<i>Journal of Geography</i>Key Words: Trends and Recommendations

Mitchell, Jerry T.; Brysch, Carmen P.; Collins, Larianne

doi:10.1080/00221341.2015.1070365

Cited by 3 publications

(2 citation statements)

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“…The Australian Curriculum Assessment and Reporting Authority (ACARA, 2011) asserts that geography potentially assists cross-disciplinary learning and helps students to recognize the connections between geography and other fields of study or specialization. Students of Geography are able to know about the natural conditions of the whole country, its climate, vegetation, natural resources and its mineral wealth (Mitchell, Brysch, & Collins, 2015;Dolan, 2016). This clearly indicates the practical values of geography.…”

Section: Introductionmentioning

confidence: 89%

Perceived Difficult Map Reading and Interpretation among Senior Secondary School Geography Students in Katagum Education Zone, Bauchi State-Nigeria

Saleh¹,

Monday²,

Dalhatu³

et al. 2022

kje

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The study investigated the perception of difficulties in map use among Senior Secondary Geography students, in Katagum Education Zone, Bauchi State, Nigeria. The study was guided by two research questions and two null hypotheses. Descriptive and ex-post facto survey research design were adopted for the study. The population of the study comprised of 11064 Senior Secondary School (SS3) Geography Students (7191 males and 3873 females) in the all government owned senior secondary schools in Katagum Education Zone of Bauchi State during 2020/2021 academic session. The sample size of the study comprises of 386 Senior Secondary three (SS3) students drawn using multi-stage sampling procedure. The instrument for data collection was Geography Difficulty Identification Questionnaire (GDIQ). The instrument was validated by three experts from the Department of Social Science Education, University of Nigeria, Nsukka. An overall reliability coefficient of 0.72 for the instrument was ascertained using Cronbach Alpha. The data collected for the research questions was analyzed using descriptive analysis (mean and standard deviation). The t-test was used to test the hypotheses at p< 0.05 level of significance. The findings of the study revealed that the school location and gender are not a significant factor in determining specific difficulties encountered in map reading and interpretation in geography. Based on these findings, recommendations were made.

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Section: Introductionmentioning

confidence: 89%

Perceived Difficult Map Reading and Interpretation among Senior Secondary School Geography Students in Katagum Education Zone, Bauchi State-Nigeria

Saleh¹,

Monday²,

Dalhatu³

et al. 2022

kje

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“…A variety of geospatial technologies are currently used in K-12 classrooms, and how to best do so has been pondered for some time (Fitzpatrick 1993;Nellis 1994). A keyword analysis of the Journal of Geography-a journal primarily dedicated to teaching and learning in geography-found first-time article keyword entries for remote sensing in 1990, computers in 1991, global positioning systems in 1993, geographic information systems in 1993, and Google Earth in 2007, indicating a steady progression of interest in these tools for education (Mitchell et al 2015). More attention has been placed on educational uses of Geographic Information Systems (GIS) generally (Kerski 2008;Kerski et al 2013), but concern for remote sensing (Kirman 1997), Google Earth (Patterson 2007;Zhu et al 2016), and other virtual globe representations (Schultz et al 2008) also is evident.…”

Section: Digital Earth For K-12mentioning

confidence: 99%

Digital Earth Education

Wang

Kantor

Mitchell

et al. 2019

Manual of Digital Earth

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Digital Earth (DE) education provides students with geospatial knowledge and skills to locate, measure, and solve geographic problems on Earth's surface. The rapid development of geospatial technology has promoted a new vision of DE to embrace data infrastructure, social networks, citizen science, and human processes on Earth. The high demand for a geospatial workforce also calls for an ever-changing, diverse form of learning experiences. Limited efforts, however, have been made regarding DE education to adapt to this changing landscape, with most interventions falling short of expectations. This chapter gives an overview of current teaching and learning structures with DE technologies. Successes and obstacles for K-12 education are explored first, followed by classroom technologies and experiential learning and outreach exercises such as academic certificates and internships in higher education. Taking the geospatial intelligence model from the U.S. Geospatial Intelligence Foundation (USGIF) as an example, recent advancements in DE education for professional careers are described via its geospatial competencies, hierarchical frameworks, and credentials. In alignment with the principles of DE development, future DE education calls for an integrated learning framework of open data, real-world context, and virtual reality for better preparedness of our students in the geospatial world.

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The Geography of theJournal of Geography: Paper Origins, 2008–2015

Mitchell¹

2016

Journal of Geography

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Journal of GeographyKey Words: Trends and Recommendations

Cited by 3 publications

References 12 publications

Perceived Difficult Map Reading and Interpretation among Senior Secondary School Geography Students in Katagum Education Zone, Bauchi State-Nigeria

Perceived Difficult Map Reading and Interpretation among Senior Secondary School Geography Students in Katagum Education Zone, Bauchi State-Nigeria

Digital Earth Education

The Geography of theJournal of Geography: Paper Origins, 2008–2015

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