Materials and space needs are discussed and planning suggestions are given for utilization of new equipment and audiovisual materials. (JB)

The maps shown illustrate possibilities of a non-continuous cartogram technique. (JB)

A teaching unit is presented, using the collage as a teaching technique in geography instruction, emphasizing unit objectives, teaching procedures, and evaluation methods. (JB)

Some problems of research and teaching in the field of ethnic studies include: 1) lack of awareness of the current social meaning of ethnicity; 2) data deficiencies; 3) lack of sensitivity to problems of scale in spatial analysis; 4) the separation between teaching and research; and 5) limitations imposed by discipline-bounded viewpoints. (Author)

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)

Orienteering is a rapidly growing sport, developed in Sweden, which has great possibilities for education in geography. It can be conceived as an organizing device for outdoor work and as a basis for developing map skills and for map construction. (Author)

The definition of conservation, the future of resource availability, the status of conservation education today are topics examined and suggestions are made on improving the content and emphasis of conservation courses. (Author)

Results of a survey of 215 English schools, with some suggestions for the development of geography teaching.'' (Editor/SP)

Includes an example of a geography lesson conducted through the medium of the computer. (Editor)

The life geosystems theme is presented in detailed course outline as an example of how man and his survival on Earth can be integrated into an introductory physical geography course. (Author/JB)

This study analyzed the relative effects of two categories of variables upon the learning of a basic geographic concept by a pre-school population. Results indicated irrelevant material and increased negative exemplars were not significant factors in the learning task. (Author)