Teaching Feminist Geography
LINDA McDOWELL, Open University
SOPHIA BOWLBY, Reading University
This paper examines the changes in teaching practice that follow from adopting a feminist perspective on geography. The first part discusses changes in the content and organisation of undergraduate courses, the second discusses changes in methods of teaching. The paper concludes by briefly examining the relationship between the theoretical analysis of women's oppression and the fight for women's rights.
Nutrient Cycling and Problem Solving: a simple teaching model
ROY H. HAINES-YOUNG, University of Nottingham
A compartment model to assist the teaching of nutrient cycling is described. The model makes use of a type of microcomputer now widely available. Examples of the exercises carried out in conjunction with the model are discussed. The exercises are designed to develop a more critical awareness of the literature dealing with nutrient cycling in ecosystems and a deeper understanding of the scientific method.
The Use of Data Collection Exercises in Field Courses
GREGORY J. ASHWORTH, University of Groningen
Dutch geography degree courses like those in Britain are committed to fieldwork, which is now usually based on student data collection exercises. Some issues raised by such exercises are considered. The accuracy of the data collected by students was monitored in a study of commercial activities in Perpignan in 1981-2 with data available from official lists. The causes of error, and some lessons relevant to future fieldwork, are examined.
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