Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Gis Integrated Teaching On Secondary School Underachieving Students Geography Learning Goals
Download Gis Integrated Teaching On Secondary School Underachieving Students Geography Learning Goals full books in PDF, epub, and Kindle. Read online Gis Integrated Teaching On Secondary School Underachieving Students Geography Learning Goals ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Author : Soon Singh A/L Bikar Singh Publisher :Universiti Malaysia Sabah Press ISBN 13 :9672962770 Total Pages :157 pages Book Rating :4.6/5 (729 download)
Book Synopsis GIS Integrated Teaching on Secondary School Underachieving Students' Geography Learning Goals by : Soon Singh A/L Bikar Singh
Download or read book GIS Integrated Teaching on Secondary School Underachieving Students' Geography Learning Goals written by Soon Singh A/L Bikar Singh and published by Universiti Malaysia Sabah Press. This book was released on 2021-06-28 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent studies show that the number of students who select to study Geography in Malaysian secondary schools, and their level of achievement in the subject, has decreased. The main factor is lack of motivation. Over multiple decades, a large and growing body of literature has indicated that ICT enhances students’ motivation to learn and their learning outcome. The studies demonstrate that the use of ICT in teaching activities provides more fun in an authentic learning environment, and increases learning autonomy, interaction, and collaboration. It is, therefore, a rich opportunity for motivating students to study. In addition, despite an increased interest among scholars to investigate the impact of ICT integrated Geography teaching on students’ motivation and achievement, none have investigated the effects of GIS as a new technological teaching tool on students’ Geography learning goals and their learning outcomes. The idea for this book originated from the author’s PhD study to examine the effects of GIS-based instruction on secondary school student Geography learning goals and their learning outcomes. This book is highly beneficial for Geography teachers to use multiple teaching methods and pedagogies in a GIS integrated teaching environment to cultivate underachieving students’ mastery goal, performance-approach goal and learning, and to decrease avoidance behaviour in learning the subject. Although GIS is widely used in Malaysia, it has not been embraced by the Malaysian education system and is absent from the Geography curriculums in the primary and secondary school contexts. Hence, writing of this book will also help the Curriculum Development Centre and Ministry of Education Malaysia develop a GIS-based teaching module to enhance the learning motivation of Geography and improve the student level of achievement.
Book Synopsis GIS Integrated Teaching for Underachieving Geography Students by : Soon Singh A/L Bikar Singh
Download or read book GIS Integrated Teaching for Underachieving Geography Students written by Soon Singh A/L Bikar Singh and published by . This book was released on 2019 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Education for Underprivileged Primary and Secondary Students in Malaysia by : Lay Yoon Fah
Download or read book Education for Underprivileged Primary and Secondary Students in Malaysia written by Lay Yoon Fah and published by Universiti Malaysia Sabah Press. This book was released on 2021-06-21 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: The best education system provides the best education to all children, irrespective of their ethnic group or socio-economic background. Malaysian education system aims to ensure that all children, irrespective of who their parents are and where they are schooling, will be equipped with the basic needs to succeed in their future educational endeavours and eventually in daily life and the workforce. Malaysian education system strives to narrow the socio-economic gap, between rural and urban as well as gender in student achievement by 2020. Reducing socioeconomic disparities between rural and urban are likely to have an impact on the achievement gap among students. The education system in Malaysia will actively support social mobility by providing additional supports to those who are less fortunate, and thus ensure socio-economic background of students is no longer a determinant factor of their success in life. However, in the effort to realize equity in education to all children in Malaysia, we are confronted with all sorts of problems and challenges. Empirical studies with scientific explanations will provide insights into how education for underprivileged primary and secondary students in Malaysia can be further improved to ensure equal accessibility to quality education. This book attempts to bring together prominent researchers and educators in the field of rural education to share their findings, experiences, reflection, and vision on the emerging trends in rural education in the country. The book will be of special interest to academics and researchers in the field of rural education, curriculum designers, policy makers, educators, teacher educators, trainee teachers, school principals, school inspectorates, undergraduate and postgraduate students in universities and colleges in the country.
Book Synopsis A Conceptual Framework for Assessing the Impacts of GIS on the Motivation and Achievement in Geography Among Underachieving Students of Smart School in Sabah, Malaysia by : Soon Singh Bikar Singh
Download or read book A Conceptual Framework for Assessing the Impacts of GIS on the Motivation and Achievement in Geography Among Underachieving Students of Smart School in Sabah, Malaysia written by Soon Singh Bikar Singh and published by . This book was released on 2013 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 1988, the integrated secondary school curriculum was introduced as a continuation of the curriculum changes introduced in the primary school. These changes have impacted geography subject in the secondary school. Geography becomes a compulsory subject for lower secondary and elective subject at the upper secondary school level. As a result, fewer schools in Malaysia offer geography at this level. Consequently, students in upper secondary school level are shying away from studying geography and the percentage of students who pass the exam is declining each year. Unlike Malaysia, geography is getting more attention in developed countries and has become a key subject at both the primary and secondary levels. As a result, GIS (geography information system) was widely accepted and implemented in the secondary school geography curriculum. Numerous scholars have reported that the use of GIS as a teaching tool has had a positive impact on students' engagement and motivation to learn geography. However, GIS has not yet been introduced to secondary school geography in Malaysia with reason of ability, lack of substantive research into the capacity of GIS to support and motivate students to learn geography. Therefore, the aim of this study is to determine the effectiveness of GIS promoting students' motivation, engagement, and achievement in geography. This article presents a conceptual model based on an extensive review of literature in a related area for assessing the impact of GIS on the motivation and achievement. (Contains 1 figure.).
Book Synopsis International Perspectives on Teaching and Learning with GIS in Secondary Schools by :
Download or read book International Perspectives on Teaching and Learning with GIS in Secondary Schools written by and published by . This book was released on 2011-09-28 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of GIS Integrated Teaching on Underachieving Students' Learning Outcome by : Soon Singh Bikar Singh
Download or read book The Impact of GIS Integrated Teaching on Underachieving Students' Learning Outcome written by Soon Singh Bikar Singh and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching Geography in Secondary Schools by : Margaret Smith
Download or read book Teaching Geography in Secondary Schools written by Margaret Smith and published by Routledge. This book was released on 2002 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: A companion to Aspects of Teaching Secondary Geography, Teaching Geography in the Secondary School: A Reader brings together a wide range of key writings that look at central issues, debates and ideas surrounding geography education today. It encourages students to reflect critically upon the issues in order to develop their understanding of these issues and to consider the implications for their classroom practice.
Book Synopsis Learning to Think Spatially by : National Academies Press (U.S.)
Download or read book Learning to Think Spatially written by National Academies Press (U.S.) and published by . This book was released on 2006 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Spatial thinking is a cognitive skill that can be used in everyday life, the workplace, and science to structure problems, find answers, and express solutions using the properties of space. It can be learned and taught formally to students using appropriately designed tools, technologies, and curricula. This report explains the nature and functions of spatial thinking and shows how spatial thinking can be supported across the K-12 curriculum through the development of appropriate support systems. A geographic information system (GIS) is an example of a support system that, with recommended redesigns, can foster spatial thinking across the curriculum. The report calls for a national initiative to integrate spatial thinking into existing standards-based instruction across the school curriculum such as in mathematics, history, and science classes; it does not require the development of a new, separate course focusing solely on spatial thinking. The goal of this initiative is to create a generation of students who learn to think spatially in an informed way."--Provided by publisher.
Book Synopsis A Chronic Problem, a Contemporary Solution by : Patrick J. Ladd
Download or read book A Chronic Problem, a Contemporary Solution written by Patrick J. Ladd and published by . This book was released on 2000 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: Geographic illiteracy is a chronic problem in the United States perpetuated, in part, by teachers who lack proper geography education training and by weak state education certification requirements. Initiatives for improving geographic literacy include the Educate America: Goals 2000 Act of 1990 and Geography for Life, the National Geography Standards of 1994. Additionally, organizations such as the National Geographic Society and the National Council for Geography Education have taken great strides in promoting geography education. Teachers are beginning to pick up on these initiatives by implementing practical and useful activities into their geography lesson plans that follow the recommendations of the National Standards. Among these initiatives is a move to implement geographic information systems (GIS) into the K -12 curriculum. Though GIS is information-driven, its output is a visual display of geographic patterns, making it an extremely powerful tool for improving geographic literacy. Implementation has been slow, but GIS technology holds much promise for the future of geography in American education. In spite of the capabilities GIS offers for classroom instruction, little work has been done to find ways the technology can aid in geographic literacy. The questions this thesis sought to answer, therefore, included the following: Can GIS, coupled with knowledge from learning theories, computer programming concepts, and cognitive spatial sciences, be adapted to aid in the development of a pedagogic environment for teaching and learning spatial concepts in our middle schools? Will the adaption of such an interactive GIS program by teachers at the middle school level in the US lead to a change and ultimately an improvement in geographic literacy among students? This thesis capitalizes on the educational promise of GIS by demonstrating that a software on various educational learning theories and computer aided instruction techniques. Additionally, data was gathered on important topics on geography education for middle school students and strategies that are being used to teach these topics. From this research, a GIS-based computer application was created to provide an interactive, self-paced learning environment to learn the name and location of the 50 US states. The application was then tested among selected middle school students. The results of the test provide preliminary indications that a GIS-based learning environment improves the ability of students to recall the names and location of the 50 US states. The results also show that a computer-based application for improving geographic literacy is appropriate for middle school students. In some instances, the program was able to effectively attract and sustain student interest in learning the tedious and repetitive task of remembering place-name geography. More testing will be needed, however, to identify the effects of the application on long-term recall and differences among gender groups and age groups.
Book Synopsis Geographical Perspectives Strengthened by GIS in an Interdisciplinary Curriculum by : Bo Ae Chun
Download or read book Geographical Perspectives Strengthened by GIS in an Interdisciplinary Curriculum written by Bo Ae Chun and published by . This book was released on 2008 with total page 293 pages. Available in PDF, EPUB and Kindle. Book excerpt: ?Pub Inc Although Geographic Information Systems (GIS) have been favorably received as innovative and exciting tools in environmental education recently, there is a paucity of research into their effectiveness in enhancing meaningful learning in geography and related sciences, and also in studies that address how students learn GIS in the classroom. The primary purposes of this study were first to investigate how students' learning of attitudes and knowledge about the environment were affected when GIS-integrated place-based environmental education was introduced. Secondly, the study also aimed to find evidence of the effectiveness of GIS in improving the student's spatial thinking ability. The Children's Environmental Attitude and Knowledge Scales (CHEAKS) were adopted to measure the temporal differences in the students' environmental attitudes and knowledge before and after the intervention of three different treatment conditions: the control group; the GPS-integrated fieldtrip activities group; and the GIS-integrated lessons and GPS-integrated fieldtrip activities group. Results of data analyses from the pre- and post-test indicated that students displayed a moderately favorable attitude toward the environment, but their attitudes were not greatly changed by environmental education, regardless of the types of methods used in this study. Although all students' knowledge of environmental issues increased after instruction in the three groups, the intervention of both GIS-integrated lessons and GPS-integrated fieldtrips was more effective than either GPS-integrated fieldtrips or non-GIS instruction. The results have some implications in the design of a curriculum for GIS-integrated interdisciplinary lessons. In order to maximize the effect of integrating GIS technology into the classroom, it is necessary to combine GPS fieldtrips with GIS lessons, instead of adding just GPS fieldtrips to the traditional environmental curriculum. Although a fieldtrip with a GPS device is also a good source of place-based learning, students are able to visualize the local data and look up the database behind the geo-visualization when a GPS fieldtrip is implemented with GIS lessons. The present study displayed the effect of GPS-integrated fieldtrips on the students' learning in a passive manner due to practical constraints. I had to work with intact groups and only three classes were available which were taught by the same instructor. Thus, a further study involving the administration of GIS-integrated lessons without GPS fieldtrips could reveal the effect of GPS-integrated fieldtrips. In addition, investigation of the compound effects of GIS-integrated lessons and GPS-integrated fieldtrips may be required to fully comprehend the determinants of students' spatial thinking abilities. To identify and evaluate the effect of GIS-integrated lessons on spatial thinking and geographical skills, students' conversations with their partners were recorded, transcribed, and analyzed using discourse analysis. Students were interviewed and maps and posters were also examined to provide a full account of the context in and beyond the classroom. Results based on the students' conversations can be summarized as follows: students' collaborative learning and metacognition are not directly influenced by GIS-integrated lessons. That is, the amount of time students are exposed to GIS-integrated lessons session by session does not, on its own, motivate students' collaborative learning or metacognition. Rather, the instruction design seems to have a more significant effect on collaborative learning and metacognition. More active learning occurs when GIS is integrated with a student-centered class instead of a teacher-centered one. With regard to the effect of learning-with-GIS as compared with learning-about-GIS, the results reflected that learning-with-GIS classes seem to contribute to students' GIS learning almost equally or more than in learning-about-GIS classes even though any specific GIS functions are not intentionally stressed or taught. Students also perceive a series of GIS functions as a type of procedural knowledge such as data collection and data input, data input and data storage and retrieval, and data manipulation and data output. Findings based on the interviews, maps and posters revealed that the students' environmental conceptions were dramatically changed in terms of their awareness of connectedness regarding the idea of watershed. The lessons developed for this project also prove effective while using a watershed as an organizing principle. Moreover, the lessons of the present study are strengthened by GIS, which give students great control over spatial thinking and geovisualization.
Book Synopsis Integration of Geospatial Technologies Into K-12 Curriculum by : Donna L. Goldstein
Download or read book Integration of Geospatial Technologies Into K-12 Curriculum written by Donna L. Goldstein and published by . This book was released on 2010 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore outcomes of a GIS/GPS integration process: to (a) examine student responses to GIS and GPS inclusion in their curriculum, (b) determine whether a relationship exists between inclusion of GIS into existing K-12 curriculum and student achievement, (c) examine the effectiveness of GIS professional development for teachers, and (d) evaluate teacher perceptions of the value of integrating GIS into their existing curricula. This study was quantitative and quasi-experimental in design. The samples consisted of 1,425 students from one middle school and 62 teachers from Palm Beach County School District. Two instruments were used in this study: student surveys and teacher feedback forms. Data from the student surveys indicated that students perceive their learning is enhanced by inclusion of GIS and GPS. Data from the teacher feedback forms revealed positive perceptions of the GIS/GPS program as an integrative tool for their existing curricula and a positive assessment of the GIS professional development training. The relationship between GIS instruction and student academic achievement was evaluated, measured by FCAT reading scores and final grades in science and social studies. The findings support the constructivist theory that students learn best when actively engaged in the process. In this study standardized FCAT reading test results and science and social studies grades corroborate the students' perceptions that GIS and GPS integration enhances their learning. Study results show FCAT reading scores were higher for GIS students than for non-GIS students. The research further indicated a significant increase in FCAT reading scores for non-native English speaking GIS students and a significantly higher average science grade for non-White GIS students. The findings also show that students who had a greater frequency of GIS instruction had higher averages in science and social studies grades. Education reform requires bold initiatives and an organizational culture supportive of innovative ideas. The structured model for development and implementation of GIS in the K-12 public school system presented at the end of this study includes collaboration between district leadership, administrators, and teachers and a comprehensive approach to professional development.
Download or read book GIS in High Schools written by Lisa Pitts and published by . This book was released on 2005 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Introducing a Geographic Information System to an Elementary Classroom by : Timothy Allen Keiper
Download or read book Introducing a Geographic Information System to an Elementary Classroom written by Timothy Allen Keiper and published by . This book was released on 1996 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Geography Standards emphasize the potential role Geographic Information Systems (GIS) could play in the geographic education of today's student. GIS has expanded rapidly into the corporate and governmental communities over the last few years and is relatively established in higher education. More recently it has trickled down into the secondary environment, but up to this point remains relatively absent from the elementary classroom. An inquiry into the potential role GIS could play in geographic education at the elementary level was the basis for this study. In order to introduce GIS to a particular fifth grade classroom a GIS module was developed. This module offered students the opportunity to interact with the GIS program, ArcView (2.1). The teacher and the students were audio taped, video taped, interviewed, and a survey was administered in order to pursue the questions guiding the study. The data suggests that in this elementary classroom the GIS module afforded the students considerable opportunity to practice the geographic skills outlined in the National Standards. Considering the general lack of opportunity to practice these skills, it is concluded that GIS can have a tremendous impact in this area. In addition, the findings suggest that GIS in the elementary classroom can be extremely motivating and well received. It is also likely to cause a great deal of frustration with the technology, other group members, and time availability. The findings did not suggest a transfer of positive attitude toward geography in general. The findings also suggested several promising approaches to the use of GIS at the elementary level. First, using local data in the context of an authentic problem; second, developing elementary level GIS modules; and third, using a collaborative approach in association with the cognitive apprenticeship metaphor.
Book Synopsis An Evaluation of Objectives, Goals, and Values for the Teaching of Geography in the Secondary Schools of Arizona by : William Benedict Cooper
Download or read book An Evaluation of Objectives, Goals, and Values for the Teaching of Geography in the Secondary Schools of Arizona written by William Benedict Cooper and published by . This book was released on 1968 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis EUDISED European Educational Research Yearbook 1998/99 by :
Download or read book EUDISED European Educational Research Yearbook 1998/99 written by and published by . This book was released on 2000 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Current Index to Journals in Education by :
Download or read book Current Index to Journals in Education written by and published by . This book was released on 1999 with total page 1264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Robotics in Education by : Munir Merdan
Download or read book Robotics in Education written by Munir Merdan and published by Springer. This book was released on 2019-08-06 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt: This proceedings book gathers the latest achievements and trends in research and development in educational robotics from the 10th International Conference on Robotics in Education (RiE), held in Vienna, Austria, on April 10–12, 2019. It offers valuable methodologies and tools for robotics in education that encourage learning in the fields of science, technology, engineering, arts and mathematics (STEAM) through the design, creation and programming of tangible artifacts for creating personally meaningful objects and addressing real-world societal needs. It also discusses the introduction of technologies ranging from robotics platforms to programming environments and languages and presents extensive evaluations that highlight the impact of robotics on students’ interests and competence development. The approaches included cover the entire educative range, from the elementary school to the university level in both formal and informal settings.
