Comparing Strategies for Presenting Concepts in Introductory Undergraduate Geography: Physical Models vs. Computer Visualization

Autor/inn/en	Edsall, Robert; Wentz, Elizabeth
Titel	Comparing Strategies for Presenting Concepts in Introductory Undergraduate Geography: Physical Models vs. Computer Visualization
Quelle	In: Journal of Geography in Higher Education, 31 (2007) 3, S.427-444 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
Schlagwörter	Geography Instruction; Learning Strategies; Visualization; Active Learning; Concept Formation; Undergraduate Students; Introductory Courses; Computer Uses in Education; Animation; Interaction; Models; Teaching Methods; Maps; Conventional Instruction; Computer Simulation + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Visualisation; Visualisierung; Aktives Lernen; Concept learning; Begriffsbildung; Einführungskurs; Computernutzung; Interaktion; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Map; Karte; Computergrafik; Computersimulation
Abstract	Two experiments investigating the benefit of computer-based applications in geography education are presented. The computer-based methods employ concepts of visualization, including animation and interactivity, to facilitate active learning. These computer-based methods are compared with physical (i.e. tangible) models, which themselves can be considered active learning tools. Thus, this report compares a pair of learning strategies using interactive external cognitive tools (one computer-based and one physical), rather than more typical studies which compare an approach using such interactive tools with an approach using more traditional lecture-based presentations. Results confirm existing findings that computer-based approaches are appealing to students but are not, by themselves, significantly beneficial in enabling understanding of complex concepts. Questions used in pre- and post-test for projection understanding are appended. (Contains 9 tables, 4 figures and 5 notes.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10