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ERIC Number: ED040898
Record Type: RIE
Publication Date: 1969-Nov-29
Pages: 18
Abstractor: N/A
Reference Count: 0
Strategies of the High School Geography Project for the Colleges: A New Heresy.
Hill, A. David
Arguing that new strategies can improve upon traditional college and university geography teaching, based on a "feeding-in-of-information" model, selected assumptions of the High School Geography Project (HSGP) strategies are presented. The HSGP has utilized new findings in learning theory and studies of the structure of knowledge. (1) The college teacher, who is a subject specialist, produces better instructional materials if aided by specialists in such processes of teaching as concept formation and use, value and motive formation, analysis of objectives, epistemological analysis, and programming. (2) Concept-orientation should be foremost; that is, information should be used only to the extent necessary to teach geographical concepts. (3) A wide variety of instructional media, offering diverse perceptual experiences to the students' senses, increases the probability that interest will be maintained and that concepts will be learned, concept formation being a non-verbal process. (4) Inquiry learning underlies all of the other strategies, since it is in sensing and solving problems that students learn. Implications of adopting these strategies, as well as possible obstacles to their adoption, are also discussed. This paper will be published in Journal of Geography, December 1970. (DJB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: National Council for Geographic Education.
Identifiers: High School Geography Project
Note: Presented at 55th Annual Meeting of the National Council for Geographic Education, Houston, Texas