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This study investigates the implementation of the Case Method and Team-Based Project learning approaches within the context of the Geography Education Department's cultural and political geography courses at Universitas Negeri Medan. These methods, relevant to the Merdeka Belajar - Kampus Merdeka (MBKM) program, aim to enhance student skills through active, applied learning. Employing a qualitative descriptive approach, the research gathered data via questionnaires distributed through Google Forms to a sample of 67 students out of a total population of 454 from the 2019-2022 academic cohorts. Findings indicate that the duration required for the Case Method varies with the complexity of the cases, ranging from 15-30 minutes for simpler issues to over 60 minutes for more intricate problems. The Team-Based Project approach necessitates 7 to 8 meetings, including initial planning and subsequent implementation phases, monitored by lecturers through direct communication or digital platforms like LMS forums or Zoom channels. However, the study reveals inefficiencies in applying these learning methods within the department, attributed to the substantial workload imposed by the Indonesian National Qualifications Framework (KKNI) and a lack of student engagement in assignments. It suggests a comprehensive revision of IQF assignments towards more discussion-oriented and field-practical approaches to address these challenges.

The article discusses the concept of placemaking and its importance in geography education. It highlights the National Council for Geographic Education (NCGE) as an organization that promotes teaching geography and encourages member engagement. The article presents a four-part typology for members to become NCGE Placemakers, ranging from small contributions to long-term projects. It emphasizes the power of people in shaping places and the opportunities for teachers, learners, researchers, and advocates to drive the direction of geography education. The article concludes by encouraging readers to take an active role in becoming NCGE Placemakers and designing their own pathways to contribute to the organization. [Extracted from the article]

The editorial from the Oxford Development Studies (ODS) journal expresses gratitude to the previous editor, Professor Cheryl Doss, and outlines the goals of the new editor and deputy editor, Jo Beall and Gaston Yalonetzky. They aim to continue the journal's commitment to interdisciplinary research and inclusivity, as well as expanding its reach and reputation. The editorial also discusses the changing nature of development studies and the need to address new challenges. The journal welcomes submissions in multiple languages and regions and encourages engagement with the physical sciences and humanities. The current issue features an article on the interplay of climate science and development. [Extracted from the article]

József Nemes-Nagy was born in 1948 in Budapest, but due to his family ties, he spent a lot of time in Sárvár, Vas County. He studied Mathematics and Geography at the Eötvös Loránd University between 1966–1971, and received his doctorate in natural sciences in 1973. Afterwards he worked on spatial analysis and research at the Institute of Planning Economics of the National Planning Office. In 1994 he returned to the Department of Regional Geography (now the Department of Regional Sciences) at ELTE, where he became head of the department. He is credited with the reform of geography education and the consolidation of social geography and regional science in university education. The interview provides an opportunity to learn about his career, the professional challenges he faced before and after the change of regime, and the process that led to the regional science and social geography of today.

Natural disasters can significantly impact children's well-being, making it essential to effectively communicate risks and potential hazards to them. This paper outlines a data-driven holistic approach to enhance resilience among children by leveraging geospatial data and maps used in the classroom. By providing easy-to-understand information about the location, extent, and intensity of potential hazards, geospatial data, and maps can help children better understand the risks and prepare for emergencies. Also, the integration of geospatial data and maps can facilitate improved comprehension of risks among children while concurrently fostering their preparedness for emergency situations. During the primary research phase, various mediums were explored for effective communication of disasters. Presentation templates were developed to present information about different types of disasters, their causes, and appropriate actions during and after such events. Various practical activities that students can engage in to learn about natural disasters and their impact were developed. These activities include exploring flooding in different areas using a virtual globe, visualizing wildfires using satellite data platforms, and studying plate tectonics using a virtual globe. Students can also work with KML datasets containing fault lines and point GIS layers of all the earthquakes in the country since the beginning of the XX century, as well as explore the country’s landslide register using various maps and layers. These activities provide students with hands-on experience in using technology and data to understand natural disasters and their impact.

This study aims to evaluate the learning process of geography with spatial representation in high school using the Discrepancy Evaluation Model (DEM) from Provus. Evaluation goes through five stages: design, installation, process, and product, as well as implementation comparison. Respondents were five teachers and 208 students from SMA 1 Srandakan, MAN 2 Yogyakarta, and SMA 1 Pundong in Yogyakarta. The evaluation was carried out in February-July 2021. The focus of the evaluation includes (1) learning design, (2) learning tools, (3) learning implementation, (4) learning outcomes, geographic critical thinking, and (5) implementing learning comparisons. Data were collected through document studies, observations, tests, and questionnaires. Descriptive analysis was used to measure gaps in each stage and efforts to improve them, while experimental quantitative analysis was used to compare learning. The DEM results describe gap variations in stages 1-4. However, in collaborative improvement efforts at stages 1-3, there is an increase in spatial critical thinking skills. The test results at stage 5, learning geography with spatial representations, are more effective for improving students' spatial critical thinking skills than textbook-oriented learning and media images. Recommendations on the results of the evaluation at all stages for organizing geography learning with spatial representation: (1) strengthening understanding and mentoring of the concept of spatial representation and learning design, (2) monitoring and periodic testing of geography learning with spatial representation to improve critical thinking skills in geography.

This article examines the relationship between socioeconomic factors and household income levels in coastal and island communities in South Sulawesi. The study finds that age, education, and occupation significantly impact family income in poor coastal communities. The research suggests targeted interventions such as free education and alternative livelihoods to reduce poverty. The text also discusses various theories on the causes of poverty, including economic underdevelopment, cultural beliefs, and structural factors. It concludes by highlighting the need to address the root causes of poverty and the limitations of poverty alleviation programs. [Extracted from the article]

The focus of this paper is the affective dimension of far-right discourses which we consider challenges for teaching. The rise of the far-right in many parts of the world has led to a growing body of work in the social sciences. However, as the topic has become the subject of academic scrutiny its controversial nature also demands a debate on teaching strategies and principles. Drawing on two courses on the political geography of the far-right taught at two German universities, we propose paying special attention to the affective potentials of far-right discourses and taking a normative anti-fascist approach to facilitate critical thinking, solidarity, and empathy in the classroom. Additionally, we also urge educators to pay close attention to emotions students might experience when analysing and discussing the far-right. This paper situates the case studies within the context of far-right mobilisations in Germany and describes the challenges of developing the syllabus and the teaching strategies. It concludes with data from a survey amongst students who attended the courses on the perception and emotional reaction towards the far-right showing that students are affected and potentially frustrated given the current success of the far-right but also see the need for counter action. [ABSTRACT FROM AUTHOR]

This paper reflects on the classroom use of the Star Trek American science fiction television franchise to teach critical and emotional geographies to undergraduates specializing in science, technology, education, and mathematics (STEM). Both science fiction and STEM education are ambivalent and contradictory scenes of social reproduction, extending a promise of social transformation, but often maintaining complicity in heteropatriarchy, racial capitalism, and empire. Enlivening students to what Ashon T. Crawley calls the "otherwise possibilities" immanent to both science fiction and STEM education is necessarily difficult emotional work. Reflecting on teacher shame and anxiety and student resistance to course material, I turn to psychoanalysis, particularly the work of Donald W. Winnicott, to argue that Star Trek offers a richly contradictory "transitional object" for students to play with otherwise possibilities. [ABSTRACT FROM AUTHOR]

This article explores the researchers' use of fieldwork as a direct experience learning tool in an integrated geography course as a precursor of spatial courses offered in the upcoming semester. The researchers analysed the students' direct experience learning process in the field, guided by the research questions (a) what are the supporting aspects of the fieldwork course during the integrated geography course, and (b) what are the constraining aspects of the fieldwork course in relation to the achievement of course learning by students in their second year. The findings indicate that students found the fieldwork to be worthwhile but had concerns about the time spent on preparation and the study workload. The students were able to make important connections to the course content. Nevertheless, the students are also considerate of the insufficient lecturer's guidance, nature attraction, peer disturbance, and assignment workloads as the constraining elements in their learning process. [ABSTRACT FROM AUTHOR]

In this theoretical article we draw on the concepts of powerful knowledge and powerful pedagogies to argue that the school geography curriculum is key to developing structured teaching programmes for students to extend their knowledge and actions for a sustainable future. We argue that geography education uniquely opens up opportunities for action with its focus on place-based, sensory and multimedia experiences, that centre on students' schools and their communities. This article posits that, although important, merely identifying geographical powerful knowledge is not enough, teachers must also incorporate geographical "powerful pedagogies". Geography, as a discipline, holds a critical role when it comes to sustainability and education for the future as it makes the links between people and the environment clearly visible. Yet for Geography to be a discipline that empowers students to navigate their current and future life-worlds, it must encompass action through fieldwork and incorporate dialogue between students, teachers, experts and the public that focus on perspectives and possibilities for praxis—action for the good of humankind. This article situates geography education in the powerful knowledge debate by offering a new synthesis of theories connecting curriculum, practice architectures and praxis/action for the future. [ABSTRACT FROM AUTHOR]

This study analyzes the knowledge of the Spanish State's administrative structure (provinces and autonomous communities) of future primary education teachers in Spain. The purpose is to analyze the relationship between the results yielded by a geographic knowledge test and students' socioeconomic, educational and geographic context. The methodology chosen is based on the analysis of mental maps drawn up by the participants in the study, which included 627 students taking the Undergraduate Degree in Primary Education Teaching at four Spanish universities. A synthetic index supported by a principal component analysis and Cloke's rurality index has been developed. The results show that students' origin, their parents' occupational status, their age and, to a lesser degree, their gender, are variables that contribute to drawing an explanation of the geographic literacy of the participants in the study. Only the indexes of 38% of the total scored above average. [ABSTRACT FROM AUTHOR]

As complex global challenges threaten our children's future, there is little international debate that schools must foster education for sustainable development (ESD) by unpacking sustainable development (SD) themes and stimulating (meta)cognitive growth towards higher-order epistemological stances conducive of innovation and transformation. Reform is, however, a different story. In countries like Romania, the traditional system manifests substantial inertia beyond declarative adherence to ESD, while students' voices remain typically unheard and unpromoted. Our study appraises the perspectives of 17-year-old students from both urban and rural NE Romania regarding the perceived sources of SD awareness and knowledge, the SD themes of highest personal significance and how SD should be featured in the school curriculum. From the 496 students participating in our online questionnaire-based survey, we learn that school--and specifically Geography--is the main vehicle for SD knowledge and is held most responsible for achieving ESD. Eradicating poverty, Access to education, Wellbeing and Access to Health care are the SD themes of most interest, much more than Action for climate or Alternative sources of energy. We also identify poorly understood SD themes and discuss the significance of all these results in a national and international context. [ABSTRACT FROM AUTHOR]

Teachers in Namibian government schools have to cope with a lack of textbooks and must teach content-rich subjects, specifically geography, with limited resources. The literature makes it clear that fieldwork and outdoor learning play essential roles in understanding and conceptualising geography. The challenge is that such beneficial and planned fieldwork opportunities are neither accessible to all learners nor equally distributed within Namibian schools. Most Namibian learners do, however, have many lived experiences outside school and they are exposed to a wide range of different everyday contexts and environments to varying degrees. Unfortunately, everyday lived experiences are not always recognised as potential and relevant geographical resources for teaching and learning. The research involved 28 learners from five Namibian secondary schools. Open-ended, in-depth, semi-structured individual interviews were conducted and participants were asked to make a drawing illustrating how they experience geography in their daily lives. Based on the themes which were identified from the interpretative phenomenological analysis, we critically discuss how lived experiences can influence geographical consciousness. To conclude, we propose a model of the relationship between lived experiences and geographical consciousness, as well as the barriers and enablers at play. [ABSTRACT FROM AUTHOR]

Shining a light on the various non‐formal education spaces that have garnered attention in geographies of education over the past two decades, this review takes stock of how historical spaces of education and learning have become a key focus of this body of work. In so doing, the review signals prominent and emergent themes around which scholarship in this subdiscipline has cohered: most notably, geographies of citizenship and morality in informal education spaces, and the radical pedagogic practices of alternative education spaces. As well as looking back, the review also signals two areas that scholars in the field should consider engaging with more closely: Black education and decolonial education. Analysing literature in history and sociology on the Black education movement in Britain, the paper calls for geographies of education to engage more closely with work published in cognate disciplines and not to overlook the relational nature of decolonial education in global north contexts. [ABSTRACT FROM AUTHOR]

Concerns about the decline in uptake of secondary geography education continue despite arguments supporting the value of geography education, the power of geographical thinking, and geography's critical role in preparing students to deal with complex challenges. Already constrained by neoliberal politics of disadvantage, young people must plan and prepare for chaotic futures. Consequently, young people are becoming distressed and worried about their futures and feeling powerless as society fails to adequately address these issues. In this article, we ask what schools and universities can do as place‐based public institutions to serve young people to effectively respond to eco‐anxiety and build capacities to surf the unrelenting waves of change. We draw on journeys that brought three young doctoral candidates to study geography. From their stories, we sketch what a geographical education could offer in terms of relevance, practicality, and engagement with transformative system change. We think that under current world conditions, this is a moment to revive geography education and give it renewed purpose to encourage young people to develop skills and competences to tackle wicked problems. [ABSTRACT FROM AUTHOR]

Arbor Day (World Tree Planting Day) is an action to help replace dwindling tree cover globally. However, millions of the seedlings planted do not survive because of low regard for best planting practices and post‐planting maintenance activities. This study focused on the planting practices of Arbor Day participants at the Muni‐Pomadze Ramsar Site in Ghana and how that influenced their perception about seedling survival rate and their stewardship intention. The study used electronic questionnaire to solicit information from 229 participants (university students) at a 2021 Arbor Day planting event organized by the Forestry Commission and the Department of Geography Education, University of Education, Winneba. The study found four components of planting practices influenced perceptions including assessment of seedling quality, soil characteristics, surrounding environmental characteristics and planting operation. A multivariate analysis of variance showed that the academic year of participants influenced planting practices specifically planting operations with a post hoc test indicating respondents in academic year 1 observed better planting operations than third year students. A generalized linear model showed that respondents who planted seedlings within areas with good surrounding characteristics (enough spacing between successive seedlings and trees) perceived seedlings survival rate to be higher. Respondents who planted more seedlings were likely to provide time and money for post‐Arbor Day tree monitoring and maintenance. The findings also suggest that organizers of Arbor Day tree planting exercises should educate participants on proper planting practices and organize days for monitoring and maintenance of planted trees to improve participant perceptions and on‐going involvement. [ABSTRACT FROM AUTHOR]

In geography education, geospatial technologies have been actively researched and widely used in combination with classroom inquiry and fieldwork. Recently, emerging data sources and technologies, such as open data, big data, and Artificial Intelligence (AI), are now gaining attention for their educational potential. In this study, both existing and emerging data and technologies are combined and grouped into four categories: (1) Geospatial Web service, (2) open data and big data, (3) fieldwork using Geographic Information Systems (GIS), (4) AI and coding. And based on these, geospatial inquiry activities for learning high school Korean Geography were developed. Learning to use these data sources and technologies is expected to equip students with essential 21st century skills. [ABSTRACT FROM AUTHOR]

This paper explores the potential for a collaborative guided inquiry task to stimulate geographic thinking using core geographic concepts of 'location', 'distance and direction', 'scale', 'symbols', 'relative location' and 'slope and topography.' The guided inquiry began with a visit to a park, with students then applying geographic thinking to redesign the park in a way that optimised utility for various user groups. The data generated included student work samples and video recordings of student groups as they worked through the task. The results show that the task design facilitated a deeper understanding of geographic concepts, including spatial relationships, connections and interactions. Furthermore, the collaborative nature of the task prompted students to use skills of explaining, negotiating and justifying their decisions. A critical feature of this analysis is the role that the teacher has in providing specialised guidance to support geographic thinking based on the needs of each group. The study highlights the value of practical, real-world experiences in geography education to learn, discuss and explore geographic concepts, enabling development of critical thinking, reasoning and problem-solving skills. [ABSTRACT FROM AUTHOR]

Having confirmed that including research in first-year undergraduate teaching can actually help students understand the research process, link research with concepts, and improve both their academic and professional skills, we intended to evaluate how this experiential learning component fared during the COVID-19 challenge. For a first-year three-credit physical geography class, we have included a First Year Research Experience (FYRE) project for six iterations. A cluster analysis grouped students' perceptions obtained from survey questions into five categories, from high to low. The results showed an overall improvement in perception of the FYRE during the pandemic, driven primarily by soft-skill development related to time management and self-motivation. Students were also able to better connect the research project with the theoretical content of the course. Components of the FYRE that suffered during the pandemic include engaging with course instructors and completing the oral presentation phase of the research. Soft-skill development continued through the second year of the pandemic, although students' dissatisfaction with continued restrictions on in-person contact was evident. [ABSTRACT FROM AUTHOR]

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Google Scholar Crossref Search ADS WorldCat 133 Rigby, D. L. and Essletzbichler, J. (1997) Evolution, process variety, and regional trajectories of technological change in US manufacturing, Economic Geography, 73: 269 - 284. Google Scholar Crossref Search ADS WorldCat 103 Martin, R. and Sunley, P. (2022) Making history matter more in evolutionary economic geography, ZFW - Advances in Economic Geography, 66: 65 - 80. doi:10.1515/zfw-2022-0014. Google Scholar Crossref Search ADS WorldCat 12 Boschma, R. (2022) Global value chains from an evolutionary economic geography perspective: a research agenda, Area Development and Policy, 7: 123 - 146. Keywords: Evolutionary Economic Geography; EEG; paradigm; conceptual elements; ontology; development; policy; cities; regions EN Evolutionary Economic Geography EEG paradigm conceptual elements ontology development policy cities regions 373 390 18 11/07/23 20231101 NES 231101 Re-imagining evolutionary economic geography - why, and why now? Google Scholar Crossref Search ADS WorldCat 102 Martin, R. (2010) Roepke lecture in economic geography - Rethinking regional path dependence: beyond lock-in to evolution, Economic Geography, 86: 1 - 27. [Extracted from the article]

Google Scholar OpenURL Placeholder Text WorldCat 57 Schröder, H. (2010) Application possibilities of the micro-meso-macro framework in economic geography, Papers in Evolutionary Economic Geography, # 11.15, Utrecht University, Urban & Regional Research Centre Utrecht, http://econ.geo.uu.nl/peeg/peeg.html. Keywords: evolutionary economic geography; evolutionary economics; unified agenda; consilience; micro-meso-macro; axial economic geography EN evolutionary economic geography evolutionary economics unified agenda consilience micro-meso-macro axial economic geography 599 606 8 11/07/23 20231101 NES 231101 Looking for a unified agenda What is the agenda and scope of evolutionary economic geography (EEG)? Google Scholar Crossref Search ADS WorldCat 19 Elsner, W. (2016) Why economics textbooks must, and how they can, be changed into a real-world and pluralist economics. [Extracted from the article]

Copyright of Journal of the Institute of Social Sciences Cankiri Karatekin University / Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi is the property of Cankiri Karatekin University, Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the field of geography education, the term uncertainty is present yet varies in its definition and conceptualisation. This paper presents an overview of definitions and concepts of uncertainty in geography education, where the term is used in different contexts. This overview is especially important for geography teachers and scientists because their understanding is intrinsically linked to their teaching and research. For this purpose, a systematic literature review was conducted. The selected publications (n = 63) were all published in the English language and analysed using qualitative content analysis. It was evident from most of the publications that no explicit definition of the term uncertainty exists; however, there are references to definitions from other authors as well as implicit definitions and specifications of the term (e.g. scientific uncertainty). The term uncertainty can be defined and conceptualised differently using science-oriented, knowledge-oriented, action-oriented, and decision-oriented approaches, together with references to different categories, such as actor groups or the temporal dimension. Each of these categories is addressed in this systematic literature review. [ABSTRACT FROM AUTHOR]

This paper investigates how the developmental ambitions of governments to attract university offshore campuses to Doha, Dubai and Ras al‐Khaimah and these universities' internationalization strategies affect the three cities' positionalities. It links interdisciplinary literature on globally uneven geographies of higher education to geographical debates on the intermediating role of cities in regional and global economies. The paper conceptualizes the three cities as a triadic ensemble of gateways for transnational higher education (TNE), thereby contributing to further theorization of gateway cities. The paper shows that the three cities fulfil two crucial gateway functions. First, they connect internationalizing universities with particular student segments from their regional hinterlands seeking access to TNE. Second, they thereby amplify and disperse hegemonic regimes of the globalising knowledge‐based economy in their regional hinterlands. While all three cities share similar functions and rationales, they also have distinct positionalities rooted in different strategies of the respective governments. [ABSTRACT FROM AUTHOR]

The formulation of the research problem is how digital literacy ability in geography learning for students majoring in geography education at FISH Unima. The study aimed to determine digital literacy abilities in geography learning for FISH Unima geography education students. In achieving these objectives, this research was carried out using qualitative research methods, and data collection techniques which included: observation, interviews, documentation, and triangulation. The research informants were FISH Unima geography education students. The stages of data analysis include data reduction, data display, and conclusion drawing/verification. The results showed that results of the study showed that there were several digital literacy skills among students of FISH Unima geography education, namely: a) the ability to obtain various information needed in learning, b) the ability to use the internet, c) the ability to recognize computers as a means and technology in learning, d) the ability to use various digital media and e) the ability to understand sources as learning materials [ABSTRACT FROM AUTHOR]

Quality of education in the training of geography teachers by institutions of higher education is a significant concern. This study focused on the enhancement of the quality of pre-set geography education through the inclusion of geographical information systems (GIS), and self-directed learning (SDL)--as supported by Dewey's theory of education. This study undertakes a systematic review of the relevant literature, focusing on peer-reviewed publications. It examines the connection between teaching through GIS and the enhancement of SDL skills in pre-set geography teacher-training curricula at universities. A careful look at existing studies indicates a link between GIS, SDL and the enhancement of the quality of the education received by geography teachers in training. This study thus recommends that GIS and SDL skills be included in teacher education to make it possible for student geography teachers to become productive in society. [ABSTRACT FROM AUTHOR]

This article presents the findings of the second phase of an ongoing study aimed at understanding how the Southern African Geography Teachers' Association (SAGTA) online Google Group, an emergent Professional Learning Community (PLC), may support and enhance school geography education and teacher professional development. It looks closely at the inner workings of the Google Group and considers the supportive role it played during and after the COVID-19 pandemic (that is, March 2020 to December 2021 and January to November 2022). Data generated by the posts made during and after the pandemic, were analysed and categorised. A purposive sample from each category was selected for further in-depth analysis. The findings are discussed in relation to national imperatives, (including for example, teacher professional development, social justice, inequality and learner underperformance) and global education discourses for transformative education. The findings reveal a predominance of curriculum content information sharing posts focused on 'the what' of teaching, with less attention to 'the how' to teach, and an emphasis on 'what is' rather than 'what might be' (future oriented, transformative learning) called for by international education discourses. The Google Group offers support to secondary school teachers in a narrow slice of South African schools. The findings reveal gaps and omissions which we contend must be addressed so that the Google Group can mature as a PLC which supports an extended view of teacher professionalism. We offer some suggestions on how this may be achieved in practice which may be useful to the users of the Google Group, the SAGTA Google Group and the broader geography education community. [ABSTRACT FROM AUTHOR]

This article describes a curriculum innovation conceptualised in the March/April 2020 COVID-19 lockdown and implemented over six months (April to September 2020). Written from a position of hindsight, the article responds to the question: how can the geography of the COVID-19 pandemic enable teachers' geographical thinking? More specifically, it addresses the need for practical 'how to' examples of responsive geography education curriculum-making processes and active learning pedagogical approaches employed in teacher education in the context of the COVID-19 pandemic. The article begins by describing how, despite the many challenges faced across education sectors, COVID-19 was able to be used as a 'teachable moment' in the geography module of the Understanding the Social and Physical World course-- offered in the BEd (Foundation Phase Teaching) qualification at a South African university. The article describes the curriculum design and conceptual framing. It reveals how the constructivist, learner-centred epistemology used was employed to elicit, build on, and expand the student's knowledge of the pandemic from a geographical perspective. Written from a position of hindsight, this article critically reflects on how I used COVID-19 content to conceptualise and implement an enquirybased curriculum responsive to the context in which we found ourselves while maintaining disciplinary integrity. In showcasing examples of how this was achieved, the paper offers insights into the lessons learned, which may stimulate curriculum innovation and pedagogical responsiveness in other geography teacher education programmes. [ABSTRACT FROM AUTHOR]

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This article explores the concept of regions in geography and offers suggestions for effective teaching methods. It defines a region as a collection of places that share common characteristics and are geographically close. The article proposes activities such as map drawing and spatial association comparisons to teach about regions. It also emphasizes the importance of incorporating various modes of spatial thinking in geography education. Additionally, the article provides an overview of Phil's extensive professional background and accomplishments in the field of geography education, highlighting his involvement in curriculum projects, authorship of textbooks, and development of online resources. [Extracted from the article]

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study was designed to determine the impacts of Brain-Based Learning (BBL) approach on the attitude and academic achievement of 11th grade secondary school students in the geography courses in Yüksekova Anatolian Imam Hatip High School in Hakkari Province in the 2014-2015 academic year. Audio-visual materials, videos and presentations were utilized while designing the classroom environment for the BBL approach. A semi-experimental research design was implemented with the participation of 80 students. The experimental and control groups of the research consisted of 40 students in the 11-A branch, 40 students in the 11-B branch, respectively. The 'Geography Course Attitude and Perception Survey' and 'Achievement Test' developed for this study were applied to both the experimental and control groups as posttests. The data obtained in the research were analyzed with the SPSS 22.0 program. The results revealed that the students of the experimental group had a statistically significant higher mean score than the students of the control group on achievement test and attitude survey, pointing out that the BBL teaching approach had a positive effect on the students' improvement in academic achievement and attitude. In the light of these findings, recommendations were made for the improvement of teaching practices with the use of BBL in designing more efficient teaching practices for the Geography courses in the curriculum. [ABSTRACT FROM AUTHOR]

Objective: the purpose of this article was to identify the key driving forces effective on the future of Farhangian University geography education, in order to analyze and manage them. Method: For this purpose, a research community including 19 experts from Farhangian University was selected and asked for their opinions in the form of Delphi method. Furthermore, the effective components were identified by forming a matrix of mutual effects in the Micmac software, and the forces' Key drivers were extracted and analyzed after segmentation. Results: Geography education is a semi-sustainable field consisting of s even key driving forces including the development of new educational technologies, the level of group education, global experiences, the evaluation of the Ministry of Science, Research and Technology, the support of the Ministry of Education, the internal coherence of the university, educators, the effectiveness of geography science in the future life, national policies in teacher training and population changes, cooperation between the geography education group and other groups, and optimization of geography education facilities. These driving forces are placed in 7 areas. Conclusion: If these key forces and areas are considered, we can hope that this field will continue its growing trend. [ABSTRACT FROM AUTHOR]

In Scotland, there is ongoing concern about the status of geography in education. Numbers of pupils studying geography have been falling at a time when the relevance and importance of geography should be high, given the significance of issues like climate and biodiversity change. Why people choose to study geography is crucial knowledge for a vibrant discipline seeking to grow the subject and perceptions of its value. This paper is a companion paper to Selmes et al. (2022) which reported on quantitative data about geographers in the Scottish secondary and tertiary education sectors. This paper confirms that the tide is turning for geography study in Scotland, with entries now rising at all levels. Furthermore, an online survey of 93 pupils found that they choose to study geography because they enjoy the lessons and are interested in the content, feeling able in the subject and that it will be useful in paid work. Conversely, pupils say they choose not to study geography when they do not perceive it will be useful in their career or because they have not found it interesting or an enjoyable experience. The question for all professional geographers is how we might together improve on the current situation. [ABSTRACT FROM AUTHOR]

In the 21st century, the implementation of doctoral education in Geography has led to an increase in the number of theses focused on Physical Geography. However, little is known about the dynamics inherent to fieldwork techniques, methods, and studied topics. In order to gain a better understanding of this increasing trend and its evolution, this article examines 78 theses published by five public higher education institutions between 2000 and 2021. Through quantitative analysis, the study investigates the data sources, fieldwork techniques, and analytical methods used in the studies covering the topics of Biogeography, Climatology, Hydrology, Geomorphology, and Risk and Planning. From 2007 onward, there was an evident increase in research related to Risk and Planning, underscoring the role of Physical Geography in addressing territorial planning issues. The use of Geographic Information Systems, statistical analysis, and quantitative approaches highlights the significance of data sources and office-based analyses. The geographical context of the institutions where the studies were conducted appears to influence the choice of research areas and topics. The Bologna process, doctoral scholarships granted by the Foundation for Science and Technology, and the increase in funded research projects partially justify the diversity of identified topics and methods. [ABSTRACT FROM AUTHOR]

Knowledge created outside the firm, but within the same region, is a key enabler of high-growth firms. This paper develops an entrepreneurial ecosystems conceptual framework focussing on knowledge spillovers and regional absorptive capacity, to account for interregional differences in high-growth firm rates. This is tested using panel data from 378 regions in Great Britain. Knowledge creation (SME-engaging and research-intensive universities, innovative firms) and knowledge spillovers (primarily through vertically related industries) reveal to be of key importance. Other key regional enablers of high growth firms pertain to entrepreneurship culture, talent, intermediate services, networks, finance and demand growth. [ABSTRACT FROM AUTHOR]

Business communication teachers navigate a constantly changing pedagogical geography shaped by technology and breakthrough discoveries in linguistics, psychology, and neurobiology. My Favorite Assignment is designed to speed new teaching methods to the classroom. This article gives readers 11 teaching innovations on report writing, intercultural communication, and analysis and critical thinking debuted at the 2022 Association for Business Communication's (ABC) 87th Annual International Conference in Tampa, Florida, USA. Additional support materials—instructions to students, stimulus materials, slides, grading rubrics, frequently asked questions, and sample student projects—are downloadable from the ABC and DePaul University Center for Sales Leadership websites. [ABSTRACT FROM AUTHOR]

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