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ERIC Number: ED436461
Record Type: Non-Journal
Publication Date: 1999-Aug
Pages: 80
Abstractor: N/A
Reference Count: N/A
A Comparison of Students' Understanding of Political and Physical Aspects of Geography with the Use of the Program "Daily Geography."
Canatsey, Jennifer
McDougal, Littell and Company has designed the geography program called "Daily Geography" which incorporates geography into the daily social studies curriculum. "Daily Geography" aims to increase students' knowledge and understanding of the physical aspects of geography. A study tested the "Daily Geography" program to determine if it helps students improve their geography test scores. Subjects were 24 fourth-grade students from a school in eastern Tennessee. Along with the test, each student completed an attitude survey about geography. The class served as both the control group and the experimental group. The study took 10 weeks. During the first 5 weeks the class served as the control group, using only their regular social studies program. During the second 5 weeks the class served as the experimental group. At the beginning of week 6, students were given a geography pretest and an attitude survey. Then, "Daily Geography" was used in the classroom, and students were given two geography questions per day and allowed to use any resource. Later the class discussed the answers to each question. During this time, the regular social studies program was used. At the end of the tenth week, students were given a geography posttest and an attitude survey that assessed final knowledge in geography. In the end, no statistical difference with and without the use of "Daily Geography" was found, and attitudes did not change. The use of "Daily Geography" did not increase the students' knowledge and understanding of physical and political concepts in geography over those who do not use this program. (Contains 4 tables of data, a 19-item bibliography, and several appendixes.) (BT)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee