What We See and What They See: Slide Tests in Geography

Fredrich, Barbara; Fuller, Karyl

doi:10.1080/00221349808978829

Cited by 2 publications

(1 citation statement)

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“…The curricula in geography education focus on how individuals observe, conceptualize, analyze, and evaluate information from a spatial perspective (Fredrick and Fuller, 1997). Three types of technology that can provide this spatial dimension have been identified: exploratory systems such as Atlas CD-ROMS; database systems such as GIS; and simulation systems such as National Geographic's Weather Machine (Fitzpatrick, 1990).…”

Section: Gis Be Accessible and Useable For Teachers?mentioning

confidence: 99%

Improving standards in Bahamian High Schools: using geographic information system as a pedagogical tool

Miah¹

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The author has granted a nonexclusive license allowing Library and Archives Canada to reproduce, publish, archive, preserve, conserve, communicate to the public by telecommunication or on the Internet, loan, distribute and sell theses worldwide, for commercial or noncommercial purposes, in microform, paper, electronic and/or any other formats. L'auteur a accorde une licence non exclusive permettant a la Bibliotheque et Archives Canada de reproduire, publier, archiver, sauvegarder, conserver, transmettre au public par telecommunication ou par Nnternet, preter, distribuer et vendre des theses partout dans le monde, a des fins commerciales ou autres, sur support microforme, papier, electronique et/ou autres formats.

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Section: Gis Be Accessible and Useable For Teachers?mentioning

confidence: 99%

Improving standards in Bahamian High Schools: using geographic information system as a pedagogical tool

Miah¹

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Using Dynamic Visualizations to Enhance Learning in Physical Geography

Bellou

2009

Encyclopedia of Information Communication Technology

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According to the literature, the problems that appear in Physical Geography teaching and learning can be classified in the following five categories: 1. Terminology: Students cannot describe geographic characteristics using geographic terminology (Harwood & Jackson, 1993; Keliher, 1997; Golledge, 2005). 2. Interpretation: There are misconceptions and difficulties in the interpretation and explanation of geographic characteristics and phenomena. This is quite often observed among elementary students (Schee et al., 1992; Neighbour, 1992; Livni & Bar, 1998; Pedersen et al., 2005). 3. Language: There is a difficulty for students to express themselves verbally, especially using geographic terminology. Pupils perform better using alternative methods, such as sketching geomorphologic evolution. There is not a problem in perception, but rather in the usage of language (Harwood & Jackson, 1993; Keliher, 1997; Gobert, 2000; Golledge, 2005). 4. Symbols: Misconceptions and difficulties arise from the frequent use of symbols for geographic characteristics rendering. Symbols mainly concern the color attribution of hypsometric levels, discrimination between mountains, hills, valleys and plains, catchment basins and erosion levels (Fredrich & Fuller, 1998; Nordstrom & Jackson, 2001; Livni & Bar, 2001; Verdi & Kulhavy, 2002). 5. Static media: Natural phenomena have a dynamic character that is difficult or impossible to be represented in a static way (Siegburg, 1987; Schee et al., 1992; Neighbour, 1992; Livni & Bar, 1998; Cooshna Naik & Teelock, 2006). Misconceptions mainly concern changes on the earth anaglyph and especially the phenomenon of erosion (Gregg, 2001).

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What We See and What They See: Slide Tests in Geography

Cited by 2 publications

References 7 publications

Improving standards in Bahamian High Schools: using geographic information system as a pedagogical tool

Improving standards in Bahamian High Schools: using geographic information system as a pedagogical tool

Using Dynamic Visualizations to Enhance Learning in Physical Geography

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