This article examines whether questions embedded in geography textbooks address three components of spatial thinking: concepts of space, tools of representation, and processes of reasoning. A three-dimensional taxonomy of spatial thinking was developed and used to evaluate questions in four high school level geography textbooks. The results…

Kites allow teachers to illustrate wind patterns by calling on past experience and by present demonstration. Features of the wind illustrated by kites--the effect of surface friction on wind speed, change of wind direction with elevation, gust and lull sequence, and atmospheric stability and turbulence type--are discussed. (SR)

This article examines the results of an online national survey of K-12 educators who attended a series of GIS training workshops conducted by the authors between 1998 and 2004. Data from the self-report survey (N = 186) suggest new information about potential changes in instruction and assessment patterns following GIS training. The survey…

A teaching unit is presented, using the collage as a teaching technique in geography instruction, emphasizing unit objectives, teaching procedures, and evaluation methods. (JB)

Presents a sampling of items from the ERIC database concerning the teaching of human geography. Includes documents dealing with Africa, Asia, the United States, Canada, Antarctica, and geographic concepts. Explains how to obtain ERIC documents. (SG)

Discusses the teaching of geographic concepts through the use of childrens books. Suggests following up the books with a geographically focused activity to increase children's geographic awareness and knowledge. Includes an extensive annotated bibliography. Links specific books to the geographic themes of place, location, movement, regions, and…

At all levels of instruction commonplace items such as fruit, gelatin, golf and tennis balls, and sugar cubes can be used to demonstrate geographic concepts such as earth-sun relations, locative grid, structure of the earth, glaciation. Tactile and visual demonstrations in which students participate are more effective than other alternatives. (NH)

Notes that the recent outcry for geographic literacy often stresses place-location geography, the weakest argument for including geography in the elementary and secondary school curriculum. Maintains that K-12 geography courses must clearly define those skills, world patterns, and conceptual frames of reference that geographers consider essential…

Suggests the use of picture postcards as a vehicle for teaching geographic concepts. Describes the development of postcards. Discusses the use of postcards for thinking skill development, as a social historical record, and as a study of the images of the places represented on the cards. (DK)

A brief guide to sources of materials to help geography teachers incorporate energy issues into course content. Describes 15 books and six data sources which focus on topics such as trends in fuel production and consumption, trade in energy supplies, and environmental and political implications of fuel production and transport. (Author/AV)

Suggests using an example versus nonexample format to teach geographical concepts related to landforms in the elementary grade classroom. Describes lesson plans and includes objectives, methods, and instructional strategies. Recommends using a conceptual framework rather than rote memorization. (NL)

Presents a classroom exercise entitled, "Latitude, Longitude, Spell It" designed to reinforce the concepts of latitude and longitude. Teachers divide the class into teams, provide them with a map and latitude-longitude coordinate cards, and ask them to record cities found within a given radius of each coordinate. Includes necessary…

Recommends making choropleth maps as a fun and interesting way to teach geographic concepts. Choropleth maps represent data and ratios (population density, voter registration) and can be constructed easily. Includes suggested activities and representative maps. (MJP)

Outlines an exercise dealing with the geographic concept of regions. Suggests this activity as a means of relating theory to students' personal understanding of the world. Provides a lesson plan which helps students appreciate the concept of region as an analytic tool through a "hands-on" exercise. (KO)

Maintains that children love books, and through carefully selected books, geographic concepts can be taught. Explains how children's literature encourages geographic thinking, builds geographic skills, and develops lasting mental maps of places and regions. Discusses 14 suggested books. (CFR)