Physical educators can teach students basic geography by hanging maps in the gymnasium and using them for physical education activities. The article describes what teachers need to create wall-size maps, how to choose maps, and how to fund and implement map projects. Suggestions for various map projects are included. (SM)

Analyzes how parents and children perceive and experience commercial playground environments, how such environments are marketed to them, and how they make use of them. Considers the marginal role children play in the production and visitation of these environments, and that the playgrounds provide primarily for the needs of adults. (JPB)

Presents suggestions from two elementary teachers on easy, technology-based learning activities. The first activity involves using the computer to unscramble words and cut and paste them into a sentence. The second activity involves developing web pages of various important parks and other locations to which students can plan and conduct virtual…

Explains how to take an elementary class on a cyber visit to the continent of Antarctica, the highest, driest, and coldest continent on earth. A student reproducible page presents eight web sites to visit in this quest as well as questions to answer about each site. Answers to the questions are included. (SM)

Points out the importance and use of Earth's rock and mineral resources in our daily lives. Lists websites on mineral resources. (YDS)

Introduces the activity of building a biome which can be used both for lecture and assessment purposes. Lists required materials and procedures for this activity. (YDS)

Discusses the possible uses of Geographic Information Systems (GIS) as an educational technology for developing contextually rich student learning, which extends students' ability to do scientific inquiry. (ASK)

Discusses what is meant by understanding in elementary school geography and considers the place of geography as a subject in current curriculum legislation in the United Kingdom. Provides some strategies teachers might use to support students in the development of their geographical understanding. (SLD)

Presents a framework of conceptual strategies as structuring devices and points of debate for the further development of youth-focused rural studies. Discusses methodology; cultural, economic, social, and spatial contexts of young people's lives; and a view of young people's lives as a series of negotiations--of rural knowledge, work, social…

Investigated whether underprediction of female college students' performance on standardized knowledge tests would occur in tests tapping four subfields of geography. Students completed the Knowledge of Geography (KOG) test. Test scores, exam grades, and ACT scores highlighted gender differences favoring males throughout the KOG. Test scores…

Describes a prototype system--GeoMatch--that allows users to interactively define geographic areas of interest on a background map and to define, qualitatively or quantitatively, the relationship between the user-defined area and the map coverage. The knowledge discovery in database (KDD) factor is analyzed in the retrieval process. The MARC…

Examines cross-culturally the assertion that women have a special relationship with the environment and are more motivated than men to work for environmental sustainability. Explores the discourse on ecofeminism and evaluates alternative explanations of gender differences in environmental awareness. (CMK)

Introduces an integrated science activity in which students learn about the principles of superposition, biostratigraphy, and correlation and study the single-celled microorganism foraminifera to learn about marine biology. (YDS)

Voluntary work with local communities has been advocated as beneficial for geography students, higher education institutions and the public. In England, the Higher Education Active Community Fund (HEACF) has recently been established by the Government to encourage staff and students in higher education to undertake voluntary work in local…

Changing patterns of employment within the UK and elsewhere have led to a need for geography, earth and environmental science (GEES) graduates to be prepared for a 'portfolio' career. It is advantageous for GEES graduates to be able to identify and capitalize on entrepreneurial opportunities. This paper illustrates how one department has addressed…