Conventional courses in geographical data analysis have major problems of student background, statistical validity, geographical relevance, and intellectual inertia. An alternative approach, based upon the methods of data analysis advocated by Tukey, is proposed. For journal availability, see SO 506 593. (Author)

The process of developing a distinctively Canadian junior high school curriculum unit integrating subject content of history, science, and geography around a common theme is discussed. The unit focuses on the life cycle and environment of the Atlantic Salmon, Salmo salar. (MJB)

Describes an introductory college science course for nonscience majors concentrating on climatology and meteorology. Student apathy and discontent with science is overcome through a historically relevant presentation of the subjects. Results indicate a significant stimulation of student interest in science. (SL)

Considers some environmental changes that would occur from one person living on a virgin piece of land and calls attention to information needed by students from grades 7 through 12 to become involved in a wilderness simulation activity. Homework assignments, discussion questions, follow-up activities and folk art projects are described.…

Suggests projects to help elementary students learn about man-land relationships through field experience, inquiry techniques, and a thematic, interdisciplinary approach. Children study a natural community, a human community, solid wastes, and energy conservation. (Author/AV)

The unit for junior and senior high school students presents a description of a Kenyan mother's life style; geography and history of Kenya; map and discussion questions; and research ideas. (AV)

Describes and evaluates a self-paced mastery system of instruction for first-year geography undergraduates at Carleton University in Ottawa, Canada. The program helps overcome problems resulting from students' different educational backgrounds. For journal availability, see SO 505 963. (Author/AV)

Geographers in higher education should pay closer attention to career patterns so they can give career advice and provide courses that give students marketable skills. A brief survey of information currently available on graduate careers in geography is presented. For journal availability, see SO 505 963. (Author/AV)

Discusses the advantages of lecturing directly from the pages of the school atlas (a compendium of maps) in order to integrate it into introductory world regional geography courses. The approach includes a self-study atlas exercise and classroom lectures based on the school atlas. (Author)

Traces the development of environmental education in Australia and assesses change in the environmental content of geography curriculum. The conclusion is that teachers of geography should become more involved in environmental education. For journal availability, see SO 505 721. (Author/DB)

Looks at problems in United States geographical education in the early nineteenth century as perceived by reformers of that period. Focuses on who the reformers were, what changes they advocated, and problems encountered by the reform movement. (Author/AEM)

Discusses how most study skills are not appropriate for reading social studies textbooks. Asserts that sophisticated readers of social studies textbooks use a nation schema to organize the information. Finally, provides specific instructions on how to use a nation schema to teach social studies. (SRT)

Describes a geography lesson that computer and social studies teachers present together to teach elementary and secondary school students about computers and help them place the technology in a social context. (MBR)

The Academic Lab involves gifted intermediate-grade students in a minicourse concentrating on one topic with activities including research, competition, and fun. The learning activities stress problem-solving, creative thinking, communications, and self-direction, and the minicourse culminates in team and individual competitions. A sample…

Cites a study conducted by the Southern Governor's Association which reported that U.S. youth are multiculturally illiterate. Provides a conceptual approach to multicultural education that focuses on eight concepts which can be used in all curriculum areas. Outlines a sample lesson from the Charles County-University of Maryland program. (BSR)