Description
Book SynopsisThis timely book examines advances in teaching and learning at undergraduate level from the disciplines of geography education, neuroscience and learning science. Connecting these disciplines, the chapters integrate research on how students learn and explain how to teach students to think geographically and develop a deeper understanding of their world.
Questioning what it means to think geographically, the editors identify ten elements that characterize thinking geographically including the weaving of various perspectives, making connections, creating meaning through spatial thinking, relational thinking and multi-scalar thinking. The book offers a collection of turnkey exercises designed by geography educators for use in human geography courses. These insightful exercises are designed to assist with promoting geographic thinking and learning, The editors provide a matrix that serves as an outstanding resource.
Teaching Human Geographymakes a unique and significant contribution to geography education as an excellent resource for instructors looking to improve their practice and facilitate learning. Addressing how geography teaching can be transformed, it will also improve undergraduates' ability to think geographically by integrating research in learning science and geography education.
Trade Review‘This extremely readable book shows geography to be the world subject. More than this, it argues that “students who learn to think geographically … discover a new way of seeing the world”. In the context of Anthropocene, the educational potential of geography is therefore vast – but is not guaranteed. This book expertly melds theoretical perspectives about ‘learning’ with some brilliant examples of structured teaching and thus makes a fine contribution to the development of geography education in practice.’ -- David Lambert, UCL Institute of Education, UK
‘There has arguably never been a more urgent need for young people to learn how to think geographically at a high level of proficiency. This book demonstrates the significance of geography’s powerful knowledge for understanding human systems with many practical applications to support high quality geography instruction.’ -- Michael Solem, Texas State University, US
Table of ContentsContents: Foreword by Donald Zeigler xv PART I THEORIES AND PRACTICE IN THINKING GEOGRAPHICALLY 1 Introduction to theories and practice in thinking geographically 2 Erin Hogan Fouberg and Janet Stuhrenberg Smith 2 Thinking geographically 11 Janet Stuhrenberg Smith 3 Learning geographic concepts 39 Erin Hogan Fouberg 4 Learning, visualizing, and thinking through maps 58 Janet Stuhrenberg Smith 5 Personalizing geographic knowledge through fieldwork 86 Erin Hogan Fouberg 6 Plasticity and change: lifelong geographic learning 100 Erin Hogan Fouberg PART II EXERCISES IN GEOGRAPHIC THINKING 7 Introduction to exercises to promote geographic thinking and learning 112 Janet Stuhrenberg Smith and Erin Hogan Fouberg 8 Engaging group-based exercises 116 Larianne Collins, Erin Hogan Fouberg, Jody Smothers-Marcello, Jamie L. Strickland, Caitlin Finlayson, Sunita George, Amanda Rees, and Janet Stuhrenberg Smith 9 Powerful field-based and place-based exercises 178 Raymond Greene, Jacqueline L. Waite, William G. Moseley, Matthew R. Cook, and Alex Oberle 10 Integrative project-based exercises 209 Thomas R. Craig, Leslie McLees, and Ronald V. Kalafsky Index 229
