Discusses university field courses and field trips. Offers alternatives to summer fieldwork, describing college-level field trips during spring, autumn, and winter. Concludes that the fun of fieldwork is essential and that a dialogue should occur between university instructors and K-12 teachers. (CMK)

The article presents technology projects that provide real-life reasons for students to learn geography. A variety of online networks take students on online field trips, linking them with scientists, zoologists, archaeologists, and explorers. Other interactive software is available to simulate trips to various locations around the world. (SM)

Illustrates a model for integrating urban fieldwork into a human geography class project. Reports on a project in which students explored the interaction between Atlanta (Georgia) and its five target suburbs, and their interactions among each other. (CMK)

Presents a lesson for high school students in which they collect and analyze data using questions from the actual Census 2000 long form and then participate in a simulation of a local planning council meeting to consider the short- and long-term community needs. Includes the Census 2000 long form. (CMK)

Presents a lesson about frontier life in Texas and is based on the National Register of Historic Places registration file "Castolon Historic District" and other source materials about Castolon and ranching in the Big Bend region. States that the lesson could be incorporated into units on westward expansion or U.S. geography. (CMK)

Expresses concern that with the emphasis on relevance, local area studies, and the state of the natural environment, geographical educators may have forgotten other essential elements of a geographical education, namely an understanding of differences in culture at the global scale and the spatial representation of such differences. (CMK)

Discusses how teachers can facilitate greater cultural understanding and acceptance among their students. Describes activities for primary school students that are useful in promoting cultural understanding and acceptance, such as a unit on comparing folk tales and exploring cultures through art. Includes a bibliography of resources. (CMK)

Explores Aboriginal and Torres Strait Islander perspectives, related to geography skills (mapping, locational distribution, directional skills, locational change, decision making), on topics such as geographic place names, location of indigenous language speaking groups, traditional stories as navigational tools, shifts in population, and mining.…

Traditional lectures generally force students to play a passive role in the classroom. In an effort to promote active learning, we added discussion sections to a large lecture hall course. Field trips, student journals, and group-based assignments, in particular, enhanced the learning experience. To ensure the success of the new format, course…

Students analyze a contemporary geopolitical event from a comprehensive geographic perspective using role play simulation, discussion, and decision-making. The three-day activity provides teachers with a realistic, ready-made classroom lesson that combines powerful conceptual learning with drama and surprise. The task of the teacher is to…

Background: Environmental issues are frequently controversial and involve conflicting interests and values. Much environmental education literature explicitly encourages teachers to promote pro-environmental attitudes and behaviours amongst their students, despite evidence that teacher support for such a policy is ambiguous at best. The literature…

The region of South-eastern Europe has been under two different socioeconomic regimes until the early 1990s, so the development of both geographical and environmental education in the region is now in the process of significant changes. Hence, the current problems relating to geographical and/or environmental education differ significantly among…

Faced with a complex set of state, territory and federal government policies and regulations, the recent history of education and training in the Australian context has been one of increasing cooperation to find some shared goals and action for the future. This came to a climax in April 1999, when state, territory and commonwealth Ministers of…

Geography is alive and well in non-government schools in the Australian Capital Territory (ACT) but many believe that its rigour has been compromised through being incorporated into Studies of Society and Environment (SOSE) for delivery in government primary and secondary schools. SOSE is one of eight Key Learning Areas (KLAs) that make up the…

There are undoubtedly many parallels between Australia and New Zealand in the history of geographic information system (GIS) in schools. These parallels occur in the social, institutional, professional development, and curricula areas, and each of these topics is considered in this article. In New Zealand at least, there is still a lot that needs…