Describes a game, designed for use with primary grade level children, which uses a raised plastic relief map of North America to demonstrate the effect of a rising sea level in order to help the students focus on the variety and location of elevation changes in Canada and the northern United States. (JDH)

In 1984 the National Council for Geographic Education presented James Michener with a special award for his "Outstanding Contributions to Geographic Education through the American Novel." Michener's acceptance speech is presented. (RM)

The Commission on College Geography of the Association of American Geographers recently conducted a survey of 855 junior college presidents to determine the current status and role of geography instruction in their institutions. Instructional arrangements, courses taught, and role in terminal and transfer programs were outlined. (JO)

The most common igneous minerals and their diagnostic properties, which the author considers the most significant and pragmatic aspect of igneous geology for physical geography students, are discussed. The nature of igneous geology is also examined. (RM)

Presents and discusses a photograph showing the changing shoreline of Cape Hatteras. (RM)

Describes ways of teaching the initial steps of mapping on 1:10,000 scale base maps. Provides sample and exercises and discusses student pitfalls and solutions. (KC)

Argues that the best procedure for teaching the philosophy of geography is to show how philosophical issues arise from geographic concepts, assumptions, and problems. Explores philosophical assumptions inherent in locating things in space and determining their relationships. (Author/KC)

Describes the status of geography instruction in American public schools. Argues that geography literacy should address important issues of culture, competency, and conservation and thus should not be squeezed out of a standards-based school curriculum. Includes national K-12 human- and physical-geography standards. (PKP)

In last month's column, the authors examined the different kinds of maps that exist in everyday life. In this month's column, they experience, through simulation, the skills that are required of a cartographer. A cartographer is a person who practices the art of making maps. Cartographers' maps were often unique, visual representations of data.…

This paper illustrates how sports can be used to teach geographic concepts, using illustrative examples from the Kansas City area. Given the global popularity of sport and its impacts and links to environment, economy, and culture, it is surprising that more attention has not been paid to sport as a vehicle for the conceptualization and teaching…

Many fieldtrips are designed so that students might have direct experience of "the landscape" and/or "the people". But as Scott (1992) warns, experience of "the real world" is never transparent and unmediated. It is with this central idea in mind that the author (re)examines the epistemology of two human geography…

For the full implementation of the quality of education, education reform is sweeping the earth of the motherland, realizing the reform from materials to the ways of teaching, from the contents to the form, from the form to the essence. However, how can the reform of basic education exist without the reform of normal education? We must face the…

This comprehensive study involved the use of the what is happening in this class? (WIHIC) questionnaire among 2310 Singaporean Grade 10 students (aged 15 years) in 75 geography and mathematics classes in 38 schools. A seven-scale factor structure was strongly supported and the alpha reliability of each scale was high. An investigation of…

The purposes of this paper are to discuss the historical emergence of academic geography in Canada, and how it has been tied closely to the nation-state. Canadian geography is not simply a slice from a pre-existing disciplinary block but has been actively formed and molded by a set of evolving national imperatives determined and coordinated by the…

The formal organisation of science Olympiads in Mexico dates from 1987, when a national contest on Mathematics was held in order to identify a team to represent the country in the International Mathematics Olympiad. In 1991, the Mexican Academy of Sciences ("Academia Mexicana de Ciencias"-AMC) created the National Science Olympiads…