Questioning is an important teaching skill. Teaching should be able to ask thinking' questions as well as memory' questions and they should be able to ask questions about ideas as well as facts. Two dimensions of a question are reviewed; the dimensions are then combined into a matrix illustrating thirteen types of cognitive questions. (Author)

Describes how expanding the geography curriculum so that it deals with cognitive and affective outcomes in a confluent manner can make geography lessons more interesting to teachers and students. An inquiry lesson on petroleum is presented as an example. (Author/DB)

Information on unit objectives, materials needed, teaching strategies, and activites is given for a model unit focusing on geographical concepts of spatial association and accessibility, changing landscapes, and the local community. (SM)

Most geography teachers are unaccustomed to writing test questions to measure cognitive skills. This paper gives examples of such questions and discusses test design, item classification, and styles of presentation in relation to course objectives. (NH)

By plotting economic and population data on maps and coordinating the data on a scattergram, introductory world geography students work with the concept of spatial association, learn to identify geographic problems, and become familiar with world political units. (JR)

This article considers the idea that an analysis of the structure of geography and of the nature of spatial concept development in children will reveal a valuable conceptual link that might serve as a theoretical basis for developing objectives in geographic education. (Author)