Explains a large basic course on world regional geography. Introduces students to 10 maxims about the many factors that help define a place's character. Student reactions to the maxims were found to be largely positive. (Author/SOE)

Focuses on the study of geographies of children, offering advice on how to consult with children. Provides information on how to make contact with different groups of children, how to conduct the data collection process, and how feedback will be given. Includes references. (CMK)

Undergraduate science majors need practice in critical thinking, quantitative analysis, and judging whether their calculated answers are physically reasonable. Develops exercises using handheld Global Positioning System (GPS) receivers. Reinforces students' abilities to think quantitatively, make realistic "back of the envelope"…

Addresses the problem of research formulation for the inexperienced. Provides a model for geographic research, and identifies types of research problems. Discusses problem definition utilizing both the inductive and deductive method; literature searches; the data base; and methodology. Explores the role of theory, the theorizing process, and…

Provides educational resources for teaching geography from the Educational Resources Information Center (ERIC). Includes units on the Model United Nations, China, Middle America, and the United States. Resources stress themes of economic, political, and social interactions and interdependence. Provides simulations, maps, sample tests, and lesson…

Although place names, national capitals, and physical environment are important aspects of geography, a well-rounded geography curriculum includes other themes, such as the regional approach, locational and perceptual considerations, population and food balances, urbanization trends, economic development, man-nature relationships, and political…

This article describes how a sixth grade teacher uses contests, games, and fun to teach superior geography skills. (Author/IAH)

Drawing on his maritime background, a teacher at a rural middle school in California decided to use a "Pacific Rim and Basin" theme as the focus for his gifted class. Students learned about the Far East by tracking and communicating with a cargo ship bound for Yokohama, Japan. (MLH)

Urges that natural hazards be studied in order to analyze the geographic theme of human-environment interaction. Suggests ways in which this information can be introduced in the classroom. Identifies field studies and cross-cultural analysis with follow-up discussions as possible activities. Points out information sources. (KO)

Reviews current applications of geographic information systems (GIS) and suggests that industry can use such systems to aid in decision making. The discussion covers factors that will influence future use of GIS, potential uses of GIS in the private sector, and the need to develop an integrated GIS. (CLB)

Assesses the first National Geography Awareness Week that was held from November 15-21, 1987. Points out that there was much media coverage about how geographically ignorant the U.S. population was. Contends that this public relations event had little impact on improving the image of geography as a serious discipline. (GG)

Describes California's effort to blend geography and other disciplines in the state's "History-Social Science Framework." Since all history and societal change have been shaped by the dual influences of time and space, the wedding of history and geography is easily supportable by teachers well-versed in these concepts. Includes seven…

Offers some recommendations for electing and training geography teachers. Teachers should be proficient in world geography, cartography, and computer use and possess field training that is easily replicated in school settings. A positive attitude and creative teaching methods are essential. Includes one reference. (MLH)

The article describes how culture, poverty, religion, and geography interact and impact on the development of education for blind and visually impaired people in Latin America. (Author)

Examines continuity in curricular aims, content, teaching, and assessment as found in the geography programs of a single secondary school and its feeder primary schools. Places emphasis on pupils aged 8 to 13. Finds little agreement in any of the areas investigated. Proposes that structures are needed to develop productive dialogue. (KO)