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Showing 1 to 15 of 35 results Save | Export
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Jenny Sjöholm; Kristina Trygg – Journal of Geography in Higher Education, 2025
This article looks at a challenge-based learning (CBL) approach that aims to engage students in sustainable transitions within urban and regional planning. Drawing on CBL, we focus on how living labs -- the idea of using a city as a site for user-driven innovation and development -- can be used as a site and methodology in education and research…
Descriptors: Foreign Countries, Urban Planning, Regional Planning, Metropolitan Areas
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Jacinta Maxwell; Katie Burke; Yvonne Salton – Journal of Geography in Higher Education, 2024
Online learner engagement research has risen internationally due to the COVID-19 pandemic, especially in relation to experiential learning. However, this research has focused on the use of technology to access learning about a particular place rather than consider the pedagogical potential of the places in which the learner is located. This study…
Descriptors: Teaching Methods, Place Based Education, Preservice Teachers, Teacher Education Programs
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Hoffman, Jesse; Pelzer, Peter; Albert, Loes; Béneker, Tine; Hajer, Maarten; Mangnus, Astrid – Journal of Geography in Higher Education, 2021
This paper investigates how the teaching and learning about "wicked" environmental problems may be fostered through an educational approach premised on futuring -- the active imagination of the future. The growing academic interest in possible and desirable futures provides a promising starting point for restructuring education as…
Descriptors: Futures (of Society), Problems, Teaching Methods, Sustainability
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Zavar, Elyse; Nelan, Mary – Journal of Geography in Higher Education, 2020
Student participation in municipal disaster drills can enhance geographic skill sets as well as build community resilience to local hazards. In these drills, students often assume the role of victims to help test local emergency response services. Teaching in an interdisciplinary department, we incorporate these field-based learning opportunities…
Descriptors: Geography Instruction, Experiential Learning, Teaching Methods, Municipalities
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Lobo, Michele; Duffy, Michele; Witcomb, Andrea; Brennan-Horley, Chris; Kelly, David; Barry, Kaya; Bissell, David; Buckle, Caitlin; Cretney, Raven; Harada, Theresa; Fabian Hasna, Mohd; Kon-yu, Natalie; Shahani, Fatemeh; Sumartojo, Shanti; Van Holstein, Ellen; Wolifson, Peta – Journal of Geography in Higher Education, 2020
This article explores diverse ways of experiencing the city through an experimental field-based workshop supported by the Institute of Australian Geographers and this journal. The two-day methods practice workshop attracted 40 participants and aimed to train doctoral students and early career researchers in practices of observing, feeling,…
Descriptors: Geography, Workshops, Graduate Students, Researchers
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Zebracki, Martin – Journal of Geography in Higher Education, 2020
This paper establishes a novel niche by providing an original critical synthesis of the potentials and challenges of using public art to teach about, and "que(e)ry", sexuality, gender and space. The argument vouches for a critical pedagogy that pursues a visual politics for experiential and potentially transformative learning about…
Descriptors: Art Products, Exhibits, Sexuality, Gender Issues
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Marvell, Alan; Simm, David – Journal of Geography in Higher Education, 2018
The benefits and challenges of international fieldwork are well rehearsed. However, understanding of students' affective experiences during fieldwork is less well developed. Little examination has been given to how tutors respond to the affective and emotional geographies that arise during international fieldwork which also affect perceptions of…
Descriptors: Peer Teaching, Emotional Response, Foreign Countries, Geography Instruction
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Jolley, Alison; Hampton, Samuel J.; Brogt, Erik; Kennedy, Ben M.; Fraser, Lyndon; Knox, Angus – Journal of Geography in Higher Education, 2019
This study compares the field experience and development of sense of place (in this case, human attributed meanings and attachments to the field area) in geoscience students on three separate course sections of a six-day introductory geological mapping field trip. Students stayed in a small farm station within their 4 km[superscript 2] field area,…
Descriptors: Experiential Learning, Science Instruction, Geology, Maps
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Luchetta, Sara – Journal of Geography in Higher Education, 2018
Drawing from the importance of narrative inquiry in contemporary geographical reasoning and teaching, this paper focuses on some practices set around the relationship between maps and literature. Reader-generated maps, maps produced starting from the reading of a literary text, are at the core of a reflection on the potentialities of literary…
Descriptors: Creative Activities, Reading Achievement, Concept Mapping, Geography Instruction
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Golubchikov, Oleg – Journal of Geography in Higher Education, 2015
The paper proposes the notion of a "critical feel-trip" as a pedagogical narrative to entertain the relationships of experiential, affective and critical learning in field-based studies. It is argued that explicit mobilization of the triadic relations of these three modes of learning is a powerful way to strengthen students' appreciation…
Descriptors: Foreign Countries, Experiential Learning, Urban Studies, Cross Cultural Studies
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Anderson, Jon – Journal of Geography in Higher Education, 2013
This study contributes to the debate over the potential of film as a pedagogical aid. It argues that integrating film production into the assessment of undergraduate modules secures advantages for student learning: students connect their ideas more explicitly to "real world" examples; new voices and understandings are introduced to…
Descriptors: Films, Teaching Methods, Undergraduate Students, Undergraduate Study
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Summerby-Murray, Robert – Journal of Geography in Higher Education, 2010
Narrative inquiry is an innovative means of encouraging students to internalize concepts, reflect on experiences or create applications for theoretical ideas. The use of first-person creative writing in a second-year cultural geography course prompted initial scepticism from students but eventually highlighted their constructivist engagement with…
Descriptors: Constructivism (Learning), Creative Writing, Human Geography, Moral Issues
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Meijles, Erik; Van Hoven, Bettina – Journal of Geography in Higher Education, 2010
Drawing on experiences from a project conducted in the "Drentsche Aa" area in the Netherlands, this article discusses the concept of the "rural atelier" as a form of problem-based learning. The rural atelier principle was used originally in rural development planning and described as such by Foorthuis (2005) and Elerie and…
Descriptors: Problem Based Learning, Foreign Countries, Rural Development, Teaching Methods
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Wright, Sarah; Hodge, Paul – Journal of Geography in Higher Education, 2012
Students undertaking field-based learning, in which they work with Indigenous people in Northern Australia, describe a profound learning experience redolent with emotion. Inspired, challenged and transformed, the students are compelled in ways that require them to interrogate their own selves and taken-for-granted beliefs. In this paper, we draw…
Descriptors: Undergraduate Students, Indigenous Populations, Experiential Learning, Cultural Pluralism
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Fluri, Jennifer L.; Trauger, Amy – Journal of Geography in Higher Education, 2011
In response to recent articles and ideas for experiential learning activities in human geography, this paper outlines a particular approach to learning about the body, difference, mobility and geographic space through experience. The Corporeal Marker Project designed and implemented by the authors provides a spatial experience of difference for…
Descriptors: Human Geography, Experiential Learning, Teaching Methods, Human Body
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