Geography Teaching Methods Pdf
Teaching geography in our classrooms requires us to teach students:. to learn to read maps by thinking about how and why maps shape our perceptions of our world;. to learn about how and why people make maps; and. to think about geography in geopolitical terms. They are also the strategies to attain the instructional objectives, and to bring about the. Intended changes of behaviour in the students (Nardos, 1999). Perott (1986), likewise, states that. Teaching methods are the means to activate the students towards the intended learning outcomes. The best method is to let the pupil copy the map as he would a picture on a blackboard or in the drawing book in the art lesson. If drawing is taught in the school, as is most likely, the pupils already have the necessary principles of drawing, getting directions and propor- tions, the two essentials in map drawing.
Nobody knows more about education techniques with maps than geography teachers. So in an age when maps are becoming alive on smartphone screens, it is important to make full use of these devices’ capabilities.
Here are five simple ways of putting mobile, location and mapping technology in action for teaching and learning purposes in the field of geography:
1. Combine interactive maps with multimedia
An easy way to provide rich information on a given location is to incorporate audio and video to a landmark. Multimedia is highly engaging with students, and can give context to what is otherwise little more than a name or dot on a map. The ability to access the material individually at any given time makes mobile learning suitable for both work in class and revision at home.
2. Divide a class in teams and let them compete for points in a round of city or nature exploration
Exploring geography, of course, is best done outdoors. Even though multimedia can give a deep contextual background, it doesn’t quite compare with experiencing a landmark without a screen to separate it from the student. Having a mobile device while sightseeing, however, can enrich the learning experience in numerous ways. One of those ways is the gamification of sightseeing. Students can be tasked with discovering landmarks for themselves, completing challenges and gaining points. A smartphone can give detailed information and reward points only once the students are standing near to the target place. Pursuing goals in exploration is another great tool for providing students with extra motivation to learn and develop interest in the study material.
3. Let students point out what landmarks they find fascinating and contribute to a list of important places by recording their own placemarks, notes and photos on a map
Active participation in the learning process is proven to increase academic success, and now students can take part in shaping the study material, both for themselves as well as for their classmates. This, along with the emphasized elements of interaction and competition guarantees the capture of students’ attention and the retention of their interest.
4. Provide historical context to a landmark through the use of augmented reality
Augmented reality technologies can provide an incredible range of possibilities for enriching a location with, for example, a view of the same place from 20 or 200 years ago. It can also provide information in three-dimensional space, making it a unique experience that can only be obtained by using a mobile device.
5. Demonstrate different stages of the development of a city by using alternative historical maps
Smartphones and their location services can also be used to, in a way, travel back in time. Instead of having a modern, up-to-date map, a student’s location can be displayed on a historical one. Alternative maps, like augmented reality, are a great way to teach the history of a place and the stages of its development.
6. Incorporate location-based testing in evaluating student knowledge
Answering questions is proven to be one of the best ways for students to remember what they have learned. Quizzes on mobile are able to strengthen that memory by connecting it with a place. For example, students can be asked about a landmark when they are physically present there. This strengthens one’s immersion with the study material and is likely to lead to higher levels of academic success. Digitized testing, of course, allows for easier monitoring and calculation of grades.
7. And one final tip
All the above teaching methods can be realized through the Mobile Learning Academy platform and its services.
Here is a list of successful educational projects that make the most of location-based mobile learning:
Settlers of Manhattan - The main impetus for the project was to explore new ways to design and prototype locative games that run on mobile platforms to help educate children in High School about the Dutch Settlers of Manhattan in the early 1600′s.
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Learning While Walking - The innovative project ‘Learning while walking’ was set up in collaboration with Technolab Leiden to develop an educational method that integrates mobile phones.
The Island - As part of the Hudson 400 festivities, 7scenes partnered with Waag Society and the John Adams Institute to create The Island; an urban mobile game that connects students in Amsterdam and New York in real time. The Island is an urban game about the shared trading history of Amsterdam and NYC.
Frequency 1550 - Frequency 1550 was a city game that used mobile phones to let pupils of secondary schools actively learn about medieval history instead of passively absorbing knowledge. The aim was to bring the Middle Ages alive for pupils, within their history lessons.
UNIVERSITY OF LIVINGSTONIA LAWS CAMPUS-FACULTY OF EDUCATION DEPARTMENT OF HUMANITIES FROM: PENJANI M. K. GONDWEBED/008/10 {STUDENT} TO: MR. A. NYANGULU {LECTURER} {SUBJECT}: GEOGRAPHY {COURSE TITLE}: GEOGRAPHY METHODS {COURSE CODE}: EGEO 24O3 {YEAR OF STUDY}: TWO {SEMESTER}: FOUR {TASK}: WHY SHOULD GEOGRAPHY BE A CORE SUBJECT{SUBMISSION DATE}:20TH APRIL,2012 The term geography refers to the study of the location and distribution of living things and the earth features among which they (The World Book, 2001).
It describes its physical features, resources, climate, soils, plants, animals, and peoples and their distribution. Geography, in general, has several objectives. The main objective of the geography subject is to develop awareness of the relation between nature and the manmade environment. It provides the basis for understanding population development and the distribution of resources, explaining similarities and differences and discussing change processes.
It shall also contribute to understanding and mastering the great amount of information in our time. Therefore, this paper discuses the view that geography as a subject should be made a core subject. To begin with, geography provides the basis for understanding population development and the distribution of resources, explaining similarities and differences and discussing change processes. The subject also gives insight into how natural resources, weather and climate have provided the basis for the settlement and development of communities.
Furthermore, Geography also creates understanding of why resources are important for global production, division of labour and settlement. Population development and global economic processes influence economic development and the global distribution of goods. The Geography subject provides an overview and explains the localisation of cities and the scope of natural and manmade conditions on earth (Tunney, 1976). Therefore, it is wise enough that the government should design a curriculum that considers geography as a core subject just like English as it is in Malawi.
The other thing is that, looking at its objectives? Geography subject is contributing to the understanding and mastering the great amount of information in these days. More knowledge motivates and stimulates the ability to analyse critically and understand comprehensively. This can give the pupils a good basis for participating in the development of society in a constructive way. An important objective of the geography subject is also to develop the pupils’ ability to be tolerant and understand their global coresponsibilities.
This only shows that Geography has a wider range in the sense that it draws largely from the natural sciences and social sciences, such as, geology, meteorology, botany, zoology, economics, and history. In addition, in order to improve geographic understanding to the general public: Increased research attention is given to certain core methodological and conceptual issues in geography that are especially relevant to society’s concerns. More emphasis should be placed on prioritydriven, crosscutting projects.
Increased emphasis should be given to research that improves the understanding of geographic literacy, learning, and problem solving and the roles of geographic information in education and decision making, including interactive learning strategies and spatial decision support systems. This helps the government to manage and run its affairs with the intention of developing them. Therefore, through geographical knowledge, one is able to operate in several departments of the government hence meeting the full utilization of limited resources a country could have.
Teaching Geography Resources
What is more, the government and/or the nongovernmental organization should take part in the improvement of geographic literacy. Geography education standards and other guidelines for improved geography education in the schools should be examined to identify subjects where geography’s current knowledge base needs strengthening. A significant national program should be established to improve the geographic competence of the republic of Malawi’s general population as well as of leaders in business, government, and nongovernmental interest groups at all levels.
In addition, linkages should be strengthened between academic geography and users of its research. Also concerned and non concerned parties need to strengthen geographic institutions. Since geography has a wider range in its operation, a high priority should be placed on increasing professional interactions between geographers and colleagues in other sciences. A specific effort too, should be made to identify and address disparities between the growing demands on geography as a subject and the current capabilities of eography to respond as a scientific discipline. A specific effort should be made in order to identify and examine needs and opportunities for professional geography to focus its research and teaching on certain specific problems or niches, given limitations on the human and financial resources of the discipline. University and college administrators should alter reward structures for academic geographers to encourage, recognize, and reinforce certain categories of professional activity that are sometimes underrated.
To encourage implementation of these recommendations: Geographic and related organisations should work together to develop and execute a plan to implement the recommendations in this department. Lastly, it should be mentioned, however, that geography being a multidimensional subject that is, it encompasses several subjects or disciplines. The case of History, History and History Teaching play an important role in developing national identity.
Against the background of ethnic, cultural and national conflicts in South Eastern Europe history teaching was often used as a tool for promoting nationalistic ideologies. History textbooks have, in many cases, been dominated by biased historical interpretations. Sensitive historical issues and groups, such as the history of social and ethnic minorities, the history of neighbouring countries have often been excluded from the textbooks.
Therefore, history education in South Eastern Europe has been identified as a key issue for the reconciliation and democratisation process and thus for longterm stability in the region by many key actors at expert and political level(De Blij, 1993). In conclusion, it is a matter of concern that the majority of students in the school complete their geographical education at a young age. They are normally given the chance to choose the subjects to be studied in order to acquire their certificate at the end of their first year of postprimary education.
It is usually 58 subjects inclusive of English. It is reported by school management that appropriate guidance and consultation with parents informs this choice process, it is of concern that subject choices made at such an early stage in postprimary education could have a significant impact on subject choice at senior cycle and on career paths or access to thirdlevel education. It is, therefore, recommended that school management consider restructuring the curriculum at junior cycle to widen the range of core subjects to include Geography.
Teaching Physical Geography
In the case of Malawi, English is a compulsory subject of all students to Junior Certificate level. REFERENCES De Blij, H. J. (1993). Human Geography: Culture, Society, and Space. (4th Ed. ). Singapore: John Willey . The World book Encyclopedia(2001) “The_History_of_Geography_&_its_importance. ” 123HelpMe. com. 11 Apr 2012 . Sheila L. C. (2004). Globalization and Belonging: The Politics of Identity in a Changing World. Boston: Rowman .