黃景鴻 = A study of the geographical knowledge of junior secondary school in Hong Kong and Guangzhou / Wong King Hung. / 稿本 / 論文(碩士)--香港中文大學硏究院教育學部,1992. / 參考文獻: leaves 143-158 / Huang Jinghong = A study of the geographical knowledge of junior secondary school in Hong Kong and Guangzhou / Wong King Hung.. / Chapter 第1章： --- 導言 / Chapter 1 .1 --- 硏究背景及動機 --- p.1 / Chapter 1.2 --- 硏究目的及價值 --- p.2 / Chapter 第2章： --- 兩地地理課程的發展及現況 --- p.3 / Chapter 2 .1 --- 兩地地理課程的回顧 --- p.3 / Chapter 2.1.1 --- 兩地的社經發展背景及教育事業 --- p.5 / Chapter 2.1.2 --- 兩地地理教育目的的發展 --- p.8 / Chapter 2.1.3 --- 兩地地理教學内容的發展 --- p.12 / Chapter 2.2 --- 兩地初中地理課程的現況 --- p.19 / Chapter 2.2.1 --- 目的 --- p.19 / Chapter 2.2.3 --- 教育目標 --- p.21 / Chapter 2.2.4 --- 學習内容 --- p.22 / Chapter 2-2.5 --- 教材和教學法 --- p.25 / Chapter 2.2.6 --- 評鑑 --- p.27 / Chapter 2.3 --- 本章小結 --- p.29 / Chapter 第3章： --- 文獻回顧及理論基礎 --- p.31 / Chapter 3.1 --- 文獻回顧 --- p.31 / Chapter 3.1.1 --- 有關地理在知識類別的文獻 --- p.31 / Chapter 3.1.2 --- 有關地理知識的文獻 --- p.32 / Chapter 3.1.3 --- 有關中港兩地初中生地理知識的文獻 --- p.34 / Chapter 3.1.4 --- 有關港穗兩地初中地理課程的文獻 --- p.35 / Chapter 3.1.5. --- 小結 --- p.38 / Chapter 3.2 --- 理論基礎 --- p.39 / Chapter 3.2.1 --- 課程 --- p.39 / Chapter 3.2.2 --- 成續測驗 --- p.48 / Chapter 3.2.3 --- 比較教育 --- p.52 / Chapter 3.2.4 --- 研究架構 --- p.55 / Chapter 第4章： --- 硏究方法 --- p.60 / Chapter 4.1 --- 研究步驟 --- p.60 / Chapter 4.1.1 --- 文獻/資料比較 --- p.62 / Chapter 4.1.2 --- 問卷調˘¬ --- p.62 / Chapter 4.2 --- 硏究對象 --- p.62 / Chapter 4.2.1 --- 課程 --- p.62 / Chapter 4.2.2 --- 初中生 --- p.62 / Chapter 4.3 --- 硏究工具 --- p.65 / Chapter 4.3.1 --- 課程 --- p.65 / Chapter 4.3.2 --- 問卷一及二 --- p.65 / Chapter 4.3.3 --- 正式測試題的分析 --- p.70 / Chapter 4.4 --- 假設 --- p.72 / Chapter 4.5 --- 資料分析法 --- p.73 / Chapter 4.5.1 --- 問卷一 --- p.73 / Chapter 4.5.2 --- 問卷二 --- p.73 / Chapter 4. 6 --- 硏究限制 --- p.77 / Chapter 第5章： --- 兩地初中生地理知識的資料分析及結果 --- p.78 / Chapter 5.1 --- 整體成績比較 --- p.78 / Chapter 5.2 --- 分類成績比較 --- p.84 / Chapter 5.2.1 --- 人文地理與自然地理的成鑕比較 --- p.84 / Chapter 5.2.2 --- 中國地理與外國地理的成續比較 --- p.91 / Chapter 5.2.3 --- 地理位置與地理技巧的成績比較 --- p.97 / Chapter 5.2.4 --- 外國題目的成續比較 --- p.103 / Chapter 5.3 --- 本章小結 --- p.108 / Chapter 第6章： --- 兩地初中生課外獲得地理知識的情況 --- p.112 / Chapter 6.1 --- 接觸地理知識的途徑 --- p.112 / Chapter 6.2 --- 學生的時間分配 --- p.113 / Chapter 6.2.1 --- 電視與地理知識 --- p.114 / Chapter 6.2.2 --- 雜誌與地理知識 --- p.115 / Chapter 6.2.3 --- 傳媒與中國及外國地理知識 --- p.116 / Chapter 6.3 --- 旅遊與地理知識 --- p.121 / Chapter 6.4 --- 本章小結 --- p.123 / Chapter 第7章： --- 結語和建議 --- p.126 / 附錄：問卷一 --- p.129 / 問卷二 --- p.142 / 中文參考書目 --- p.143 / 英文參考書目 --- p.151

Climate change education, at both primary and secondary school levels, has been recognised as a key approach through which to enhance the knowledge and understanding of climate change among learners. The success of climate change education is largely dependent on the resources through which learners acquire knowledge of climate change, namely teachers and textbooks. This two dimensional study investigates FET geography teachers’ knowledge and perceptions of climate change, and provides a critique of the geography textbooks used most frequently by these teachers in climate change education. To investigate teachers’ understandings of climate change, the study employed a qualitative non-experimental research design, which encompassed semi-structured interviews conducted with 32 geography teachers in Gauteng province, South Africa. A number of key inconsistencies, misconceptions and gaps were found to exist in teachers’ knowledge and perceptions of climate change. The value of the nine FET level geography textbooks for climate change education was assessed, and critiqued using a classification process based on criteria developed by the researcher. This assessment revealed a number of shortfalls in the textbooks’ provision of relevant, accessible and accurate information on climate change. It is important that these flaws and shortfalls in both teachers’ knowledge and textbooks representations of climate change are rectified as they are likely to have implications for the ultimate success of climate change education in schools.

"The purpose of this study is to identify geography as a general education subject, to determine the type of geography which best serves the objectives of general education and to determine the general education value of the present geography courses in the Florida junior colleges. An analysis will be made of the present geography programs in the Florida public junior colleges to determine their orientation. This analysis will be concerned with the development of geography in the curriculum rather than with methods of instruction. A study of the catalogs of the various institutions plus information gathered through questionnaires constitute the main basis of analysis. Taking into consideration the objectives of general education, the objectives of the junior colleges, and the objectives of geography, the writer hopes to offer suggestions and recommendations which will make a useful contribution to the concurrent achievement of these objectives in Florida"--Introduction. / Typescript. / "August, 1958." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Harry Brubaker, Professor Directing Study. / Includes bibliographical references (leaves 36-38).

Photocopy of typescript. / Digitized by Kansas Correctional Industries

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The ideas contained in socially critical Environmental Education cannot be ignored given the current environmental crisis and the need to achieve democracy in South African society. In order to achieve this learners need to develop the skills to make informed decisions which will facilitate the achievement of a sustainable society. It is the contention of this research that a socially critical Environmental Education approach to education can facilitate the above. Teachers of formal secondary school Geography Education are in the position to implement socially critical Environmental Education into their teaching. This study therefore investigates the perspectives of student teachers regarding the role of Environmental Education in secondary school Geography Education. This was done within the Interpretative Paradigm using a case study which involved five Higher Diploma in Education Geography method students. The research has revealed that even though the Geography method students have been exposed to an Environmental Education course, in their teaching preparation and are motivated to use it, they have limited understanding of the theory underpinning Environmental Education and how to apply it to their Geography teaching. The problems of bridging theory and practice was apparent. Recommendations are made as how to best facilitate the gap between theory and practice.

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

Traditional school subjects are having to compete for a place in a curriculum which is increasingly judged according to its perceived utilitarian value. According to current educational theory, geography's role in the curriculum is to develop concepts, skills, values and attitudes that allow pupils to understand the human and environmental issues which face their communities and communities throughout the world. In order to achieve these aims, teachers need to adopt a learner-centred teaching approach, yet geography teachers are faced with the dilemma of having to develop participatory teaching strategies within an existing structure which is largely product oriented. This thesis attempts to illustrate how changes can be effected in the approach to the teaching of geography, while working within existing syllabus constraints and while continuing to meet the demands made by the current examination system. To this end, Independent Study Topics are analysed as a means to bring about the desired changes in geographical education. The concept, Independent Study Topics as a 'blanket term' (Diepeveen, 1986) for pupil-centred activities is relatively recent in terms of the South African geography syllabus. In order to obtain greater clarity about the concept and its implications for geography teaching, this study examines current geographical theory relating to learner-centred approaches and relates them to teachers' perceptions of the role of IST in the geography curriculum. The second aspect of the study is concerned with the implementation of Independent Study Topics in a classroom research setting. The organisation and administration of Independent Study Topics in a single school setting is analysed and evaluated as a process of change. This analysis provides guidelines for developing a learner-centred approach which is necessary to ensure that geography retains its position in the school curriculum of the 1990's and beyond.

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published_or_final_version / Education / Master / Master of Education