An analysis of geography content in relation to geography for life standards in Oman

Al-Nofli, Mohammed Abdullah

doi:10.1080/10382046.2017.1285133

Cited by 6 publications

(2 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The curriculum has been revised to include relevant content knowledge and skills for students to prepare them for real life and careers (Ministry of Education, 2006). With the increasing use of geo-technologies to engage students in active learning and prepare them for future careers, the integration of geo-technologies in Omani schools began in 2007 under a new geography subject called "geography and modern technologies," which emphasized the study of global positioning systems, geographic information systems, and remote sensing (Ministry of Education, 2013;Al-Nofli, 2018).…”

Section: Geography and Modern Technologies (Elective) 12mentioning

confidence: 99%

Pre-Service Teachers’ Perceptions of Teaching Social Studies in the Context of COVID-19 in Oman

Al-Nofli¹

2022

INT J INSTRUCTION

Self Cite

View full text Add to dashboard Cite

Education in Omani schools switched to online learning in response to the COVID-19 crisis. Within this context, the purpose of this qualitative study was to explore pre-service social studies teachers' perceptions of some aspects of teaching social studies. In particular, the study explored pre-service social studies teachers' perceptions of the positive and challenging aspects of teaching social studies, ways of integrating COVID-19 into social studies instruction, the importance of social studies, and suggestions for improving social studies. The participants were a cohort of 16 pre-service social studies teachers participating in the practicum for one semester. The data were collected using open-ended online surveys, semistructured interviews, and portfolios. Overall, the participants were positive in their perceptions of social studies and their teaching experiences. The most positive aspects of teaching social studies were the integration of technology, diversity of teaching approaches, and collegial support received. On the other hand, the most challenging aspects were related to weak Internet networks, a lack of communication, difficulty in implementing assessments, a lack of instructional time, and difficulty in executing hands-on activities. The findings of the study have important implications for social studies and efforts to improve pre-service teacher education in Oman.

show abstract

Section: Geography and Modern Technologies (Elective) 12mentioning

confidence: 99%

Pre-Service Teachers’ Perceptions of Teaching Social Studies in the Context of COVID-19 in Oman

Al-Nofli¹

2022

INT J INSTRUCTION

Self Cite

View full text Add to dashboard Cite

show abstract

“…However, this contribution must of course be balanced with the geography teacher's ability to choose the most appropriate materials, media, learning resources, and learning models. The material provided must be able to accommodate students in knowing where they live, the level e-ISSN 2549-7529 | p-ISSN 1412-0313 https://ejournal.upi.edu/index.php/gea of vulnerability, and the risks that may arise in the event of a disaster (Al-Nofli, 2018;Mönter & Otto, 2018;Nandi & Havwina, 2018). Teachers also need to use learning media so that disaster material is more interesting and easier for students to understand (Prasetya et al, 2018).…”

Section: Geography Learningmentioning

confidence: 99%

The Contribution of Geography Learning to Disaster Preparedness of Students in Public Senior High Schools in Kendari

Akbar

Maryani

Ningrum

2021

Jurnal Pendidikan Geografi

View full text Add to dashboard Cite

This research aims to see how to learn geography, how students' disaster preparedness are, and how the contribution of geography learning to disaster preparedness of students in Public Senior High School in Kendari. By using quantitative approach, the data were collected through observation and questionnaires in 5 schools in Kendari which were distributed to 150 students and 10 teachers. The results of students' learning geography with several indicators are presented as follows; with learning variable, 12.5% is categorized as low, 46.5% moderate, 41% high; with preparedness variable, 25.5% is categorized as low, 49.5% medium, 25% high. There is a contribution of geography learning to disaster preparedness with the coefficient of determination R square (R2) of 39.4% while 60.6% is from other factors. Then, the influence of X on Y can be written in the form of a regression equation, namely (Y = 55.998 + 0.159 X). Based on the regression equation, it can be denied that geography learning has a positive correlation with disaster preparedness of students in Public Senior High School in Kendari

show abstract

Developing global citizenship through geography education in Oman: exploring the perceptions of in-service teachers

Al-Maamari

2020

International Research in Geographical and Environmental Educat

View full text Add to dashboard Cite

An analysis of geography content in relation to geography for life standards in Oman

Cited by 6 publications

References 12 publications

Pre-Service Teachers’ Perceptions of Teaching Social Studies in the Context of COVID-19 in Oman

Pre-Service Teachers’ Perceptions of Teaching Social Studies in the Context of COVID-19 in Oman

The Contribution of Geography Learning to Disaster Preparedness of Students in Public Senior High Schools in Kendari

Developing global citizenship through geography education in Oman: exploring the perceptions of in-service teachers

Contact Info

Product

Resources

About