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Learning Style and Academic Achievement of Middle
School Geography Students in Korea Sung-Hee Yoon and Katheryn S. Atman Volume 2 (2000), Number 1, Pages 1-17 |
| This study was conducted to identify the nature of Korean students’
learning styles and to determine the relationship between learning style
and geography achievement. This study was based the learning style model
developed by David A. Kolb and the teaching style models of Svinicki, Dixon,
and Sheehy. The Learning Style Inventory (LSI) was administered to 791 Korean
middle school geography student and a survey designed to identify a teacher’s
teaching style was administered to their teachers. The results showed that
the distributions of geography students’ learning styles in Korea
were different from previous research studies in other cultures. Environmental
considerations, including school experience and educational settings, may
be factors in such results. In addition, the data form this study showed
that the approach traditionally taken in Korean geography education provided
the best learning environment for one study of learning style: that of the
assimilator. Through these results, this study suggested that Korean geography
education could improve through provision of opportunities for students
to learn self-monitoring skills for improving their academic achievements,
and for teachers to train in new and various instructional methods in order
to meet different students’ learning preferences. In addition, teachers
have to be trained in technology education such as geographic information
systems (GIS). This study develops baseline data on Korean student’s
learning styles in geography education and may aid in making geography textbooks’
contents more concrete and effective
Keywords: learning style, teaching style, geographic education, Korea |
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Spatial Cognition of Pre-Service Teachers Melinda Schoenfeldt Volume 2 (2000), Number 1, Pages 18-36 |
| This study is concerned with examining the spatial abilities
of pre-service teachers through the analysis of sketch maps. A series of
t-tests and a single factor ANOVA analysis were chosen to identify differences
between the means in the dependent variable, spatial ability, compared to
the independent variables of gender, number of geography courses taken,
area of study concentration, and self-assessment of one’s sense-of-direction.
Data suggest that both gender (p>0.05) and self- assessment of ones’
sense-of-direction (p<0.01) explain significant amounts of the variance
in scores on the test of spatial ability.
Keywords: spatial cognition, pre-service teachers, sketch maps |
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Aerial Photography, Place Related Behaviour and Children’s
Thinking Margaret Robertson and Margaret Taplin Volume 2 (2000), Number 1, Pages 37-61 |
| This paper reports on research that considers the ways in
which younger children interpret aerial photographs and construct patterns
and relationships from topographical and land use features within the natural
and built environments. The children who participated were six-, eight-,
and ten-year-old pupils in two geographically distinct locations (N=82),
One school was located in a large town, the other in a rural community.
While all children regardless of age showed no difficulty interpreting aerial
photographs, there were differences between the two location samples that
highlighted the influence of everyday expe4riences of place and provided
some evidence of age development. Development aspects were noticeable in
the rules used by the children to explain any patterns they detected in
the land use placement. Place relatedness was apparent in the vocabulary
used and the features recognized.
Keywords: children’s imagery, situated learning, aerial photographs,
graphicacy, visual perceptions |
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Experiences of Geography In Higher Education: The
Case of Geography Teachers in England Ashley Kent Volume 2 (2000), Number 1, Pages 62-69 |
| This article starts by exploring the history of the ‘gap’
between school and university geography. Then, though a survey of twenty
geography teachers on a master’s course at the Institute of Education,
University of London, the nature of the divide is explored. Teachers were
asked about the nature of their undergraduate geography courses, its relevance
to their teaching in school, and which books had the greatest impact on
them. The implications of the survey results are then considered.
Keywords: University Geography, school geography, linkages |