Mapping geographical knowledge and skills needed for pre-service teachers in teacher education

In Australia, for more than two decades, a ‘social science’ integrated framework was the favoured approach for delivering subjects such as history and geography. However, such interdisciplinary approaches have continued to attract criticism from various parts of the academic and public spheres and since 2009, a return to teaching the disciplines has been heralded as the ‘new’ way forward. Using discourse analysis techniques associated with Foucauldian archaeology, the purpose of this paper is to examine the Australian Curriculum: Geography document to ascertain the discourses necessary for pre-service teachers to enact effective teaching of geography in a primary setting. Then, based on pre-service teachers’ online survey responses, the paper investigates if such future teachers have the knowledge and skills to interpret, deliver and enact the new geography curriculum in primary classrooms. Finally, as teacher educators, our interest lies in preparing pre-service teachers effectively for the classroom so the findings are used to inform the content of a teacher education course for pre-service primary teachers.

Mapping Medieval Geographies: Geographical Encounters in the Latin West and Beyond, 300–1600

'Mapping Medieval Geographies' explores the ways in which geographical knowledge, ideas and traditions were formed in Europe during the Middle Ages. Leading scholars reveal the connections between Islamic, Christian, Biblical, and Classical geographical traditions from Antiquity to the later Middle Ages and Renaissance. The book is divided into two parts: Part I focuses on the notion of geographical tradition and charts the evolution of celestial and earthly geography in terms of its intellectual, visual and textual representations; whilst Part II explores geographical imaginations; that is to say, those 'imagined geographies' that came into being as a result of everyday spatial and spiritual experience. Bringing together approaches from art, literary studies, intellectual history and historical geography, this pioneering volume will be essential reading for scholars concerned with visual and textual modes of geographical representation and transmission, as well as the spaces and places of knowledge creation and consumption.

Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University

The purpose of the study was to explore the geography literacy, attitudes and experiences of Florida International University (FIU) freshman students scoring at the low and high ends of a geography literacy survey. The Geography Literacy and ABC Models formed the conceptual framework. Participants were freshman students enrolled in the Finite Math course at FIU. Since it is assumed that students who perform poorly on geography assessments do not have an interest in the subject, testing and interviewing students allowed the researcher to explore the assumption. In Phase I, participants completed the Geography Literacy Survey (GLS) with items taken from the 2010 NAEP Geography Subject Area Assessment. The low 35% and high 20% performers were invited for Phase II, which consisted of semi-structured interviews. A total of 187 students participated in Phase I and 12 in Phase II. The primary research question asked was what are the geography attitudes and experiences of freshman students scoring at the low and high ends of a geographical literacy survey? The students had positive attitudes regardless of how they performed on the GLS. The study included a quantitative sub-question regarding the performance of the students on the GLS. The students’ performance on the GLS was equivalent to the performance of 12th grade students from the NAEP Assessment. There were three qualitative sub-questions from which the following themes were identified: the students’ definition of geography is limited, students recall more out of school experiences with geography, and students find geography valuable. In addition, there were five emergent themes: there is a concern regarding a lack of geographical knowledge, rote memorization of geographical content is overemphasized, geographical concepts are related to other subjects, taking the high school level AP Human Geography course is powerful, and there is a need for real-world applications of geographical knowledge. The researcher offered as suggestions for practice to reposition geography in our schools to avoid misunderstandings, highlight its interconnectedness to other fields, connect the material to real world events/daily decision-making, make research projects meaningful, partner with local geographers, and offer a mandatory geography courses at all educational levels.

Geographical literacy, attitudes, and experiences of freshman students: A qualitative study at Florida International University

The purpose of the study was to explore the geography literacy, attitudes and experiences of Florida International University (FIU) freshman students scoring at the low and high ends of a geography literacy survey. The Geography Literacy and ABC Models formed the conceptual framework. Participants were freshman students enrolled in the Finite Math course at FIU. Since it is assumed that students who perform poorly on geography assessments do not have an interest in the subject, testing and interviewing students allowed the researcher to explore the assumption. ^ In Phase I, participants completed the Geography Literacy Survey (GLS) with items taken from the 2010 NAEP Geography Subject Area Assessment. The low 35% and high 20% performers were invited for Phase II, which consisted of semi-structured interviews. A total of 187 students participated in Phase I and 12 in Phase II. ^ The primary research question asked was what are the geography attitudes and experiences of freshman students scoring at the low and high ends of a geographical literacy survey? The students had positive attitudes regardless of how they performed on the GLS. ^ The study included a quantitative sub-question regarding the performance of the students on the GLS. The students’ performance on the GLS was equivalent to the performance of 12th grade students from the NAEP Assessment. There were three qualitative sub-questions from which the following themes were identified: the students’ definition of geography is limited, students recall more out of school experiences with geography, and students find geography valuable. In addition, there were five emergent themes: there is a concern regarding a lack of geographical knowledge, rote memorization of geographical content is overemphasized, geographical concepts are related to other subjects, taking the high school level AP Human Geography course is powerful, and there is a need for real-world applications of geographical knowledge. ^ The researcher offered as suggestions for practice to reposition geography in our schools to avoid misunderstandings, highlight its interconnectedness to other fields, connect the material to real world events/daily decision-making, make research projects meaningful, partner with local geographers, and offer a mandatory geography courses at all educational levels.^

El norte de África en los milagros de Guadalupe

Resumen: ¿Cómo se describe y, por lo tanto, cómo se percibe el paisaje natural en ámbitos en permanente tensión y confrontación? ¿Cómo hacer referencia a una realidad geográfica conocida y temida a la vez? Para responder a estas cuestiones recurriré a Los Milagros de Guadalupe conservados en el Archivo del Real Monasterio de Guadalupe (Cáceres, España), milagros que me permitirán profundizar una línea de análisis escasamente desarrollada, como es la del lugar dedicado a los conocimientos geográficos. Estos conocimientos resultan ser muy valiosos, dado que otorgan veracidad al relato guadalupano a la vez que ofrecen caracterizaciones que, además de edificantes desde una perspectiva moral y religiosa, resultan útiles desde un punta de vista práctico al indicar distancias, profundidades de ríos y arroyos, animales a los que temer, etc.

Da crítica à relação sociedadenatureza no ensino de Geografia à crítica da questão ambiental na mídia

O ensino de Geografia defrontase com inúmeros desafios no que compete à formação de cidadãos com efetiva atuação social. Neste estudo, apontase, como um destes desafios, o raciocínio espacial, tendo como ponto de partida a compreensão multiescalar e multifacetada da questão ambiental por meio do reconhecimento dos diversos discursos e significados que permeiam essa questão. A mídia constituise, nos últimos tempos, em expressiva instância para a produção de sentidos e de representações acerca do que vem a constituir esse debate, tendo o docente um papel indispensável na mediação da prática educativa e na problematização dos processos que se pretendem hegemônicos. Considerando essas questões, este estudo discute o movimento a ser estabelecido da crítica à relação sociedadenatureza no ensino de Geografia à crítica da questão ambiental apresentada pela mídia. Para tal, desenvolveuse uma metodologia de pesquisa que, envolvendo professores e alunos, buscou confrontar as concepções e práticas enunciadas como as responsáveis pelo debate ambiental em sala de aula com a questão ambiental difundida pela mídia, sendo observados como principais aspectos: a persistente dicotomia sociedade versus natureza como a principal responsável pela dificuldade de professores e alunos na análise da questão ambiental; o não reconhecimento, por parte dos professores, de que essa dicotomia ainda se faz latente no pensar e no fazer geográfico na escola; a carência de uma mediação pedagógica entre o material da mídia e o conhecimento geográfico incorrendo na não problematização de importantes elementos concernentes à questão ambiental; as informações ambientais da mídia têmse sobreposto ao conhecimento geográfico do ambiente a ser pautado na relação sociedadenatureza; o reprodutivismo dos discursos e representações mediáticos sobre a natureza, o ambiente e o espaço pelos alunos. Portanto, a partir dessas constatações, concluise que as percepções da questão ambiental, deslocadas da compreensão analítica e crítica da relação sociedadenatureza na contemporaneidade, podem conduzir a interpretações fragmentárias e simplificadoras do espaço. Como contrapontos a essa perspectiva, são apresentados aspectos das teorias da complexidade (Edgar Morin) e da totalidade (na concepção geográfica de Milton Santos) como importantes alternativas analíticas para o combate da visão dicotômica homem (sociedade) versus meio (natureza) e, por conseguinte, para o fortalecimento da compreensão do espaço enquanto uma totalidade dialética.

Identifying four phytoplankton functional types from space: An ecological approach

Deriving maps of phytoplankton taxa based on remote sensing data using bio-optical properties of phytoplankton alone is challenging. A more holistic approach was developed using artificial neural networks, incorporating ecological and geographical knowledge together with ocean color, bio-optical characteristics, and remotely sensed physical parameters. Results show that the combined remote sensing approach could discriminate four major phytoplankton functional types (diatoms, dinoflagellates, coccolithophores, and silicoflagellates) with an accuracy of more than 70%. Models indicate that the most important information for phytoplankton functional type discrimination is spatio-temporal information and sea surface temperature. This approach can supply data for large-scale maps of predicted phytoplankton functional types, and an example is shown.

Mapping a Colonial Borderland: Objectifying the Geo-Body of India's Northeast

India’s Northeast frontier is at the margins of three study areas: South Asia, Southeast Asia, and East Asia. This paper attempts a history of “mapping” in its broader sense as a cultural universal over a relatively long period. It is not a history of cartography, but focuses on the interface between cartography and cosmography, which were, in turn, shaped by imperial power and geographical knowledge. This approach offers a high-altitude view of this Asian borderland as the imperial frontier of both the Mughals and the British, and the national fringe of Republican India. The authors argue that imperial geographical discourses invested the colonial Northeast (British Assam) with a new kind of territorial identity. Surveyors and mapmakers objectified the “geo-body” of this borderland in a spatial fix and visualized it as a Northeast-on-the-map. Cartographic territoriality naturalized traditional frontiers into colonial borderlands, which, in turn, forged national boundaries.