Home, school, neighborhood, and community studies offer unique opportunities for teachers to initiate youngsters into observing and recording phenomena. Because fuel costs make trips increasingly expensive, an alternative method is suggested for observing and recording data about the local community. (Author/IS)

The educational history of geography instruction in France from 1870, when it was first taught at the university level, through the 1970s is discussed. (RM)

Orientation is a deeply felt human need that can be used to interest students in geography. It can develop spatial competence and introduce topics in social geography. (AM)

Visually impaired students need specially designed relief maps to learn map reading and to achieve geographic literacy. The development of geographic instructional materials, including relief maps and audio-tutorial cassette tapes, for low-vision students in grades 5-10 is described. (AM)

Describes an experiment in which British geography faculty used video cassette presentations for a three week period in first year undergraduate practicals. Examined are the experiment's results in terms of the problems and advantages of video cassette recordings and student reaction to video as opposed to live presentation. (RM)

Describes the implementation, use, and evaluation of four different types of simulation-games for training geography teachers. Criteria for game selection, modifications, and methods for their integration into the curriculum are included. (AM)

After outlining the difficulties of teaching climatology within an undergraduate geography curriculum, the author describes and evaluates the use of a computer assisted simulation to model surface energy balance and the effects of land use changes on local climate. (AM)

Compares cooperative education (paid, on-the-job experience) in college-level geography programs with internships for credit. The authors conclude that cooperative education programs are more flexible, provide students with more specialized training, enhance student career opportunities, and are more financially viable for both students and…

Reasons for and against teaching integrated social studies courses and a case study of one such high school course. This course is a limited success and provides no evidence to support the fears of those who oppose integrated courses. For journal availability, see SO 507 291. (Author/CK)

Describes how study of irrigation practices on topographic maps can help students in introductory high school and college geography courses understand man and land relationships to geography. (Author/DB)

Suggests methods to test whether students have acquired a sense of place or spatial understanding. Knowledge of the concepts of map representation, the region, man/land notations, spatial relations, location, and scale are vital to geographic understanding. Concludes that geographic ideas should relate to particular maps. (Author/KC)

Criticizing traditional elementary geography instruction as provincial and overly concerned with description, the author outlines five concepts of human interdependence which can be used to structure a problem-solving curricular approach. He describes how specific map and globe skills can help to develop each concept. (Author/SJL)

Examines the relationship between the amount of money which has been spent on funding curriculum development projects in England and the impact of these projects on the schools. Describes four geography curriculum projects and suggests how they and similar projects can be disseminated in a decentralized educational system such as that of England.…

To prevent increasing personal injuries and property loss, teachers need to educate themselves and their students about geological hazards. The author discusses earthquakes, downslope movement, dam failures, shoreline erosion, and other geologic hazards. Information on suggested teacher resources is provided. (DS)

Emphasizes the importance of computer instruction and statistical methods and suggests ways in which instructors of geography on the college level can alleviate student fears. Tips include discussing geography as a science, explaining the relevance of the scientific method to a specific research problem in geography, and introducing problem…