Perceptions of teachers of the application of science process skills in the teaching of Geography in secondary schools in the Free State province

This article reports on teachers' perceptions of the application of science process skills in the teaching of Geography in secondary schools in the Free State province. A teachers' questionnaire on the application of the science process skills in the teaching of Geography was constructed and the questionnaire was content validated against the theoretical assumptions supported by the literature and practical applications of the subject. The questionnaires were distributed to 150 respondents and 71 completed questionnaires were returned for further analysis. The responses to the items of the questionnaire were subjected to a principal component factor analysis and a varimax method of rotation. Two prominent factors were identified and investigated. Factor 1 was labeled "basic science process skills" and reaffirmed teachers' understanding of the basic process skills as autonomous and independent functions. The second factor confirmed the existence of a higher level of advanced and integrated process skills that build upon the basic or foundational process skills. These results confirmed the researchers' assumption that respondents could distinguish cognitively between these two very prominent constructs. They were comfortable with the fact that the science processes applicable to the teaching of Geography could be grouped into two main distinctive clusters or factors. The homogeneous clustering of items also emphasized the understanding that the classical science process skills could easily be applied to the teaching of Geography. This assumption was supported by the empirical investigation and findings. In addition, the results supported the hypothesis that although teachers did not apply integrated science process skills to the teaching of Geography on a regular basis, they were well-acquainted with the fact that these skills remain an important facet in the teaching of Geography in schools. South African Journal of Education Vol.24(1) 2004: 10-1

Geography in Italian Licei

Following a rapid description of the evolution of the teaching of geography in Italian secondary schools from the Unification of Italy to the end of the nineteenth century, the article focusses on the latest change, brought about with the Gelmini reform, which entered into force with the 2010-2011 school year. In particular, the relationships between history and geography are analysed (two subjects penalised by the new structure and which cannot express all their potential to their best) and some possible solutions are envisaged

L’enseignement de la géographie en Belgique francophone

Presentation of characteristics and status of the teaching of geography in French speaking BelgiumPrésentation des caractéristiques et du statut de l’enseignement de la géographie en Belgique francophonePeer reviewe

The Teaching of Geography in the Third Grade

The purpose of this study is to simplify the teaching of Third Grade Geography. Modern education suggests a change in the selection and organization of subject matter for the third grade, that may be as great an aid as all the other materials that were used in the past combined. Third Grade Geography is largely observational. Every effort should be made to show the child his true relation to his immediate surroundings. Directions over the child\u27s outside experiences seek the things he knows about; he observes the weather conditions, and the use of the thermometer is a good device to demonstrate his relationship to some facts of geography. The study of our own district, the kind of food, clothing and shelter we use, are the direct key to the understanding of the forms, and phenomena of foreign lands. Trips should be made to all kind of Interesting places, especially those, where things that the child uses are manufactured or grown: woolen and cotton mills, packing houses, rivers, mines, forests, and places which are available in the community where they my observe how these things are accomplished. Illustrated material is used in order to give the child a clear understanding of facts to be learned. First hand experience through participation in group activities is valuable and develops the ability to imagine and interpret the child\u27s immediate environment

The Teaching Of Geography In the Intermediate Grades

In the development of this treatise, The Teaching of Geography in the Intermediate Grades , the major points to be considered in constituting the whole are the children\u27s needs and interest; and the necessity of one\u27s conforming to business practices and social ideals in the teaching of geography. However, it should be understood that authors today PURPOSE are widely considering two unit studies in intermediate geography, namely, Geography of Everyday Life , and The World Outside . In light of the foregoing, the purposes of this treatise are 1. To give the development of Geography as a school subject. . 2. To give the fundamental processes involved in teaching Geography in the intermediate grades. 3. To give the methods of teaching Geography in the Xingsville intermediate grades. 4. To suggest methods of teaching Geography that will hold in all situations. The writer\u27s choice of this subject may be attributed to the fact that she has had unusual opportunities to study the methods employed and results obtained in the teaching of Geography in the intermediate grades in the Kingsville School System. For various reasons, many teachers have not been able to make successful preparations for teaching geography in the manner which the best professional standards of the day require. It is hoped, however, that such teachers of Geography in the intermediate grades will find the following group of facts of much value in the presentation of advice which is administered by teachers in some of our most progressive school systems of today

The teaching of Geography and social science

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Visual materials as tools in the teaching of geography

Thesis (Ed.M.)--Boston University, 1947. This item was digitized by the Internet Archive

Rediscovering the Teaching of Geography with the Focus on Quality

This paper arises from the Keynote we codelivered at the 2017 AGTA Conference in Melbourne. In the paper, we outline the main theoretical resources that underpin the GeoCapabilities project. This project has sought to engage teachers and teacher educators in geography with the principles of curriculum leadership in order to realise and release the power of geography as a component of the school curriculum. Critics of the project have argued that it over-claims on geography, and offers little more than preaching to the converted - a means of justifying geography to those already convinced of its value in education. However, in the paper we also advance the case that the capabilities approach may well have potential in helping non-specialist teachers grasp ways of interpreting standards and curriculum guidelines, as it requires that they first contextualise the educational needs of children today, and then reflect on the purposes and value of geographical thought and practice. After exploring these issues, geography teachers will, in theory, be better able to consider what it is they should teach, and then to think carefully about pedagogic techniques that are fully fit for purpose

Teachers’ approaches to the teaching of geography in Eswatini school.

Master of Education in Curriculum Studies. University of KwaZulu-Natal, Durban, 2019This thesis presented Eswatini geography teachers’ approaches to teaching a section of research skills in Form 5 for the Swaziland General Certificate of Secondary Education (SGCSE) syllabus. The study is qualitative, and utilised the interpretivist approach, and the case study design. Four geography teachers were purposively selected as participants. For generation of data, three data generation methods were used: a reflective activity, classroom observations and one-on-one semi-structured interviews. A conceptual framework was produced from literature on approaches to teaching, which was also utilised in analysing data. Literature on curriculum development approaches afforded three curriculum approaches which influence the teaching approach a teacher uses in enacting the curriculum: technical, communicative, and pragmatic approaches. The following concepts: teachers’ rationale for teaching, teaching aims, roles when teaching , content used to teach, teaching methods, teaching resources, role of the community, and testing types used in class were concepts employed to determine the approach the teachers use in teaching the section of research skills. Findings for this study revealed that teachers’ approaches revolved around these three components of curriculum development such that the teachers showed limits to understanding learner-centred and teacher-centred approaches. It is recommended that the curriculum be sufficiently elaborated in stating which approach it assumes, making it easier for teachers who enact the curriculum to be guided by the expectations of the approach. Furthermore, the study recommends that, in the event of a curriculum change, there should be adequate training to minimise misinterpretation of the syllabus by teachers

Teaching geography for a sustainable world: a case study of a secondary school in Spain

Geography has a major responsibility in delivering education for sustainable development (ESD), especially because the geographical concepts of place and space are key dimensions for the analysis and pursuit of sustainability. This paper presents the results of a research that investigated how the teaching of geography in secondary education in Catalonia (Spain) contributes to ESD. For the development of this research it was explored what is involved in understanding and resolving issues about sustainable development and how geography teachers might best conceptualize and teach in this new domain. As a result of this theoretical reflection it has been defined a proposal or model for reorienting the geography curriculum from the basis of the ESD paradigm, which is based and structured in four groups of criteria and recommendations as follows: recommendations for defining competences and learning objectives; criteria for selecting geographical contents and themes; criteria for selecting geographical areas and for the use of scale; and finally, recommendations for choosing the most suitable teaching and learning approach