Resources

Journal of Geography - 2002 Abstracts

Lo, C.P., Affolter, J.M. & Reeves, T.C. (2002) Building Environmental Literacy through Participation in GIS and Multimedia Assisted Field Research, Journal of Geography, 101(1), pp.10-19.

ABSTRACT A Learning Support System (LSS) that emphasizes experiential research in natural environments using the cutting-edge technologies of GIS and multimedia has been developed for teaching environmental literacy to undergraduate students at the University of Georgia. Computers are used as cognitive tools to create a context in which students become interns in an ecological research center. Students are instructed to conduct research in the form of two field laboratories (the stream and forest laboratories). They accomplish their tasks by collecting data in the field (the State Botanical Garden of Georgia near the campus). They enter the data in the Learning Support System (LSS), and are guided to formulate hypotheses relating to stream water quality and human impact on forest succession for testing. Students also interact with the Environmental Research Support Site (ERSS) within the LSS for explanations to their findings. A specially customized ArcView GIs program within the LSS provides a tool to students for spatial analysis in the case of the forest laboratory. Students and faculty evaluations as well as final examination results confirmed the receptiveness of students to the LSS approach and its effectiveness in the learning of environmental literacy.

KEYWORDS computers, cognitive tools, environmental literacy, Learning Support System, Geographic Information Systems, multimedia.

Author Index | Cumulative Index

Lindquist, P.S. (2002) Visualizing Alternative Models and their Objective Functions in the Solution of Optimal Location Problems, Journal of Geography, 101(2), pp.45-60.

ABSTRACT This paper presents an argument for introducing location-allocation theory to advanced undergraduate and beginning graduate students in a simplified continuous space environment that is relatively free of the distorting effects of networks and other aspects of more differentiated "real-word" environments. This approach can enable instructors to reinforce visually the role of different models and their objective functions. In this simplified setting, students can initially concentrate on the link between these mathematical programming techniques and the spatial nature of the problems being solved. In a short time, students can move into more advanced methods in more differentiated environments. A freeware program entitled NEWLAP was developed to facilitate this approach. This software features a variety of spatial allocation models and their associated constraints that can be applied on both the plane and the sphere. This paper outlines how this software can be used to show alternative solutions using different models on the same data set as well as application of the software in a "real world" problem on a global scale.

KEYWORDS location-allocation, location analysis, modeling.

Author Index | Cumulative Index

Flint, C. (2002) Geopolitics and "The Courage to Teach": Identity, Integrity and the Subject of Political Geography, Journal of Geography, 101(2), pp.63-67.

ABSTRACT Previous literature discussing and exemplifying the teaching of political geography has emphasized the material to be disseminated. Building upon those contributions, this paper offers a means of connecting student, teaching, and subject matter. Using the perspective of Parker Palmer, as illustrated in his book The Courage to Teach, it is suggested that placing the subject at the center of the classroom will result in the effective teaching of political geography. Two classroom exercises are used to exemplify the argument.

KEYWORDS geopolitics, political geography, identity.

Author Index | Cumulative Index

Dowler, L. (2002) The Uncomfortable Classroom: Incorporating Feminist Pedagogy and Political Practice into World Regional Geography, Journal of Geography, 101(2), pp.68-72.

ABSTRACT This paper examines how to incorporate a feminist pedagogy into teaching World Regional Geography in order to empower students to seek social change. This paper also addresses the fragile relationships that develop in the feminist classroom, such as challenging students' inherent prejudices in a safe and comfortable setting.

KEYWORDS feminism, world regional geography, prejudices.

Author Index | Cumulative Index

Halvorson, S.J. & Wescoat, Jr, J.L. (2002) Problem-Based Inquiry on World Water Problems in Large Undergraduate Classes, Journal of Geography, 101(3), pp.91-102.

ABSTRACT This paper reports on the design and implementation of a project-based course - World Water Problems - that was introduced within the framework of introductory undergraduate geography education. The aims of the course were twofold: (1) to cultivate in students a world geographic perspective on water problems; and (2) to conduct an original research project on the search for detailed appraisals, or ex-post evaluations, of completed water projects and programs. The project involved problem-based inquiry and learning through several interrelated tasks including: hypothesis testing, systematic electronic library and database searching, corresponding with water resources experts; and synthesizing of results. Evaluation of the project, and the course more generally, was achieved through a questionnaire administered to the students and a focused in-class discussion. Overall, the students' comments about the course project demonstrate learning in the form of greater knowledge of world geographic regions and water sectors as well as enhancement of database search skills and critical thinking.

KEYWORDS water resources, undergraduate geography education, problem-based inquiry, large classes.

Author Index | Cumulative Index

Bednarz, S.W. (2002) Using Action Research to Implement the National Geography Standards: Teachers as Researchers, Journal of Geography, 101(3), pp.103-111.

ABSTRACT Action research is defined as systematic classroom-based inquiry to solve teacher-perceived problems. It has been a component of education, particularly professional staff development, for the past century under several names although geography educators in the United States have rarely used it for this, or any other, purpose. This paper reviews the literature on action research in order to argue for its use in geography education. A preliminary exploration of action research-based professional staff development is described. The results of the project indicate that action research is potentially useful as a way to guide teachers to reflect on their practice. It is argued that geography educators should include it in their repertoire of reform techniques.

KEYWORDS National Geography Standards, staff development, action research.

Author Index | Cumulative Index

Pease, P., Lecce, S., Gares, P. & Lange, M. (2002) Suggestions for Low-Cost Equipment for Physical Geography I: Laboratory Equipment, Journal of Geography, 101(4), pp.167-175.

ABSTRACT Fieldwork and laboratory experiences have always been important components of physical geography education, at universities as well as secondary schools. However, the rising cost of necessary equipment and dwindling education budgets of most universities and secondary schools have placed such experiences in crisis. This is the first of two papers that present lab- and field-based items we have designed and built for student research. The equipment is easy to construct and made from low-cost materials like PVC plumbing pipe. Photographs, construction notes, and costs have been included for each of the pieces of equipment, as well as measured schematics for the more complex items.

KEYWORDS low-cost equipment, field equipment, lab equipment, student research.

Author Index | Cumulative Index

Alderman, D.H. & Pepke, E.J. (2002) Humor and Film in the Geography Classroom: Learning from Michael Moore's TV Nation, Journal of Geography, 101(6), pp.228-239

ABSTRACT How can teachers use humor and film to convert geography classrooms into public spaces for thinking and talking about the world in a critical way? One useful resource for raising student consciousness and critical discussion is TV Nation - a satirical television news magazine show created, produced, and hosted by rebel-filmmaker Michael Moore in the mid 1990s. TV Nation not only serves as a potential instructional resource for geographers but also provides teacher and student a springboard for re-thinking humor and television news as analytical/educational objects. Moore challenges the popular notion that humor should not be taken seriously. By combining laughter with harsh reality, he questions the legitimacy of established ways of seeing the world and provides a unique way of discussing the socially constructed and contested nature of space and place. TV Nation also challenges the value traditionally placed on claims of neutrality and objectivity in conventional television news narratives. By making his own perspectives clearly known, Moore exposes the positionality inherent in all media representations of place. Included in this paper is an annotated list of TV Nation segments available on video and a description of how one of these news segments was used in a college-level classroom to teach about the complexities and contradictions of free trade and globalization.

KEYWORDS humor, Michael Moore, television, globalization, objectivity.

Author Index | Cumulative Index

Smith, L. (2002) The 'cultural Turn' in the Classroom: Two Examples of Pedagogy and the Politics of Representation, Journal of Geography, 101(6), pp.240-249

ABSTRACT This article offers video lessons that interweave visual and written materials in order to introduce university undergraduates (who may or may not be geography majors) to some recent shifts in geographic inquiry. What is often described as the 'cultural turn' in human geography invites us to examine more closely the politics of representations, whereby power relations animate the ever-unfolding construction of cultural identities. These examples of pedagogy explore the formulation of geographic knowledge about two cultural groups - the Maori and the Romany (a.k.a. Gypsies).

KEYWORDS cultural geography, video, post-colonialism, representation, non-West.

Author Index | Cumulative Index

Gold, J.R. & Gold, M.M. (2002) Understanding Narratives of Nationhood: Film-makers and Culloden, Journal of Geography, 101(6), pp.261-270

ABSTRACT Film audiences have long been invited to view Scotland and Scottish life through a historic lens. Influenced by the pre-existing literary traditions of tartanry and kailyard, film-makers have focused nostalgically on the myths and legends of the Highland and pre-industrial Scotland, with the implications that this approach has for representations of the country and its people. This paper describes a classroom exercise entitled 'Tales of the Forty-Five' that explores expressions of this idea in cinematic representations of place. It does so by taking three films that depict the Battle of Culloden Moor - Bonnie Prince Charlie (1948), Culloden (1964) and Chasing the Deer (1994). We show how students are asked to compare the depictions of Culloden in these films and comment on their role in their respective narratives as, respectively, landscape of regret, killing field and site of internecine struggle. Questions are asked about the future of such representations of place given the new political realities of post-devolution Scotland and about further pedagogic uses of film.

KEYWORDS film, values, representations, Scotland, tartanry, kailyard, landscapes, narratives, Culloden.

Author Index | Cumulative Index

The GDN would like to thank the Journal of Geography for allowing us to reproduce abstracts from the journal.

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