Journal of Geography (J GEOGR )

Publisher: National Council for Geographic Education; National Council of Geography Teachers (U.S.); American Geographical Society of New York

Description

Journal of Geography is new to Routlege for 2007, and is the journal of the National Council for Geographic Education. The Journal of Geography provides a forum for educators and scholars to present results from teaching and research that advance our understanding and practice of geographic education from pre-Kindergarten through the post-graduate levels. The Journal publishes articles on instructional approaches, the results of research, lesson plans and teaching activities, and reviews of books, maps, computer software and other digital products.

  • Impact factor
    0.87
  • 5-year impact
    0.85
  • Cited half-life
    8.80
  • Immediacy index
    0.13
  • Eigenfactor
    0.00
  • Article influence
    0.20
  • Website
    Journal of Geography website
  • Other titles
    Journal of geography
  • ISSN
    0022-1341
  • OCLC
    1754604
  • Material type
    Periodical
  • Document type
    Journal / Magazine / Newspaper

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This study introduces the Listening to Others’ Voices (LOV) project, an empowering strategy in geography education. This research aims to create a dataset detailing the perspectives of negatively stereotyped countries with respect to how their countries are portrayed in geography textbooks and to investigate the pedagogical effects of the LOV project. Preservice teachers in South Korea selected so-called marginalized countries from world regional geography textbooks at the secondary education level and interviewed an ambassador or similar person. It was found that the interviewees hoped to emphasize positive images, such as economic development and a unique culture. In addition, some issues relevant to the classification of current world regions were explored. The participants indicated that they felt empowered in leading the completion of the project and that they understood that geographic knowledge is a social construct.
    Journal of Geography 11/2014; 113(6).
  • [Show abstract] [Hide abstract]
    ABSTRACT: The introductory level course Geography of the U.S. and Canada requires students to grasp large amounts of complex material, oftentimes using a lecture-based pedagogical approach. This article outlines two ways that popular music can be successfully used in the geography classroom. First, songs are used to review key concepts and characteristics of each subregion as a way to reinforce course material. Second, students critically analyze place representations in a selected song as a way to synthesize course themes. Excerpts from student work demonstrate that music does assist in helping students connect to and understand geographical concepts.
    Journal of Geography 11/2014; 113(6).
  • Journal of Geography 11/2014; 113(6).
  • Journal of Geography 11/2014; 113(6).
  • [Show abstract] [Hide abstract]
    ABSTRACT: There is a need for quality professional development programs and instructional models addressing the needs and challenges of K–12 technology integration in the geography classroom. This study used a mixed-methods design employing surveys and observations to evaluate teacher experiences within a professional development program focused on developing in-service geography teachers’ technological, pedagogical, and content knowledge (TPACK) through content-specific learning tools and resources. Results indicate that instructional scaffolding plays an important role in improving teachers’ ability to integrate technology in pedagogically meaningful ways geared toward enhancing students’ geographic inquiry skills.
    Journal of Geography 11/2014; 113(6).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Knowledge around geospatial technologies and learning remains sparse, inconsistent, and overly anecdotal. Studies are needed that are better structured; more systematic and replicable; attentive to progress and findings in the cognate fields of science, technology, engineering, and math education; and coordinated for multidisciplinary approaches. A proposed agenda is designed to frame the next generation of research in this field, organized around four foci: (1) connections between GST and geospatial thinking; (2) learning GST; (3) curriculum and student learning through GST; and (4) educators’ professional development with GST. Recommendations for advancing this agenda are included. http://www.tandfonline.com/doi/abs/10.1080/.VA70gEtZJ6A
    Journal of Geography 09/2014; xx(xx):xx-xx.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Geography textbooks contain chapter or review questions that may engage students in spatial thinking. This research used Jo and Bednarz’s (2009) Taxonomy of Spatial Thinking to evaluate the percentage of spatial thinking questions in four university-level world geography course textbooks. The results from this study were then compared to the findings in Jo and Bednarz’s (2009) analysis of high school geography textbooks. Thirty-five percent of university level textbook questions are related to spatial thinking compared to twenty-four percent in high school geography textbooks. The results provide information useful to stakeholders, such as teachers, administrators, and textbook writers and may help these stakeholders to consciously incorporate the three components of spatial thinking as defined by the National Research Council (2006). A simplified taxonomy for identifying spatial-thinking concepts in textbook review questions is also suggested.
    Journal of Geography 09/2014; 113(5).
  • [Show abstract] [Hide abstract]
    ABSTRACT: The primary objectives of this article are: (1) to conceptualize teacher dispositions related to teaching spatial thinking in geography classrooms; and (2) to propose an exemplar assessment that can be used to prepare teachers who are disposed toward teaching spatial thinking through geography. A detailed description of the construction procedures and potential uses of the assessment are presented with suggestions for future research and applications.
    Journal of Geography 09/2014; 113(5).
  • Journal of Geography 09/2014; 113(5).
  • [Show abstract] [Hide abstract]
    ABSTRACT: A goal of geography education is fostering geographic literacy for all and building significant expertise for some. How much time and practice do students need to become literate or expert in geography? There is not an answer to this question. Using two concepts from cognitive psychology—the ideas of ten thousand hours and deliberate practice—this article generates Fermi-based estimates of time spent learning geography in K–12 and in higher education. By understanding the roles of time and deliberate practice, educators can make better use of the limited time available to meet the goals of geography education.
    Journal of Geography 09/2014; 113(5).
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article evaluates the learning outcomes of a month-long cities in film course offered during an intensive, four-week semester at a liberal arts college in the United States. The course was divided into four shorter units that explored specific cities and subregions in detail through multiple, and often conflicting, perspectives. It begins with an overview of the scholarly perspectives on the use of film within geography. Based on evidence from 142 student reaction papers, the course's actual learning outcomes against its purported learning outcomes was evaluated. This analysis offers critical and empirical best practices for future geographic instruction through film.
    Journal of Geography 03/2014;
  • [Show abstract] [Hide abstract]
    ABSTRACT: In this media-saturated society, students need to think more critically about the media they encounter and that they are producing. Through filmmaking, students can link geographic theory and the real world, bridging the distance from readings/lectures/ discussions to the geography on the ground, making the abstract concrete. But constructing films also enhances students' understanding of the communications they consume and the communications they construct (films, television, podcasts, YouTube, etc.). In this article, a student and instructor discuss the making of short films or videos in geography classes and how it can enhance both geographic education and media literacy.
    Journal of Geography 03/2014;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Poor quality writing skills among under- graduate geography students is a significant concern among university instructors. This article reports on a multipronged strategy aimed at improving student writing in a large, first-year human geography course. The strategy emphasized ways to provide effective feedback through teaching assistant training, criterion referenced assessment, draft and final submission, peer review, and in-class writing exercises. Writing activities focused on building geographic understanding by emphasizing geographical content and spatial connections through map and data interpretation. Success of the strategy was evaluated by examining student grades, as well as the quality and content of their written work.
    Journal of Geography 01/2014; 113(4).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Web mapping involves publishing and using maps via the Internet, and can range from presenting static maps to offering dynamic data querying and spatial analysis. Web mapping is seen as a promising way to support development of spatial thinking in the classroom but there are unanswered questions about how this promise plays out in reality. This article examines the resource demands and pedagogical value of Web mapping for geographical education for the case of an undergraduate introductory geography course designed to develop spatial thinking in students. Web mapping can be effective but is subject to a range of pedagogical, institutional, and technological caveats and corollaries.
    Journal of Geography 01/2014; 113(3).
  • [Show abstract] [Hide abstract]
    ABSTRACT: While the use of media permeates geographic research and pedagogic practice, the underlying literacies that link geography and media remain uncharted. This article argues that geographic media literacy incorporates visual literacy, information technology literacy, information literacy, and media literacy. Geographic media literacy is the ability to locate, evaluate, effectively use, and produce geographic information. It is associated with analysis and expression, understanding and praxis. In an era where information increasingly comes from media sources and technologies saturate everyday life, media and media-related technologies have become central to geographic literacy.
    Journal of Geography 01/2014; 113(2).
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study provides an in-depth investigation of Turkish primary school students’ perceptions of geography. Gender differences in students’ perceptions of geography were investigated, including definitions of geography and its field of study. The findings showed that landforms, our geographical regions/Turkey, mapwork, and countries dominated among students’ definitions. Geography topics cited were mainly within the physical geography category and mostly those of landforms and cartography. A chi-square test revealed a statistically significant difference between girls and boys in the Turkey category and the history-related issues category.
    Journal of Geography 01/2014; 113(4).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Field-based undergraduate geography courses provide numerous pedagogical benefits inclu- ding an opportunity for students to acquire employable skills in an applied context. This article presents one unique approach to teaching geographic field methods using paleoecological research. The goals of this course are to teach students key geographic field skills as well as a few more specialized research methods, to give students experience gathering original data, and to train students to write a grant proposal. Specific course activities, including vegetation sampling/mapping, dendrochronology, and lake-sediment coring, are discussed as well as the merits and struggles of designing and teaching a research-based field course.
    Journal of Geography 01/2014; 113(3).
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article focuses on the video documentary The Virgin Appears in La Maldita Vecindad as an example of critical, creative geographic media literacy and pedagogy. Conducting research through media production in the video documentary form can constitute a powerful pedagogical tool across three registers: making a video documentary allows the community or group documented to speak to, about, and for themselves as well as for others; it makes visible and illuminates a parallel yet hidden and unseen world for those outside the group; and, in recursive fashion, it places researcher-videomakers in the position of having to learn from their audiences.
    Journal of Geography 01/2014; 113(2).

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