Presents the results of an experiment that asked 53 middle school children to identify continent shapes and to arrange them to form a map of the world. Australia, Europe, and Asia were the most recognized. Misidentified and misaligned most consistently were Africa and Antarctica. Discusses possible reasons and teachers' responses. (MJP)

Examines children's knowledge and understanding of global spatial relationships. Utilizing cut-outs of continents to estimate their size in relation to Europe, the students consistently underestimated the size of Asia and overestimated Australia. Possible reasons for this are discussed and teaching approaches suggested. (MJP)

Asserts that the lack of adequate geography instruction for preservice teachers has reached the level of crisis. Identifies a number of academic pressures and prejudices that have contributed to this crisis. Discusses a series of established and proposed programs designed to address these deficiencies. (MJP)

Describes a teacher's experiments with improving students' writing in the geography classroom using peer editing exercises. Discusses the development and gives examples of the editing exercises and style sheets. Briefly reviews the theory of audience-centered communication. (MJP)

Argues that effective citizenship requires geographic place knowledge. Recommends that primary students develop place vocabulary through memorization and map activities. Analyzes three social studies (grades 1-4) textbooks for attention to place vocabulary. Finds that none offers a systematic approach to place vocabulary acquisition. Introduces…

Focuses on how census data is used by geographers to identify spatial patterns and analyze relationships between the physical environment and human activities. Shows how census data may be used to enhance geographic education. Includes geography activities on migration and per capita income that use census data. (LS)

Analyzes the strengths and weaknesses of the 1984 Jackson Committee report, "The Australian Overseas Aid Program." Urges the use of the report in the classroom as a basis for discussing overseas aid policy, demonstrate the problematic nature of North-South relationships, and encourage students to become part of the overseas aid program…

Reviewed are three computer software programs: (1) "World GeoGraph"--geography, discovery tool, grades 6-12, Apple IIGS; (2) "Grammatik III"--language arts, grade 7-adult, IBM, PS/2, Tandy 1000; (3) "Words & Concepts I, II, III"--language and concept training for special education, age 3-9, Apple II with speech…

Maintains that philosophical concepts in geography are widely regarded as an important element in geography degrees, yet students have problems understanding them. Describes how a large lecture course was modified to promote understanding by increasing interaction between lecturer and student. (CFR)

Describes a problem-solving exercise used to develop transferable skills through student exploration of university library materials. Maintains that the study was part of a research design course in human geography. Includes six tables and two figures illustrating and analyzing the approach. (CFR)

Maintains that, although geography is being revived in the K-12 curriculum, preservice teachers are not benefiting from the cooperative efforts of geography and education faculties. Argues that geography faculty have new reasons and new opportunities to collaborate with geography teacher education. (CFR)

Presents suggestions for making social studies interesting and motivating to students. The first article offers six strategies to make lessons dynamic. Several other articles go into the classroom to see how teachers are making social studies real to their students. Resources for further information are included. (SM)

Addresses concern that students in North America and Europe do not know place name geography. Discusses the use of mnemonic learning in geography and maintains that it is a positive teaching aid. Illustrates the use of mnemonics in instruction and recommends mnemonics workshops at geography education conferences. (CFR)

Discusses the impact of Marxist geography on course content and textbooks in college geography. Reviews three textbooks. Identifies four persistent problems in the representation of Marxist geography. Suggests a template through which teachers can offer students a more discriminating account of that model. (CFR)

Maintains that writing ability is vital in fulfilling geography discipline objectives of mutual understanding and emancipation. Reports on a study of the use of writing groups in college geography classrooms in the United States and Australia. Includes a student essay evaluation guide as an appendix. (CFR)