Describes two introductory college-level geography programs which use undergraduate students as peer teachers. In a human geography course, they act as small-group leaders in role-playing simulations. In a physical geography course, peer teachers serve as tutors for mastery learning. Socio-psychological, pedagogical, economic, and political…

Introduces a cooperative project undertaken by the USSR Ministry of Education and by various educational institutions in the United States to assess what youth in each country learn about the other country from geography and history textbooks. The objective was to minimize misinformation. (DB)

The goal of this development program is to combine greater community orientation with traditional concerns of academic geography. Describes objectives and activities designed to increase community awareness of, and opportunities to apply, geographic knowledge and methods. (Author/CK)

Discusses research suggesting that geography is no longer important in primary schools, links work of John Dewey with possibilities for using geography, and makes recommendations for curriculum reform at this level. For journal availability, see SO 507 291. (CK)

Suggests and annotates educational materials for use by instructors of college-level courses on regional geography of Europe. (Author/DB)

Describes a college-level geography project for students limited to urban areas. Students investigate the rock-weathering process through library resources, then observe, collect, and analyze data about stone monuments. An individually written report concludes the project. (KC)

Discusses a study based on the "New York Times" in which newsworthy countries and cities are surveyed. The objective is to provide information to geography classroom teachers who incorporate current events into their geography programs. Maps, charts, textual information, and a comparison with a 1960 survey are included. (DB)

Explains teacher participation in curriculum development as consisting mainly of adoption or modification of existing curriculum and/or of developing curriculum as part of a project with which they are involved. Describes a workshop in which teachers developed a study unit on geography. (Author/DB)

Identifies factors which render geography an ill-defined field of study on all educational levels. Topics discussed include geography curricula, historical development of the discipline, various approaches to the discipline, and major objectives. (DB)

Suggests that geography be offered as part of the primary school curriculum. Outlines types of geographic concepts which are appropriate for primary school courses and suggests teaching techniques. Journal availability: see SO 507 226. (Author/DB)

Describes instructional strategies for stimulating student awareness of their membership in global society. Included are learning objectives, required materials, sample letters to parents and community members, and explanations of 22 activities students might undertake in an inventory of global links in their home, school, and community.…

This article describes the New Canadian Geography Project which developed seven books and teachers' guides that can be used by secondary history, geography, and/or social studies teachers to teach Canadian studies. The books focus on matters of social relevance and of continuing Canadian concern. (Author/RM)

Argues that the discipline of geography needs to be transformed from a declarative enterprise based on facts to a problem-based enterprise, particularly in light of the shrinking world community. Describes the ways in which a geography instructor addressed the problem-based learning struggle between process and content. (Contains 23 references.)…

Reports on a study that evaluated two approaches to the teaching of physical geography. Reports on the project that focused on first-year geography students undertaking physical geography fieldwork. Indicates that the traditional descriptive-explanation approach in the short term is more conducive to student learning than the analytical-predictive…

Argues that a close relationship exists between collaboration and the use of information and communications technologies (ICTs). Outlines the collaborative uses of ICTs, addresses the benefits, and explores barriers to implementation. Concludes by identifying the role of the International Network for Learning and Teaching Geography in Higher…