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Evaluitio ; and (6) Teacher Trainingintitutes, Elementary DOCUMENT RESUAI! ED 113 282 SO 008 690 AUTHOR Saveland, Robert N.j Pannell, Clifton W.. TITLE Inventory of Recent U.S. Research in Geographic Education. Occasional Paper No. 4. INSTITUTION Georgia Univ., Athens. Geography curriCulum Project. PUB DATE Sep 75 NOTE 64p. AVAILABLE FROM Geography Curriculum Project, 107Dudley Hall, University of Georgia, Athens, Georgia 30602 ($1.50) EDRS PRICE MF-$0.76 HC-$3.32' Plus Postage DESCRIPTORS *Bibliographies; College Instruction; *Educational Research; tlementary Secondary Education; Environmental Education; Evaluation; G#ographic 'Concepts; *Geography; *Geography instruction; Higher Education; Instructional Materials; Research Design;_ *Research Methodology; Research Projects; Tep.cher Education; Urban Areas IDENTIFIERS , *Geography Curriculum Project ABtTRACT The third in a series of geography bibliographies published by the GeograRhylturriculum Project, this bibliography provides an overview of wo in the field of geographic education and research according to parti lila" areas of interest from 1965 through July 1975. Three main sourc s were searched for entries: ERIC Data BaSe, "Dissertation Abstrat s International," and the "Education Index." The chapters includ :(1) history and philosophy; (2) curriculum--concepts, disci lines, structure, and urban geography.; (3) method -- inquiry, models', field work, games and simulation, maps, and media; (4) materialsanalyses of texts, visuals, and geography projects;(5) evaluationcourse, achievement, and awareness evaluitio; and (6) teacher trainingintitutes,elementary, secondary, and college. Each entry contains the title, author,, journal, pages, volume, and date. An author index concludes the document. (Author/JR) Documents acquired by ERIC include many*informal unpublished A* materials not available from other sources. ERIC makes everyeffort * * to obtain_ the best copy available. gevertheless, items of'marginal * * reproducibility are often encountered and this affectsthe'quality * * of. tie microfiche and hardcopy reproductions ERIC makesavailable * * via the ERIC Document_Reptoduction Service (EDRS). EDRS is not * responsible for the quality of the original document.Reproductions * * supplied by EDRS are the best that cah be made from theoriginal. * ********************************************************************** . r TABLE OF CONTENTS Inventory of Recent U. S. Research in Geographic Education ForwOrd Introduction ii Map, Figure 1 xi Chapter 1 History and Philosophy 1 General Regional t, Biographies Elementary Secondary Status , Gbllege Chapter 2 Curriculum 5 General Integrating Disciplines Knowledge-Structure Concepts The Disadvantaged Scale-Distribution-Location Landscapes-Rural Urban Geography Environmental Education International Education Elementary Secondary College Chapter 3 - Method . .14 General Inquiry Models Field Work Games-Simulation Use of Maps' Media Individualized Learning Elementary Secondary College 00.04 4 , t. L' ,Chapter 4-- Materials 24 General Analyses of Textbooks Visuals a Humanities-Bilingual Materials State Geographies Elementary Georgia Geography Curriculum Project Minnesota Project Social Studies Secondary , High School Geography Project College Commission on College Geography , Chapter 5 - Evaluation 32 , General Course Evaluation Achievement Tests Awarenegs and Retention Maps Conceptualization Spatial Studies Elementary . Secondary College Chapter 6 - Teacher Training 38 General Institutes Elementary Secondary College Author Index 41 FOREWORD This Inventory of Recent U.S. Research in Geographic Education is the third bibliography circulated to the profession through the 'Geography Curriculum Project; University of Georgia. Previous bibli- OW ographies which have been issued and which -are still available are A Bibliography for Geographic Education (Ball, 1969) and Bibliography on GeographicThought, Philosophy, and Methodology, 1950-1974 (Wheeler, 1975). Bibliographies make an important contributionVo scholarly research by identification of the literature. In -depth reviews are needed which analyZe and synthesize the state of thought and the quality of research in geographic education. Hopefully, this inventory will facilitate the next step of preparing an essay, or series of critical essays, on recent research in geographic education. The Geography Curriculum Project is pleased to cooperate in this effort. 1.1 M.J. Rice, Director 00006 V INTRODUCTION The impetus for compiling this inventory came from the United 'Kingdom as the result of a request from N.C. Naish of the University . of London, Institute of Education,to prepare a report on recent United States research in geographic education. The Geographical Association paper No. 18, Some Aspects of the Study and Teaching of Geography in Britain: A Reiptrof Recent British Research, was suggested as a model. In consideration of this 'request, it became apparent that it would first be necessary to prepare an inventory and selected bibliography of U.S. research. In April 1972 a special issue (Vol. LXXI, No. 4) of The Auenat of Geography on "Research in Geographic Learning" was publiished. This contained excellent essays on the prospects, natures process, and dissemination'of research in geographic education, but 0.01 not include a comprehensive search of the literature. Prior to, this, in 1967, the National Council for Geographic Education published Research Needs in Geographic Education: Suggestions and Possibilities, which was based on a conference held in October of 1964 at Columbia University's Greystone Center. Likewise, this publication omitted a review of research representative pf the range and direction of studies in the 1950's and 60's. From these and other sources, it is clear that in the last,decade serious interest has focussed on the questions--what are researchable topics in geographic education, what has research been accomplishing in geographic education, and what are the priorities for these topics in today's educational milieu. How- , ever, there has not a ways been agreement on these questions, nor 00007 t -e. jil indeed on whether these are the truly relevant and important .questions. Research, whether in geography or some other academic discipline,- evolved as a significant and legitimate human activity. from the early methodologies and techniques practiced in the natural sciences. In generalsuch activities were empirically based and followed lines of inductive and deductive reasoning [observation -4- idea formulation + preliminary testing, more data collection, and experimentation + theory formulation -4- final testing -4- conclusion (theory. acceptance or rejection).]' Such a format labelled broadly "scientific" has served as a guide for most activities termed re- search that are carried dn in academic institutions. There are many ways in which these activities are pursued and there are great variations in. theAegree of rigor applied to such activities. For; example, Massialas has distinguished three types of strategies used in research: (1) common sense observation and generalization (2) a quasi-scientific approach (3) a rigorous, scientific approach2 The common sense approach, he asserts, includes studies that advance claims without supporting-hard data, tests, and evaluations, or as he puts it, "such studies are frequently of the I-used-such- . and-such- classroom-aids-and-I-got-favorable-results-type." The 1See Robert W. Durrenberger, Geographical Research and Writing (Thomas .Y. Crowell Co., New York, 1971), p. 20. 2Byron G. Massialas, Research Prospects in the Social Science (Blooming- ton,. Ind.: School of Education, Indiana University, 1962), p. 10. 00008 iv second type, quasi - scientific studies, lack adequate controls and testing methods. Limitations as to ttiOr validity result from., failure tb analyze assumptions and concepts thoroughly. Such studies, however, may contain valuable insights ofa more general or prelimi- , nary.nature. Rigorous scientific analysis, the third category, by contrast, is explicit in its batkground methodology, employs up7to- date techniqUas, details its experiments and tests, and relates accurately its findings and conclusions. Massialas notes that few studies of the scientific type exist in the, social studies. As this inventory indicates, despite more than a decade of progreSs, the'record of rigorous scientific research projects in geographic education is meagre. Most of the studies, reports, and projects contained in this inventory fall into the first two categories suggested by . L. Massialas, a fact that tells us much about the status, and condition of contemporary research in geographic education. ,.1 JUSTIFICATION As presented here, this inventory provides an overview of Work in the field of geographic education abtorditit to particUlar I areas of interest and periods of time. As)Xch, it has immediate ... , . , ., practical use by, the student who is searching out topics for 'study, ., .... N or whO is preparing a review of the'literature for a disietation. For other researchers, this inventory can suggest neglectedareas ofinvestigation.Itillaycallattentiontostudies'whichha,dal-1; al- 4, ready been done,.thus-ravoiding.duplication,of effort and aid ;hg the dissemination process. Writers and editors of journal ariticles y 00009 may find this inventory especially helpful. Teachers may use it in preparing reading lists for their classes. A study of listings under particular topics can lead to new syntheses. In balance, this and future inventovies should contribute to an improvement
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