer ratings among students can modify student grades in the field of GIS education. This was achieved by conducting an experiment in which undergraduate engineering students assessed two problem-based learning activities carried out by their peers in two different basic GIS courses. The ratings obtained after the peer assessment were compared with the grades given by the instructors. The results allowed us to debate whether the teaching benefits of this strategy compensate for the differences between the students’ grades and those given by instructors. Although no clear pattern was found in the mean ratings awarded by the two groups of evaluators, the results show that student engagement in peer assessment was high. This experience has demonstrated that the assessments of the two groups complement each other and allow students to gain a better understanding of their ratings and how to improve their skills. Full article

(This article belongs to the Special Issue Progress in Geography Education Research)

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18 pages, 2985 KiB

Open AccessArticle

Exploring German High School Students’ Conceptual Learning Pathways of Space and Place

by Natalie Bienert

Educ. Sci. 2024, 14(1), 69; https://doi.org/10.3390/educsci14010069 - 8 Jan 2024

Viewed by 901

Abstract

Space and place, fundamental concepts in geography, uniquely contribute to the development of students’ geographical thinking. Despite this, these concepts are underrepresented in German geography classrooms, partly due to a distinct lack of empirical evidence concerning the learning processes associated with learning complex [...] Read more.

Space and place, fundamental concepts in geography, uniquely contribute to the development of students’ geographical thinking. Despite this, these concepts are underrepresented in German geography classrooms, partly due to a distinct lack of empirical evidence concerning the learning processes associated with learning complex geographical concepts. This study employed videography to explore how n = 64 grade twelve students from various school types in Germany develop a more sophisticated understanding of space and place during a 90 min. teaching experiment. To delve into the micro-level of students’ learning processes, qualitative content analysis was employed to analyse the data. The subsequent detailed reconstruction of an individual learning pathway unveiled several pivotal moments. Notably, the concepts demonstrated significant potential for restructuring students’ existing knowledge into a more conceptual and systematic framework. Moreover, barriers to learning were identified as well. For example, conceptual interferences between the concepts of space/place and other geographical key concepts such as sustainability were observed, partially impeding the formation of a clear conceptual framework in students’ minds. The results provide insights for teaching implications, such as emphasising a single key concept to avoid conceptual interferences, and suggest further research avenues, including longitudinal studies to empirically derive learning progressions related to space and place. Full article

(This article belongs to the Special Issue Progress in Geography Education Research)

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11 pages, 220 KiB

Open AccessArticle

Priorities for Pan-American Geography Education: Needs and Trends

by Alex Oberle, Fabian Araya and Sandra Alvarez

Educ. Sci. 2024, 14(1), 64; https://doi.org/10.3390/educsci14010064 - 5 Jan 2024

Viewed by 847

Abstract

Geography education research in Latin America is uneven in terms of its thematic focus and country-level contributions. Research demonstrates the necessity for a region-wide prioritization of geography education themes that builds on existing scholarship and adapts to emerging needs and trends. The Pan-American [...] Read more.

Geography education research in Latin America is uneven in terms of its thematic focus and country-level contributions. Research demonstrates the necessity for a region-wide prioritization of geography education themes that builds on existing scholarship and adapts to emerging needs and trends. The Pan-American Institute for Geography and History, a scholarly society, established a research team with a four-year charge of advancing geography education in the region. Titled “Geographic Literacy for the Countries of the Americas”, the initiative develops research agendas that encompass the diversity of definitions and criteria, scholarly activities, and curricular resources across countries. The purpose of this study is to follow the process of identifying geography education research priorities involving scholars representing most countries in the region; describe the priorities and activities identified by project team members; and discuss emerging long-term research agendas. The study uses a descriptive research design to describe the process in general and to specify the outcomes. Results show the prioritization of the four areas as follows: teaching geography online, teaching geography face-to-face, methodological foundations of geographic education, and connecting geography and education stakeholders. Activities and research agendas within these categories include both traditional, longstanding themes and emerging themes related to recent global crises and technological innovations. Full article

(This article belongs to the Special Issue Progress in Geography Education Research)

12 pages, 187 KiB

Open AccessArticle

Reducing Inequality in Student Outcomes in U.S. Geography Education: The Importance of Understanding Student Attitudes

by Michael Solem and Phillip W. Vaughan

Educ. Sci. 2024, 14(1), 9; https://doi.org/10.3390/educsci14010009 - 21 Dec 2023

Viewed by 718

Abstract

This study examines relationships between geography achievement and the psychological characteristics of geography learners in eighth grade. Using data provided by the National Assessment of Educational Progress (NAEP), the researchers developed a statistical model of geography achievement comprising student and teacher/school-level predictor variables. [...] Read more.

This study examines relationships between geography achievement and the psychological characteristics of geography learners in eighth grade. Using data provided by the National Assessment of Educational Progress (NAEP), the researchers developed a statistical model of geography achievement comprising student and teacher/school-level predictor variables. The model included five predictor variables based on composite measures of student affective disposition. Hierarchical linear modeling accounted for data clustering. Controlling for the full set of predictors, geography achievement was positively associated with students’ self-reported enjoyment of complex problems, academic self-discipline, and interest in and enjoyment of geography, whereas lower levels of geography achievement were associated with students’ self-reported level of persistence in learning. Race, gender, disability, minority language status, and instructional exposure were predictive of affective differences between groups of geography learners. The results of the study underscore the need to consider student attitudes in efforts to close achievement gaps and encourage the future geography intentions of students in U.S. geography education. Full article

(This article belongs to the Special Issue Progress in Geography Education Research)

15 pages, 2986 KiB

Open AccessArticle

Finnish Early Childhood Education Student Teachers’ Mental Images of the Environment

by Markus Hilander

Educ. Sci. 2023, 13(12), 1206; https://doi.org/10.3390/educsci13121206 - 3 Dec 2023

Viewed by 865

Abstract

This article explores Finnish early childhood education student teachers’ mental images of the concept of the environment. The empirical dataset consists of drawings made by the student teachers (n = 106) and their written reflections (n = 40). A qualitative content [...] Read more.

This article explores Finnish early childhood education student teachers’ mental images of the concept of the environment. The empirical dataset consists of drawings made by the student teachers (n = 106) and their written reflections (n = 40). A qualitative content analysis was performed on the drawings, utilizing the concepts of geography. Consequently, the elements of the natural environment, the built environment, public space, and private space in the drawings were explored. The results show that over half of the drawings do not depict any elements of the built environment, which is why these drawings depict the concept of nature rather than that of the environment. In everyday language, ‘nature’ is often regarded as a synonym for the ‘environment’. In addition, more than 80% of the drawings lacked people. The natural environment, instead, was depicted as ideal without any environmental problems. The results suggest that the student teachers do not associate people and the built environment with the concept of the environment, culminating in a lack of interaction between people and the environment. Therefore, the study recommends diversifying student teachers’ perceptions of the environment. Future teachers who have a better conceptual understanding of the environment are more likely to provide children with increased opportunities for exploring and investigating both the natural environment and the built environment. Full article

(This article belongs to the Special Issue Progress in Geography Education Research)

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20 pages, 1392 KiB

Open AccessArticle

Brain Science and Geographic Thinking: A Review and Research Agenda for K-3 Geography

by Phil Gersmehl

Educ. Sci. 2023, 13(12), 1199; https://doi.org/10.3390/educsci13121199 - 29 Nov 2023

Viewed by 996

Abstract

How does a child learn to read a map? In 2007, the authors of an article in the Journal of Geography proposed a tentative list of eight “modes of spatial reasoning” that children may use to organize their perceptions of information on a [...] Read more.

How does a child learn to read a map? In 2007, the authors of an article in the Journal of Geography proposed a tentative list of eight “modes of spatial reasoning” that children may use to organize their perceptions of information on a map. As an update, this article has short descriptions of these modes, brief reviews of research since 2007, and some suggestions of topics for future investigation. This article includes a brief look at some implications for teaching math and reading, followed by an extended report about a classroom activity that underscores the main point about the parallel perception and processing of different kinds of spatial information. A technical appendix has a more detailed summary of the process used to identify and classify the modes of spatial reasoning. Full article

(This article belongs to the Special Issue Progress in Geography Education Research)

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22 pages, 4989 KiB

Open AccessArticle

Landscape Education Two Decades after the European Landscape Convention—A Study with Trainee Teachers

by José Manuel Crespo Castellanos, Carlos Martínez-Hernández, María Rosa Mateo Girona and Ayar Rodríguez de Castro

Educ. Sci. 2023, 13(12), 1188; https://doi.org/10.3390/educsci13121188 - 25 Nov 2023

Cited by 2 | Viewed by 1078

Abstract

The European Landscape Convention promotes the protection, management and planning of landscapes and organises international co-operation on landscape issues. Member states committed to implement measures such as promoting social education about landscapes. The convention stated that, although it was part of the education [...] Read more.

The European Landscape Convention promotes the protection, management and planning of landscapes and organises international co-operation on landscape issues. Member states committed to implement measures such as promoting social education about landscapes. The convention stated that, although it was part of the education curricula in some countries, landscape education was to be expanded from a multidisciplinary perspective. The Education Act in force in Spain in 2008 (LOE, 2007), when the convention was ratified, included landscape in the syllabus, but not from as broad a perspective as that reflected in the ELC. Later education reforms have gradually increased the presence of the landscape in school curricula. This study examines landscape-related knowledge and awareness among current trainee primary school teachers, whose whole education has occurred under the umbrella of the ELC. This aims to assess whether the ELC’s targets have been met in terms of social awareness of landscape issues. A mixed questionnaire was designed, validated, and implemented in a sample of 322 students studying subjects related to the teaching of geography. The answers were analysed with descriptive and inferential statistics. The results reflect poor landscape-related knowledge and awareness, suggesting that the educational measures implemented since the ratification of the ELC have not been successful. Full article

(This article belongs to the Special Issue Progress in Geography Education Research)

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12 pages, 245 KiB

Open AccessArticle

Wicked from the Start: Educational Impediments to Teaching about Climate Change (and How Geography Education Can Help)

by Jerry T. Mitchell

Educ. Sci. 2023, 13(12), 1174; https://doi.org/10.3390/educsci13121174 - 22 Nov 2023

Viewed by 957

Abstract

Climate change is a wicked problem, defying simple resolution. Education in various forms and at various levels has sought to improve understanding and stimulate climate change action in young people. There exists, however, a certain wickedness in education systems as well that makes [...] Read more.

Climate change is a wicked problem, defying simple resolution. Education in various forms and at various levels has sought to improve understanding and stimulate climate change action in young people. There exists, however, a certain wickedness in education systems as well that makes climate change education difficult to enact successfully. These include an unsupportive education environment where academic standards related to climate change are missing, the lack of an inquiry-based pedagogy that can be well-suited to investigating topics like climate change with no easy answers, and ill-prepared teachers who do not fully know both the physical science and social aspects of the topic. A review of education standards in the United States and the literature on the latter two issues is used to make the argument that it is the geography classroom that can serve as the best unifying space that is most supportive of holistic and meaningful climate change education. This future is possible should we be successful in amending standards, pedagogy, and teacher preparation. Full article

(This article belongs to the Special Issue Progress in Geography Education Research)

13 pages, 7809 KiB

Open AccessArticle

Creating the Conditions for Geographic Conceptual Development in Post-Primary Students through Collaborative Guided Inquiry

by Jeana Kriewaldt, Lucy Robertson and Natasha Ziebell

Educ. Sci. 2023, 13(11), 1098; https://doi.org/10.3390/educsci13111098 - 30 Oct 2023

Viewed by 1007

Abstract

This paper explores the potential for a collaborative guided inquiry task to stimulate geographic thinking using core geographic concepts of ‘location’, ‘distance and direction’, ‘scale’, ‘symbols’, ‘relative location’ and ‘slope and topography.’ The guided inquiry began with a visit to a park, with [...] Read more.

This paper explores the potential for a collaborative guided inquiry task to stimulate geographic thinking using core geographic concepts of ‘location’, ‘distance and direction’, ‘scale’, ‘symbols’, ‘relative location’ and ‘slope and topography.’ The guided inquiry began with a visit to a park, with students then applying geographic thinking to redesign the park in a way that optimised utility for various user groups. The data generated included student work samples and video recordings of student groups as they worked through the task. The results show that the task design facilitated a deeper understanding of geographic concepts, including spatial relationships, connections and interactions. Furthermore, the collaborative nature of the task prompted students to use skills of explaining, negotiating and justifying their decisions. A critical feature of this analysis is the role that the teacher has in providing specialised guidance to support geographic thinking based on the needs of each group. The study highlights the value of practical, real-world experiences in geography education to learn, discuss and explore geographic concepts, enabling development of critical thinking, reasoning and problem-solving skills. Full article

(This article belongs to the Special Issue Progress in Geography Education Research)

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