Teachgeo

Observation Method

2022-09-08T08:08:00.000+05:30

OBSERVATION METHOD

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OBSERVATION METHOD

Psychologist came to know the fact that children possess instinct of curiosity and are curious to see the things for themselves and particularly those things which exist around them. The geographers exploited this fact to their own advantage. A thing observed and a fact discovered by the child for himself his own efforts become a part of mental life of the child. It is certainly more valuable to him than the same fact or facts learnt from the teacher or a book.

The principles aspects of observation method are (1) to observe (2) To record (3) To interpret. The technique of obtaining geographical information by direct observation is basis to the subject.

§ Aids to geographical Observation

Observation method for teaching geography may be used inside the class room as well as outside the class -room. Inside the class-room, the following aids help observation:

i) Globe: Globe is a useful aid. By observation, children can develop such concepts as longitude, latitude, meridian etc.

ii) Charts: Charts prepared by children themselves or those commercially produced also enhance children’s observation.

iii) Models: Children observe things and they can convert the results of their observation into models.

§ Outside the Class-room

The teacher can enrich children’s observation by adopting certain modes outside the class room. The teacher may use the following modes for this purpose Geography is essentially an observational science. Within the four walls of the class room, the teaching of geography is limited to the globe, maps and the textbook. The real geography exists outside the class room. The children should be made to observe geographical facts like the temperature, pressure, direction and velocity of the wind, clouds, lakes and mountains. The first-hand experience about these phenomena of nature gives clear understanding of natural happenings.

Outsides the class room, there are fields, crops, soil etc. Which also forms part of geographical content? On the spot observation of these entities followed by discussion in the classes enriches children’s knowledge of geographical facts. The teacher of geography would like to make children study the surrounding environment, the landscape and what it offers to man to make his living meaningful.

(a) Field Trips: Field trips help in exploring the environment. Children may be taken out into the larger landscape to observe geographical objects, prepare brief notes, and collect specimens and so on.

(b) Excursions: Excursions educate as well as entertain. Children learn by interacting with the environment. Excursions to hill stations, to geographical monuments help children to understand certain phenomena.

§ Merits of Observation method:

1. Trains the pupils to observe and reason about the fact they observe. This method brings the students of geography into direct relationship with the environment.

2. By this method we interpret the unknown in terms of the known-the known by observation and experience. It is essentially an outdoor work. Nothing should be allowed to take the place of direct observation whenever this is possible. So, this is direct method of gaining geographic knowledge.

3. The merit of this method lies in the work and not in the results. It is training in intelligent observation and no in collecting the data.

4. This method develops the habit of accurate thought and investigation.

5. It is based on the finding of psychology i.e., there is instinct of curiosity in every human being which prompts every human being to know.

§ Limitations of Observation Methods

1. Observational study makes a big demand on the out of –class time of teachers and the students, which the time-table of the school does not permit in Indian Schools.

2. This method is suitable for lower classes as the observation made by young children are necessarily limited.

3. Sometimes the observational study may degenerate into aimless wandering, wastage of much time and energy because of lack of understanding and direct action from the teacher. To let the children, observe things without proper guidance and the knowledge may not be profitable at all. There must be proper guidance and the knowledge gained by observation must not be supplemented through methods as actual observation of child is always limited.

QUESTION-ANSWER METHOD/ SOCRATES METHOD

2022-08-27T09:46:00.000+05:30

QUESTION-ANSWER METHOD

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In this method, teacher asks questions and students answer them. The teacher asks questions on the previous knowledge of the student. After having systemized the previous knowledge the teacher provides the new knowledge. The teacher has to awaken the curiosity and has to create interest in the topic among his pupils. The new knowledge is answered, described and discussed.

The idea of this method is very simple. This method can start the question-answering form with simple questions. but while planning to teach with this method teachers always keep in mind that all the types of questions must be included in the teaching planning because interacting with students is the main central idea of this method.

§ Merits Of Question–Answer Method

1. It can be used in all teaching situations.

2. It helps in developing the power of expression of the students.

3. It is helpful to ascertain the personal difficulties of the students.

4. It provides a check on preparation of assignments.

5. It can be used to reflect student’s backgrounds and attitudes.

6. It is quite handy for the teacher when no other suitable teaching method is available.

7. It involves the learner’s participation in the subject matter and teaching acts.

8. Classroom verbal interaction is encouraged.

§ Demerits Of Question – Answer Method

1. It requires a lot of skill on the teacher's part to properly use this method.

2. It may sometime mar the atmosphere of the class.

3. This method generally is quite embracing for timid students.

4. It is time-consuming.

5. It is difficult to prepare good questions, and arrange them logically.

6. The whole content matter cannot be taught by this strategy.

7. The teacher wants structured answers from the learners. There is no freedom for imaginative answers.

DISCUSSION METHOD चर्चा पद्धती

2022-07-15T09:29:00.001+05:30

DISCUSSION METHOD

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In Discussion Method, one unit is given for discussion to students. Students discuss and present their views, opinions or sometimes they can present their own opinions. Here the role of a teacher is of a guide. This method gives challenge to the talent of students as well as it gives freedom to students. In the discussion method, as it true with any group learning effort, the instructor typically relies on the students to provide ideas, experiences, opinions and information. An instructor may use this during classroom periods, and pre-flight and post flight briefings, after the students have gained some knowledge and experience. Fundamentally; the discussion method is almost the opposite of the lecture method. The instructor’s goal is to draw out what the students know, rather than to spend the class period telling them. The instructor should remember that the more intense the discussion and the greater the participation, the more effective the learning. All members of the group should follow the discussion. The instructor should treat everyone impartially; encourage questions, exercise patience and tact, and comment on all responses. Sarcasm or ridicule should never be used, since it inhibits the spontaneity of the participants. In a discussion, the instructor act as a facilitated to encourage discussion between students.

§ Procedure

The instructor opens the discussion by asking one of the prepared lead-off questions. After asking a question, the instructor should be patient. The students should be given a chance to react. The instructor should have the answer in mind before asking the question, but the students have to think about the question, but the students have to think about the question before answering. Sometimes an instruction finds it difficult to be patient while students figure out answers. Keep in mind that it takes time to recall data, determine how to answer, or to think of an example.

The more difficult the question, the more time the students will need to produce an answer. Sometimes students do not understand the question. Whenever the instructor sees puzzled expressions, the questions should be rephrased in a slightly different form. The nature of the questions should be determined by the lesson objective and desired learning outcomes.

Once the discussion is underway, the instructor should listen attentively to the ideas, experiences, and examples contributed by the students during the discussion. Remember that during the preparation, the instructor listed some of the anticipated responses that would, if discussed by the students, indicate that they had a firm grasp of the subject. As the discussion proceeds, the instructor may find it necessary to guide the direction, to stimulate the students to explore the subject in greater depth, or to ensure them to discuss the topic in more detail. By using how and why follow-up questions, the instructor should be able to guide the discussion toward the objective of helping students understands the subject.

When it appears, the students have discussed the ideas that support this particular part of the lesson, the instructor should summarize what the students have accomplished. In a guided discussion lesson, the interim summary is one of the most effective tools available to the instructor. To bring ideas together and help in transition, an interim summary can be made immediately after the discussion of each learning outcome. This will summarize the ideas developed by the group and show how they relate to, and support, the idea discussed. The interim summary may be omitted after discussing the last learning outcome when it is more expedient for the instructor to present the first part of the conclusion. An interim summary reinforces learning in relation to a specific learning outcome. In addition to its uses as a summary and transitional device, the interim summary may also be used to keep the group on the subject or to divert the discussion to another member.

§ Merits of Discussion Method

1. Emphasis on Learning Instead of Teaching: - Discussion method emphasizes pupil activity in the form of discussion, rather than simply telling and lecturing by the teacher. Thus, this method is more effective.

2. Participation by Everybody: - In this method, everybody participates in the discussion, and therefore thinks and expresses himself. This is a sure way of learning.

3. Development of Democratic way of Thinking: - Everybody co-operates in the discussion, and the ideas and opinions of everybody are respected. Thus, there is a development of democratic way of thinking and arriving at decision.

4. Training in Reflective expression: - Students, during the course of discussion, get training in reflective thinking, which leads to deeper understanding of the historical problem under discussion.

5. Training in Self Expression :- During discussion, everybody is required to express his ideas and opinions in a clear and concise manner. This provides ample opportunities to the students for training in self expression.

6. Spirit of Tolerance is inculcated :- The students learn to discuss and differ with other members of the group. Then learn to tolerate the views of others even if they are unpleasant and contradictory to each other’s view. Thus, respect for the view points of others is developed.

7. Learning is made interesting: - History is considered to be a dry subject. The learning of history is made interesting through Discussion Method. More effective learning is possible when the students discuss, criticize and share ideas on a particular problem. Active participation by the students in the discussion makes learning full of interest for the students. This also ensures better and effective learning.

§ Demerits Of Discussion Method

1. All types of topic cannot be taught by Discussion Method.

2. This method cannot be used for teaching small children.

3. The students may not follow the rules of discussion.

4. Some students may not take part while others may try to dominate.

5. The teacher may not be able to guide and provide true leadership in the discussion.

COMPARATIVE METHOD

2022-06-17T18:38:00.000+05:30

COMPARATIVE METHOD

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The comparative method is one of the methods of teaching geography .in this method the teaching is based on the comparison of regions. for this process of teaching knowledge of two countries is necessary but while teaching, knowledge of about one region is compared with another region. Through this method, students come to understand the similar and diverse conditions of physical regions or climate regions. Because of this method small-scale industries and multipurpose industries are compared critically.

In linguistics, the Comparative method is a technique for studying the development of languages by performing a feature-by-feature comparison of two or more languages with common descent from a shared ancestor and then extrapolating backward to infer the properties of that ancestor. The comparative method may be contrasted with the method of internal reconstruction in which the internal development of a single language is inferred by the analysis of features within that language. Ordinarily, both methods are used together to reconstruct prehistoric phases of languages; to fill in gaps in the historical record of a language; to discover the development of phonological, morphological, and other linguistic systems and to confirm or to refute hypothesized relationships between languages.

The comparative method was developed over the 19th century. Key contributions were made by the Danish scholars Rasmus Rask and Karl Verner and the German scholar Jacob Grimm. The first linguist to offer reconstructed forms from a proto-language was August Schleicher, in his Compendium der vergleichenden Grammatik der indogermanischen Sprachen, originally published in 1861. Here is Schleicher's explanation of why he offered reconstructed forms.

§ Merits of comparative Method

1. The teacher employees “from known to unknown” principle in this method.

2. This method is budget friendly / economical method.

3. This method makes knowledge long lasting.

4. It is time saving method.

5. This method improves the knowledge of local geography.

§ Demerits of Comparative Method

1. In this method the students remain inactive though reactive to the body-language of the teacher.

2. All the topics cannot be taught by this method.

3. This method is not suitable for all classes.

4. This method requires command over the language and command over body-language.

PROJECT METHOD

2022-06-04T16:41:00.000+05:30

PROJECT METHOD

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Among all the methods of teaching geography, Project method is the most important which is frequently applicable to teaching-learning process. It is a method which stands against the traditional method of teaching where the theoretical knowledge from the book is accepted and received by the students. In propagating this method, American educationist John Dewey did much work.

Prof. Kilpatrick defined a project as “a purposeful activity which proceeds in a social environment. J.A Stevenson who perfected it as a method of teaching said “it is a problematic act carried to completion in its natural setting. “According to C.V. Good “A Project is a significant unit of activity, having educational value and aimed at one or more definite goals of understanding.

It involves investigation and solution of problems and frequently the use and manipulate of physical materials. It is planned and carried to completion by the pupils and the teacher in a natural life-like manner.” Project may be individual or co-operative, large or small. It may be employed according the mental age of the pupils. But that must be done under the guidance of an expert.

Psychologically, the project method is based on the principles of learning by doing encourages maximum amount of purposefully activity on the part of the pupils. Adopting method, the heart, head and hand are to be functional. That means both the physical and also the mental powers of the child are to be exercised or utilized.

§ Basic Principles of Project Method

1. The project must be based on activity-mental or motor.

2. It must be purposeful in its action.

3. Under the project, the children must accumulate experience-manipulative, concrete or mental.

4. It must provide real experience.

5. It must be useful in nature.

§ Steps of Project Method

The project method consists in the following steps

1. Providing a situation: A Project is never to be forced upon pupils. Situations may be provided by conservations or different topics, discussions on pictures, buildings or cities, by telling stories or taking out children on excursions and educational tours and trips.

2. Choosing a Project: After a situation has been provided, the next step is the choice of a good project. Only such a project should be selected as many satisfy some real need of the pupils and for the good of all of them. The pupil must feel that the project is their own.

3. Planning: After suitable choice has been made, the next step is preparing a plan for the execution of the project. The entire planning is to be done by the pupils under the guidance of the teacher, after a good deal of discussion. Each child should be encouraged to participate in the discussion and offer his suggestions. The entire plan should be put in black and white by the pupils in their project book is complete.

4. Executing: When the plan is ready the teacher should encourage the pupil to put in into practice. He should ask the pupils to assign duties and distribute work among themselves, according to their individual interests and capacities. Each must be given some duty to do for the successful completion of the project. Then, they should be asked to work in co-operation with one another till the project is complete.

5. Judging or Evaluating: After the completion of project, the student should be asked to review their work. They should note their mistakes, if any, and see whether they had proceeded, according to the plan or not. It is a sort of self-criticism which is a very important from training and should never be neglected.

6. Recording: All the pupils should maintain a project-book in which they should put down a complete record of all the activities, connected with the project. This record will be including the choice of project, its planning, discussions held, difficulties felt, duties assigned, references and books consulted, information gathered, experiences gained, guidance sought etc. Important points for further references and guidance are also to be noted down.

§ Geographical Project Employed in Schools

Geographical project may consist of running of a vegetable stall or cloth, cultivation or ploughing of field, running of a school, an agricultural farm, a post office. Village and town markets are other geographical projects. Another type of project consists in the preparation of models of house, school, railway station etc. For the senior students the following are recommended:

1. Making sand or clay models of different sections of the various river valleys-the Ganges, the Indus etc.

2. Pupils may be encouraged to stage a play showing the life in various regions of the world.

3. A hill scene i.e., Shimla or National showing railway lines, a bridge, cultivated fields, roads and other important features.

4. Pupils may be asked to prepare economic and distributional of the local area.

5. Setting and running a geographical museum is another important and useful project of educational value.

6. Pupils may be encouraged to read papers and organize excursions.

7. Pupils may cultivate a vegetable or a fruit garden.

§ Merits of Project Method:

1. As it is based on the psychological principle. It is only for the development of the inherited traits of the child providing the most natural conditions.

2. Applying this method, education gets more meaning and value in comparison to the traditional methods of teaching.

3. It develops social values like co-operation, fellow – feeling and brotherhood.

4. As it involves manual activities, it emphasizes the dignity of labor.

5. The students by this method, understand the understand the importance of learning by doing and direct experience of things.

6. This method employs the sense and not mere words or symbols:

7. It trains the pupils in the exercise of invention and self – responsibility.

8. The child gets training in research work through this method.

9. The child derives satisfaction when he achieves something by his own efforts.

10. Lastly, the students can evaluate their work.

§ Demerits of Project Method

1. It requires more money to be spent and this is very difficult to manage.

2. Trained and qualified teachers to put this method into practice are not available.

3. All schools do not have resources to use this method.

4. Projects are difficult to devise for all stages of teaching.

5. Good text books on these lines have not yet been produced.

EXCURSION METHOD

2022-06-04T16:27:00.000+05:30

EXCURSION METHOD

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An excursion arranged for the study of a part of the country on the spot is the most useful method of teaching Geography. Excursions present the objet in its natural colours. It is the best way to study Geographical fact as they exist. These excursions serve a very useful purpose in the formation of character of pupil so that he may not be misfit in society. A wise teacher can arrange a good number of opportunities of paying visits, at least, to local places if not too distant areas. When pupils are taken out, they may be encouraged to observe carefully the physical phenomena and the social, economic and industrial conditions. The easiest and the most important thing to observe is the natural objects like landscape, land formations and different types of soils. A journey to a hilly area, to a river or to the sea-side may explain term such as erosion, deposition, shells, grade and V-shaped valleys, etc. Similarly, a visit to a zoo may explain the habitation of plants and animals and the natural conditions required for them.

§ Types of Excursions

Excursions for the students of Geography are of three types, namely.

o Local Trips of the duration of one or two lesson periods.

o Community or neighborhood trips of half or full day’s duration.

o Tours to different places or parts of the country of several days’ duration.

1. Provide direct learning experiences: - In Travels and Excursions, the student get opportunity of seeing and observing things y themselves. So, they get direct learning an experience which cannot be gained in the class-room. Practical knowledge of Geography is gained by feet rather than by head. It is gained in the field, forest, hills and factories or in the fields, outside the class-room.

2. Satisfies natural urges: - Psychology tells us that young – children have certain natural urges, interests, drives and tendencies. One of these urges is curiosity which is the mother of all knowledge. Excursions provide opportunities for the students to satisfy their natural urges, interest, instincts and tendencies in real and natural setting. Excursions also satisfy the students’ urges of gregariousness assertion, construction and adventure.

3. Gives practical Social training: - While on excursion, the students get practical training in co-operation and working together. They develop some fine traits spirit, group feeling, tolerance and obedience to teachers and leaders.

4. Broadens outlook: - In tour students go to different parts of the country with different climatic conditions and meet people who speak different languages, wear different type’s clothes and different kind of food. They find an amazing diversity of life in different part of their vast country. All this experience broadens their outlook and they become more tolerant and larger hearted than before.

5. Creates interest in Geography :- Excursions further learning in Geography and create genuine interest in the subject. The monotony of class-room teaching is removed. Once the students come out of the class-room, they find a change and this change is very helpful in furthering the interest of students in the subject method of Geography.

§ Demerit of Excursion Method :-

Following demerits are found in this method.

1. It is a very expensive method:- For fulfilling the purpose of the excursion required a lot of money, which is why this method is very expensive.

2. Curriculum cannot be completed by this method: Teachers have limited time to complete the syllabus and with this method, syllabus will not be completed.

3. It destroys a lot of time.

4. Parents do not give permission easily to take their wards for the excursion: Because of various reasons parents do not give permission easily to the students for excursions.

Content Analysis

2022-05-10T19:04:00.000+05:30

Content Analysis

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The term ‘Content Analysis’ refers to two different concepts. Generally, the world ‘content’ refers to the subject matter put forth by the teacher. Content is also referring to the printed material from the text book. Though the printed matter is same for two different classes. Their content cannot be the same. Content depends upon the objectives fixed for that particular standard. The printed matter should be analyzed according to the needs and requirements of that particular standard.

According to I. K. Davis, “it is the analysis of a topic or content unit to be taught, its constituents or elements are arranged in a logical sequence.”

Meaningful written matter is content. The analysis of content means the analysis of topic or content units to be taught into their constituents. The analysis of content means the arrangement of the constituents of the content is massage, purpose, meaning etc. Analysis means to separate units, to divide, relating to teaching; the meaning of content is ‘a matter which is to be taught to students.’

§ Aspects of content – Dr. Bloom has classified the constituents of content into three aspects -

1. Cognitive.

2. Emotive.

3. Physical.

These are three aspect of human development. But, today, curriculum or syllabus stresses mainly cognitive aspect of content. Other school subjects which develop physical aspect of content hence it creates various problems in the life of students.

§ Advantages and importance of Content Analysis

1. To get success in the work of teaching – learning process, it requires curriculum.

2. It helps to divide various units of content of any subject and to give sequence which should be logical.

3. It helps to understand which action is proper for specific unit as well as it helps to understand how to teach students that specific unit in simple meaner so that they understand properly and easily.

4. It helps to understand which unit of content is helpful for fulfilment of object. (Specific)

5. It helps to understand that if there is same content at different level then it should be teaching according to age group of students as well as scope of that unit at that stage.

6. It helps to understand that there may be one unit but it satisfies more than one object.

§ Ingredients of content Analysis

1. Terms - Planet Stars, etc.

2. Facts

3. Principle

4. Concept – earthquake, part, volcano, etc.

5. Definition

6. Theory

7. Structure

8. Formula

9. Law

10. Diagram

11. Skill

12. Relation – correlation – Day – Night

13. Information

14. Identification of tools or Equipment

§ Steps of Content Analysis

1. Unit

2. Sub – Unit.

3. Objectives of Unit.

4. Structure.

5. Objectives of Sub-Unit

6. Teaching Points.

7. Concept.

8. Core Elements

9. Values.

10. Generalization.

11. Learning Experiences.

12. Selection of Method.

Evaluation.

Textbook Analysis

2022-05-10T18:56:00.000+05:30

Textbook Analysis

Keywords: Textbook Analysis, Criteria of Good textbook, Qualities of Good Textbook

The textbook analysis is the process of analyzing a text, typically a textbook, to discern its main ideas and how they are presented. The goal is to gain an understanding of the text and its underlying principles so that students can better learn from it.

One of the most important aspects of textbook analysis is identifying the purpose of the text. Is it designed to provide factual information, teach a specific skill, or to introduce a new concept? Once the purpose of the text is identified, other factors, such as the structure and organization of the text, can be analyzed to see how well it meets that purpose.

In addition to analyzing the text itself, it is also important to consider the context in which it was written. For example, a textbook that was written in the early 1990s may be outdated by today’s standards, while a text from the early 20th century may be more applicable to today’s curriculum.

Overall, the textbook analysis provides educators with valuable information the textbook analysis is a very important process in teaching and learning. With the help of this, teachers and students get proper knowledge of the content.

§ Analysis of the definitions of a textbook reveals the following characteristics.

1. It is a manual of instruction.

2. It is a standard book on the subject.

3. It is both content and technique.

4. It contains selected material.

5. It is meant both for learners and instructors.

6. It presents the material in graded form.

7. It is the foundation on which the course is based.

8. It is used for formal as well as informal education.

9. It is a tool for realizing the instructional objectives of the subject.

10. It is a principal source of study material for a given course.

11. It is the most economical instructional material among others.

§ Characteristics of a good textbook

A textbook is called a good one if it contains both Physical and Academic features. A) Physical Features

1. Size of the book

I. It is suitable for the learners. It is convenient for handling and carrying.

II. It is neither too big nor too small for the learners for whom it is meant

2. Printing of the books

I. The printing is neat and clean.

II. It is free from any type of error.

III. The spacing between the words, line, and paragraphs is even and satisfactory

IV. There are sufficient margins on all sides of the page. Each chapter beings on a fresh page.

V. Length of a line is within the eye span of a child.

3. Font Size of Textbooks

I. Different type size is used for the cover page. Title, text, and captions.

II. The font size used in the book is suitable for the age group.

III. It does not strain the eyesight of the learners.

4. Paper used in Textbooks

I. It is adequately thick.

II. It is durable.

III. It is smooth.

IV. It is of good quality.

5. Binding of Textbooks

I. The binding of the book is sufficiently strong.

II. It opens out easily.

III. The sides of the book are properly trimmed.

IV. The cover page of the book is durable.

6. Price of Textbooks

I. The price of the Textbook is reasonable.

II. It suits the pockets of the majority of the parents.

7. Appearance of the Textbook

I. The textbook is attractive

B) Academic Aspects of the textbook

From an academic point of view, a good textbook has the following features.

1. Frontpage and Back pages

I. The title page is appropriate.

II. The book has a suitable preface.

III. The book is introduced effectively

IV. The table of contents is error-free.

V. The book has a bibliography’ The book has a glossary of terms used.

2. Thematic Content of the book

I. The subject matter is according to the mental level of the learners.

II. It is capable of sustaining the interest of the learners.

III. The facts given are correct and up-to-date.

IV. It provides new information to the learners.

V. The content is linked to life It is unbiased.

3. Organization of the contents and its presentation

I. The subject matter is divided into convenient units Length of each lesson suits the learners.

II. The subject matter is coherent.

III. The organization is flexible.

IV. The reading material is graded in order of difficulty.

4. Presentation of the content

I. The title of each lesson is brief meaningful and suitable.

II. The style of presentation is simple and clear.

III. The style of presentation is interesting and creative.

IV. It has adequate provisions for replication

V. It provides suitable suggestions for instructors

5. Verbal communication (Language)

I. The vocabulary is according to the mental level of the learners

II. The language used is grammatically correct.

III. The sentences are short and simple

IV. The technical terms are used appropriately.

6. Illustrations (Visual Aids) used in Textbook

I. The illustrations are clear Abstract concept of the book is clarified with the help of picture diagrams and maps.

II. The illustrations are relevant to the text

III. The illustrations develop interest and motivate the learner.

IV. The illustrations are distributed throughout the book.

7. Learning Assignments (Exercises and Projects)

I. Every lesson is followed by exercises Instructions to do the exercises are clear

II. There is a variety of exercises based on each lesson

III. The exercises for each lesson are purposeful and adequate.

IV. The exercises help the instructor evaluate the achievement of the learners.

V. The exercises provide scope for projects.

VI. The exercises are graded.

VII. The exercises are challenging.

JOURNEY METHOD

2022-04-22T15:51:00.001+05:30

JOURNEY METHOD

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The Journey Technique is an antiquated memory strategy that allows you to store new data inside recognizable mental excursions, permitting you to explore it effortlessly. You could utilize your excursion to work, for instance; the course you take to visit your folks; or a visit around a normal getaway destination. It's an incredible method for learning records because each excursion provides an unmistakable request to all the data held inside it.

Journey Method is also known as the Arm Chair method it means one can travel to many places of importance, business, tourism by reading travelogue in our living places it means reading the experience of tourist who had actually visited the places the content of traveling consists of photographic of the places and reading to make it effective in short journey method means traveling all over the whole world not physically but mentally by reading the travel experiences written in the booking form.

Instructions to Use the Journey Technique

To utilize the Journey Technique most really, it's ideal to set up an excursion in advance. This guarantees that the milestones are clear to you before you use them to "store" new data.

So first pick an excursion that you're exceptionally acquainted with. Put in no time flat envisioning yourself going along the way.

Then, pick milestones or focal points and routes. At the point when you've chosen around ten, record them - and make sure that you can recollect them all together. You'll have to keep this grouping similar each time you utilize this specific excursion.

Whenever you're prepared to recall a rundown, pick a picture to address everything. With things that you can as of now "see, for example, articles or individuals, the pictures will probably be clear. In any case, it's really smart to overstate them, to make them significantly more noteworthy.

With more unique data, for example, the conversation focuses or business ideas, you might have to create "picture signs" to address them in your excursion.

At last, "position" your picked pictures at the milestones on your excursion. You can have some good times in your creative mind as you cause strange and awesome situations up and down your course.

Preparing the Route

To use this technique most effectively, it is often best to prepare the journey beforehand so that the landmarks are clear in your mind before you try to commit information to them. One way of doing this is to write down all the landmarks that you can recall in order on a piece of paper. This allows you to fix these landmarks as the significant ones to be used in your mnemonic, separating them from others that you may notice as you get to know the route even better.

You can consider these landmarks as stops on the route. To remember a list of items, whether these are people, experiments, events, or objects, all you need do is associate these things or representations of these things with the stops on your journey.

Characteristics Of Journey Method

1. This can be done even by watching T.V journey method is useful for teaching geographical facts and geographical regions and natural regions.

2. The different types of maps, pictures, and photographs are the teaching aids for this method.

3. Knowledge of different geographical terms, concepts, maps, reading, and photograph reading skills are most important.

4. Fluency in a language is the most important tool of this method of teaching.

Merits Of Journey Method

1. It saves time and money.

2. The journey method takes you quite literally on a journey.

3. It is useful for teaching regions, countries, etc.

4. It is a way of remembering a list of information short or small and is practically effective at helping you store that information for the long term.

5. One of the big advantages of the list is that it works really well even if the items on the list are very desperate and bear no obvious relation to one another.

6. This method is useful for secondary and higher secondary classes.

Demerits Of Journey Method

1. Fluency in the language is a must.

2. It requires the knowledge of different concepts, terms, and maps.

3. Not suitable for all classes.

4. This method required trained and qualified teachers.

5. All the topics of the subjects cannot be taught by this method.

Summary

The Journey technique is a strong, compelling strategy for recollecting arrangements of data, whether short or long, by envisioning pictures and occasions at stops on an excursion. As the excursions utilized are unmistakable in area and structure, one rundown utilized in this procedure is not difficult to recognize from different records. Some interest in planning ventures obviously to you is expected to utilize this strategy. This speculation is, be that as it may, taken care of many times over by the utilization of the strategy.

Regional Method

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Regional Method

Regional Method

Regional Method/ Approach:

Sometimes back geography was taught on the basis of political divisions. Each country was studied separately with details of its mountains, rivers, climate, production, towns, people, industries, and trade. It had no connection with its neighbors. Such a method of teaching Geography was neither satisfactory nor scientific. It is therefore, that this method of teaching Geography. No, we take different countries, with common physical features, climate, production, mineral wealth and economic progress etc. at a time and study them together. It was Herbertson who gave impetus to this method by dividing the whole world into regions that are naturally different from one another. If Geography is the study of the interaction of man and his physical environment it is clearly best to study different types of physical environment or different natural regions.

Professor E.A. Macnees, “The regional method of teaching geography is a method in which the area studied is divided in to natural regions, each of which is studied is divided in to natural regions, each of which is studied separately. The major political divisions are of course of great practical importance and must be taught sometimes. But for the purpose of relating the physical environment and human activities, the study of natural region is most effective.”

“Regional Method of teaching geography is in fact closely related with the method of basing geographical teaching on home geography.”

It is advisable that the teacher should as possibly start from the home region. The geography of the local surrounding should form the basis of advanced studies. Let the students now stretch their imagination and make use of their experiences and knowledge gained from the local surroundings to the distant lands. The students should be made to understand the casual relation of all these social and natural phenomena.

Herbertson’s classification of the world can be used in a modified form. His classification is of great value in sub-dividing the continents and in analyzing the factors which influences human activities. Those countries which lie within this climatic division may further be divided in to structural zones. In the study of a particular region there is considerable scope for a varied method to be employed.

A - Tropical Belt.

1. The Equatorial Region.

2. The monsoon Region.

3. The Hot deserts

4. The Sudan Type Region

B - Warm Temperate Belt

1. The China Type Region

2. The Mediterranean Region

3. The Steppes or Turan Type Region.

C - Cool Temperate Belt.

1. The Manchurian Type of Or St. Hawrence Type Region.

2. The North – West European Type Region.

3. The Prairee Region.

D - Colt Belt.

1. The Taiga Forests

2. The Tundra’s

It should however be noted that this classification of natural regions based on climate at least an approximation. The placing of regions in a particular category means that they have more resemblances than differences. The limits of these natural regions are also approximate. The change from one natural region to another is often gradual and not abrupt or sudden.

To divide a geographical unit into natural regions is considered to be a scientific method. This method awakens and cultivates the regional consciousness of the learners. When one the students have cultivated regional consciousness in them by frequent application of this method, they come to acquire a sort of tool which will be helpful to them in the subsequent geography work. This method requires investigating and writing the account under each heading in the regional sequence. The method scheme can be adapted for individual work in regional method.

1. Geographical Position- The situation of the region should be clearly defined. This can be done firstly with reference to surrounding countries or continents or oceans etc. Secondly in mathematical terms, every region lies within certain lines of latitude & longitude and the names and numbers of these lines, which enclose that region should be clearly mentioned. The area of that region should also be calculated if possible, by convenient means.

2. Configuration of Land – A detailed account of distribution of mountains, Plateaus and hills, valleys and plains be described as accurately as possible. If ordnance survey map of that region is available, then the detail can be had by interpreting the countercoups. The outstanding features, like peaks gorges, rides spurs, saddles etc. should be noted. The relief of a region is a key to its physical geography and it helps to explain much of the human geography because various features of relief have profound effect on man. The slope of the ground, the description of valley, the shelter of a cliff these and many others will decide whether man’s settlement is exposed or sheltered, swampy as dry, protected or liable to attack, difficult to approach, accessible to neighboring communities and so on.

2. Hydrography - Relief and water features are intimately connected and the relation of river system to land configuration should be described. A pattern of drainage system of the area should be prepared on a map, to bring out the relationship of relief and drainage system. A study of the distribution and nature of the streams and rivers and their valleys are essential some of the relief features may show assembled the effects of glaciations. The teacher should pint out debris assembled in a valley, helps the students to recognize the other features such as Hanging Valley, curie lakes, ice scooping and basins of more important streams.

3. Climate - The lines of latitude and longitude determine the position of a region on the surface of the earth. This position enables the teacher to infer the seasonal conditions of the particular region, position of the sun, from which it receives the heat. From these things we can easily deduce the atmospheric pressure, the direction of the winds and consequently we can form some idea of rainfall in related to the climate facts as stated before.

4. Vegetation: Having acquired a clear idea of the physical features and climate of a particular region, it will be easy to ascertain the various types of vegetation and vegetation zones occurring in that region. In atlases there all special maps showing the distribution. So, lot of information can be gathered from these maps with respect to the distribution of vegetation. A rainfall has a great say in type of vegetation and barring certain factors such as those of altitude and salinity, the vegetational zones, very nearly correspond to rainfall zones. All possible co-relations are made between climate and relief on the one hand, and vegetation on the others.

5. Human Geography: Physical factors affect men and influence their mode of life and choice of settlement .The main thing is that we should learn to tools at the map and study the location of a place ,its shape ,size and notice how it fits into general pattern of settlement ,their influence on the distribution of settlements the form of individual towns or villages .The teachers should try to obtain some idea of the influence of physical features on the distribution of settlements and on the form of the individual towns or villages on the distribution of settlements, the density of population per square mile.

Procedure to be followed in teaching through the regional method.

The following is the most common procedure, which is generally followed while teaching through the Regional Method.

i) For studying a particular region, at first locate structure, relief, drainage and climate are taken in a serial order.

ii) Then natural and agricultural vegetation and animal life are taken.

iii) After this distribution of minerals and their use in the development of industries are dealt with.

iv) Thereafter the distributions of population, chief occupation of towns are studied.

v) Finally, the region is studied in relation to other regions of the world.

It is at this stage that comparative method also comes in. Thus, a combination of comparative and regional method not only makes Geography teaching more effective but also saves much of labor.

It should however be remembered that in dealing with each region, the advance of human civilization on earth, must be emphasized. Regions in cold belt present the most primitive type of nomadic hunter type while desert lands in the tropical belt exhibit a more advanced life, both socially & economically. By regional method, we mean two things. Firstly, the whole world is studied by dividing it into natural regions. Secondly each continent or country or province or district is studied under different heads, namely, structure, relief, climate, vegetation, minerals and life of man.

§ Merit/Advantages Of The Method

1. Quickest way of getting pupils understand Geography –

2. Orderly and Systematic - It is a scientific orderly and, systematic method. As has been stated above, each region is studied in relation to its structures, relief, climate, vegetation, mineral wealth and life of man in a serial order.

3. Lends itself to independent Study :- The regional method send itself to independent study. It can be resorted to individual methods of teaching. After cultivating the regional consciousness of the pupils, they can be asked to investigate and write the account under each headman the regional sequence, independently.

4. Gives clear picture of the co-relation of physical features with socio-economic activities: - This method gives a clear picture of the co-relation of physical features with the social and economic activities and other phases of man’s life. So, it helps in making pupils. Understand the drama of human development on this earth and its spread in the world.

5. Promotes international Undertaking :- This method makes it clear to student that although different regions are scattered over the whole world in separate belts, human life is almost similar, in spite of political barriers. Thus, this method boarders the outlook of students and inculcates in them the spirit of tolerance brotherhood and universal compassion. Thus, it promotes international understanding.

§ Limitations Of This Method

1. Too much repetition: - In this method there is a lot of digressions and repetition because the student has to follow the same plan again and again. The region of student may change but the method of approach remains the same.

2. Useful in upper classes only: - This method requires background of Geography on the part of pupils. They must learn that cause-and-effect technique before following this method. So, it can’t be used in lower classes.

3. Chances of missing smaller region: - As we have already noted, the boundaries of natural regional are not very exactly defined, so one region may merge into another. Ann while paying attention to broader regions the smaller regions may be missed and neglected at together. Sometimes the study of smaller region is very vital and important from Geographical point of view.

PEDAGOGICAL APPROACHES FOR GEOGRAPHY

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Pedagogical Approaches for the subject Geography

Teaching Methods/ Approaches

The instinct of curiosity is the master instinct among children. Children, experience proves, are curious to see things for themselves. Their environment is full of things and object about which children want to know everything. They have questions of which they want answers. The geography teacher exploits this instinct to make the teaching of geography interesting and meaningful. Successful teachers always keep in view that teaching must “be dynamic, challenging and in accordance with the learner’s comprehension. He does not depend on any single method for making his teaching interesting, inspirational and effective”. Regarding the importance of Methodology, it may be said that a Methodologist, like any other scholar will be required to carry on his self-education throughout his life because a well-trained Methodologist will confront new developments in his science, judge their merits, relate them to past trends and make a reasoned choice as to what he wants to integrate into his own thinking.’ It may also be printed out that a meaningful solution of the problem depends on the methods which are available. In other words, it means that if a problem has been unsuccessfully examined at an earlier stage of discipline’s evolution, it should be repeatedly attempted till a synthetic approach has been achieved. With this end in view, we should talk about new Methodology in Geography in the field of teaching methods.

Instructional method is vital in the educating and learning of science. They act as ways prompting the comprehension of ideas instructed to understudies thus structure an essential piece of study hall encounters. Different techniques are available to instructors to use to educate, right from kindergarten to tertiary levels to improves comprehension understudies might interpret logical ideas. Coll, France, and Taylor, (2005) called attention to that the utilization of similarities and mental models can upgrade understudies comprehension of perplexing and unique logical originations. Idea planning is one showing strategy which has acquired grounds in the instructing and learning of science and other related science subjects in the western nations.

Contrasts in the age of the understudies and the substance being conveyed can impact the instructive practices an educator will decide to utilize.

Educators will utilize research from various scholarly trains to illuminate their choices, close by their experience showing those age gatherings. For instance, an instructor in EYFS might reference mental improvement research and their experience of the outcome of grown-up coordinated play.

The defenses behind the choices will turn into the instructive standards, and each educator will foster their own academic standards over the long run.

Various Approaches/Methods of teaching geography:

There are various approaches used by teachers while teaching Geography subject. This approaches also divided into two types.

Student Centered Methods:

Students are the center point of while choosing a teaching method is called as Student Centered Methods. in these methods students participation is taken by the teacher and students are in active state. A student-cantered approach varies greatly from the traditional teacher-cantered instructional model. In a student-cantered approach to learning, classrooms move from direct instruction to a more community-driven environment, one which supports student empowerment, conversations, critical thinking skills, independence, and problem-solving techniques. In student-cantered classrooms, the change begins with the teacher. Student-cantered learning strategies do require and involve students in the overall planning process, implementation, and assessments. As educators continue to refine and hone their instructional practices, here are several strategies for implementing a student-cantered classroom.

Teacher Centered Methods:

Teacher choosing teaching method as per their perspective. In centered methods, students put all of their focus on the teacher. You talk, and the students exclusively listen. During activities, students work alone, and collaboration is discouraged. When education is centered, the classroom remains orderly.

Methods of teaching geography:

Regional Method
Journey Method
Excursion Method
Project Method
Comparative Method
Discussion Method
Question-Answer /Socratic Method
Object Method
Field Visit Method
Experimental Method.

Local Geography

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Local Geography

Local Geography

image courtesy: Kyle Glenn

§ Elements of Local Geography

The prominent features, facts and factors which are interacting with each other and responsible for the development of a limited geographical area may term as a local area following are the elements of local area and so the factors of local geography.

(1) Location (2) Climate (3) Landforms

1. Location - Location means the actual place of local area in the map. In the map it shown by a point. Actually, when we talk about the place, we ask the question ‘Where’ we answer this question by telling the direction and distance with respect to a prominent place. In short for the location of Pune following information is useful in understanding geographical local.

Pune – A district in Maharashtra.

An important city in India.

A place in Asia.

But in political map of India, it is shown by a point to the south of Mumbai or to the north of Kolhapur and at a distance of 225 km.

2. Climate - The type of air, atmosphere etc. The temperature, the winds, the rainfall all are the elements of climate. Their knowledge is essential in interpreting the local area maps for rain occurs in rainy season. We also try to compare this type of climate in Pakistan, Sri Lanka and Bangladesh.

3. Landform - The regional area has a physical built up. It has some particular landform. It may be a region of hills, hillocks, mountain range, a plane and undulating surface.

All these are the factors of local geography. Because of particular properties, their usefulness, their distribution, the region gets an important place, we get an idea of new conception.

§ Importance of Local Geography

Local Geography is a part of Geography at large. It is studies in the wider perspective of the aim and objects of the teaching of Geography. It also has certain immediate objects. The first object is to link the study of the local geography with the Geography of the world. Truly speaking study of the local geography is the study of the World Geography in miniature.

In this way it is possible to understand the Geography of the world in the proper manner. In short following are the aims and objects of the study of local geography.

1. It helps in the study of the future geography. Actually, it is the local practical study of the Geography which enable the students to understand and realization wider perspective of the Geography. Through the study of local geography, it is possible to have a clear picture of the geographical control.

2. The psychological principle of the teaching of a subject is to proceed from concrete to abstract. Local Geography gives the concrete knowledge of certain facts. It also helps teaching of the subject on the basis of maxim of proceeding from known to unknown. Local Geography is a known fact and the Geography of the world is unknown. It is therefore, advisable to proceed from local geography to the geography of the whole world.

3. To have a clear picture of the geographical factors, it is wise to study the local Geography. In fact, local Geography is a medium of the study of Geography at large.

4. The study of the local Geography helps the imagination of the students. On the basis of the knowledge gained it is possible for the students to have a realistic imagination about the things they have not seen. A student may have seen a hill on the basis of this knowledge he can imagine about Himalayas.

5. Through the study of local geography, it is possible to have an idea of the study of geography in its complete from. In fact, local geography is a part of the whole of Geography. But study of the local geography it is possible to connect it with the whole of it.

6. By seeing the local geography such as markets, centers of industry and trade etc. it is possible to follow easily the changes that take place and may take place in the world at large.

7. Local Geography can be studied in correlation with history, Civics, General Science, etc. if these subjects correlate at the local level, they can be properly, understand at higher level.

8. The direct knowledge of the local geography provides a scientific background for the study of Geography.

9. To understand basic physical systems that affect everyday life (e.g. earth-sun relationships, water cycles, and wind and ocean currents).

10. To learn the location of places and the physical and cultural characteristics of those places in order to function more effectively in our increasingly interdependent world.

11. To understand the geography of past times and how geography has played important roles in the evolution of people, their ideas, places and environments.

12. To develop a mental map of your community, province or territory, country and the world so that you can understand the “where” of places and events.

13. To explain how the processes of human and physical systems have arranged and sometimes changed the surface of the Earth.

14. To understand the spatial organization of society and see order in what often appears to be random scattering of people and places.

15. To recognize spatial distributions at all scales — local and worldwide — in order to understand the complex connectivity of people and places.

16. To be able to make sensible judgements about matters involving relationships between the physical environment and society.

17. To appreciate Earth as the homeland of humankind and provide insight for wise management decisions about how the planet’s resources should be used.

18. To understand global interdependence and to become a better global citizen.

Correlation of Geography Subject

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Correlation of Geography Subject

Correlation of Geography Subject

Co-relation - within the subject and with other school subject

This is an age of co-relationship and no subject can be taught in isolation. It is only for convenience of study that we have spitted the knowledge in the different subject but no subject is completely a Loof from other and it has to be co-related with other subjects.

Modern educationist has no doubt in their mind about the fact that the teaching of a particular subject should be carried out in co-relation with other subjects. The co-relation is more between those subjects that have a common bearing. There are various types of co-relationships and every type of co-relationship has its importance in the education in different ways:

The two important types of co-relation are: -

I) Co-relation with daily life.

II) Co-relation of geography with other subjects.

I) Co-relation of Geography daily life - For fostering a love for study of geography in his students the geography teacher should bring home to his students the useful and interesting applications of knowledge of geography in daily life. It is likely to make his lesson more interesting, stimulating and realistic. Teacher is free to include such phenomenon which are matters of everyday life even if these are not prescribed in the syllabus. Teacher should make a conscious effort to arouse the interest of his students in such applications of geography in everyday life. A good geography teacher can find many applications of geography in daily life and it would be much better if he quotes examples with rural background in rural schools and example having urban background while teaching in urban schools. For co-relating geography with everyday life an effort is made to make use of available community resources. For example, a teacher can plan a visit in some ‘Dam’ while teaching about mountains. Geography is a science as well as an art and aims at preparing ideal and successful citizens. No aspect of human life remains untouched by geography and every human activity has some geographical importance.

II) Correlation of geography subject with other subjects

1. Geography and History - Geography is intimately co-related to history and in the 50’s the two subjects were taught together. In fact, they are twins, one stresses time and the other space. History studies people of different times and geography deals with the people of different places.

The two subjects are now studied separately for convenience of study but we cannot completely separate the two subjects. Geography is the stage on which drama of history is enacted and it is the geography which determines the historical events and can offer explanation for historical actions of mankind similarly historical facts can serve as a good basis for arousing interest in geographical studies. In explanation of historical facts the geographical factors that are taken in to consideration are physical conditions of the life of man, climate produce, means of communication etc. All these factors determine the direction of human life and history is created by human life and activities. History of each and every country is governed by these factors. Truly speaking historical studies devoid of geographical background would be inaccurate and unscientific.

In past ages if some countries had succeeded in invading some other countries, it had been possible because of geographical factors. The Himalayas was considered inviolable again because of geographical factors. Germany had to face defeat in Russia because of severe winter in that part of the world.

Thus, for a proper understanding of historical events, geographical factors have to be taken into consideration. Many a historical map has been drawn on the basis of geographical factors. Geographical factors were the sole cause of the downfall of many empires. The growth of England in to a first-rate sea power can be explained if we consider the geographical factors and geographical location of England.

2. Geography and Political Science - In the study of Political science the most important thing is the study of administration of a particular unit and the problems associated with it. There are wide differences in administration in different lands. These differences may be attributed to difference in geographical conditions. In some countries we find that democracy has survived very long years which has been possible only because of geographical conditions/ factors (e.g.as in Switzerland)

Not only the political system but even the traditions, culture etc. are also guided by geographical factors of a land. In the present-day world when we are moving towards world citizenship and world government, we have to remember the part played by geography. One of the basic aims of geography as pointed out earlier, is the establishment of world citizenship. To achieve this objective, we have to give prominence to various common geographical factors.

In many an instance a proper knowledge of geographical factors can be of much use in solving some political problems. Thus, we find there is much of correlation between geography & political Science.

3. Geography and Economics - Geography is very intimately related to Economics. This interrelationship has led to the branches such as Economic geography. Agriculture. Industry and other economic activity/Activities depend to a large extent on the various geographical factors prevailing in a region e.g., the industrial unit is generally established in an area where the raw material is available in abundance. The wealth of a country to a large extent depends upon various geographical factors because the wealth generating activities industry and agriculture depend on various geographical factors. Thus, to achieve good economic result we must have a good geographical background. Actually, speaking in Economic geography, we study various principles which help us in the study of economic aspects of various geographical factors. It is not only the availability of raw material and the production but the means of transport and communication etc. have also to be taken in to consideration while studying the economics of project. Thus, we find that geography and economics are highly co-related.

4. Geography and Language - Literature is much influenced by the geographical factors prevailing in a region. To learn a language, we must acquaint ourselves with the geography of the area. The description of nature and other geographical conditions of area can be easily found to the existing literature of the area. The description of various characters in novels, dramas, stories, etc. is influenced by the prevailing geographical conditions. Even the dress, the dressing style etc. of a region are also governed by various geographical factors. All such descriptions are available in literature which provides us much information about the geographical factors of a region. Thus, we find that for the proper study of geography a proper knowledge of language is sufficient for study of geography in primary schools but at higher stages of learning of geography a good knowledge of language is desirable. Thus, we find that there is a lot of correction between geography and language and literature.

5. Geography and Art - Art includes (i) Useful Art and (ii) Fine Art. In useful art we make something that is useful and in fine art we make a thing having a quality. Fine art develops the aesthetic sense. To correlate useful art with geography the students in a manual class may be asked to prepare almirahs, map holders, map stands etc.

A good hand of art can draw fine maps, charts and models. In such charts and maps the heights of mountains, formation of lands etc. can be depict these things aesthetically. In this way art can be used to generate students’ interest for geography. Geography provides a good material for the students of art and fine art. Thus, there exists a lot of correlation between geography and art.

6. Geography and Handwork: - In the present-day curriculum hand work occupies an important place. The hand work has been included in geography mainly is to train the eye to accuracy and rapidity in observation. It also helps in the development of latent powers of mind and inculcates habits of neatness etc. At times geography provides subject matter for hand work and sometimes handwork provides subject matter for geography. The school garden provides various opportunities for the study of geography.

7. Geography and Mathematics: - Mathematics is considered the mother of all subjects. Thus, mathematics is highly correlated to various other subjects and so there is a lot of correlation between mathematics and geography for giving a practice in various mathematical formulas about measurement of height, depth, area, etc. the mathematics teacher can choose data from geography. The quantitative aspects in mathematics can be explained by taking the data from population production, crops etc. Similar use of geographical problems can be made in Algebra and geometry classes. To understand geographical charts, geographical surveys, maps and cartographical works in geography the knowledge of mathematics is essential. In comparative method of teaching geography mathematics is quite useful and helpful. Writing about correlation between mathematics and geography an eminent writer observes “Geography and mathematics have much in common. Mathematics deals with number and measurements. But numbers and measurements are based on environment. Through geography we try to understand environment. Therefore, we can understand it better with the help of mathematics.

8. Geography and Natural Science: - Geography is so highly correlated to natural science that is considered as one of the subjects that may be included in sciences. We find that a large number of geographical facts are included in the subject matter of natural sciences such as physics, chemistry, agriculture, botany, zoology etc. The cause-and-effect relationship that is emphasized in the study of geography is a gift of science to geography. For a correct understanding of various geographical facts, we have to make use of many a scientific rules and formulas. Thus, we find a close correlation between science and geography.

9. Geography and Geology - Geology is the study of the surface of earth and so geology is highly correlated to geography. The knowledge of geology can be quite helpful in the study of earthquakes, volcanoes, etc. Thus, these two are considered as twin subject.

10. Geography and Agriculture - These two are deeply correlated because the agricultural products are influenced by the geographical factors. A geography teacher can make a good contribution in the study of agriculture and so there exists a correlation between geography and agriculture.

11. Geography and Religion - In recent times there is an increasing trend for including the study of religion in geography. A close relationship exists between geography and religion because geography emphasizes the influence of environments on the religion of a country. We find that a large number of beliefs in a religion are closely associated to the geographical factors.

12. Geography and Social Studies - In primary classes geography forms part of nature study. It can also form a part of social studies. We have already considered a close correlation between geography and history which is an important subject forming a part of the social studies. The social studies include history civics and politics.

Thus, we find that geography is highly correlated to a number of other school subjects and sometimes such a correlation may lead to overlapping and it involves the danger of repetition and waste of time. This repetition and wastage of time should be avoided and for this purpose it would be better if the teachers teaching various subjects remain in touch with each other’s.

Objectives of teaching Geography

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Objectives of teaching the subject geography at different levels

Objectives of teaching Geography

Objectives of teaching Geography at Upper primary level

1. Understand the different elements of the physical environments which affect ways of living of the human beings.

2. Realize that humans try to make best use of their environment.

3. Understand the variety of ways of living in different parts of the world.

4. Understand spatial distribution of natural and human resources in the world. 5. Explain interdependence of different regions and countries.

6. Appreciate the value of cooperative efforts at the local, national and the global scale for developmental activities.

7. Locate countries, important water bodies, distribution of natural resources, etc. on the world map.

8. Interpret different types of maps, globe, atlas, photographs, diagrams, etc.

Objectives of geography at Secondary Level

Students at early state are very curious, so while observing they learn geography unknowingly. Hence Geography is introduced in their syllabus at early stage. Gradually from their doorstep they are taken to the world through curriculum. At 9th and 10th level students are well equipped with information about natural processes operating in different parts of the world. At this stage they are being exposed to aerial differentiation and problems arising out of them. The regional differentiations are basically because of differences in natural resources as well as the ability and efficiency of the people to utilize them and hence at this level they are introduced to understand the resource base and analyses the reasons of regional imbalance.

Maharashtra being a home state of the students, these concepts are introduced with Maharashtra and then in the next step to India. The SCF (State Curriculum Frame work) has been introduced in 2010 by Government of Maharashtra is very much in line with NCERT (National Council for Educational and Research Training) Which gives emphasis on students’ participation in creation of knowledge as well as active learning for the syllabus for geography to promote these Objectives outlined in the SCF2010.

Objectives

To enable the students to

1. Develop an understanding of man and environment, their interrelationship at the global level

2. Develop awareness to protect the environment

3. Protect and improve the natural resources including forests, water, soils and wild life

4. Understand and appreciate the diversity of land and people of the country with its unity underlying

5. Enhance & deepen the knowledge and understanding of Indian environment in its totality. Their interactive processes and effects on the quality of life in future

6. Develop an understanding and concern about the growing population and its impact on the environment

7. Develop an appreciation of the interdependence of nations and regions of the world in general and India in particular.

8. Develop scientific knowledge by promoting the spirit of enquiry and following a rational and objective approach

9. Develop skills and abilities to read, understand and analyze geographical data presented in various forms such as photographs, maps, graphs, diagrams and charts.

Objectives of teaching the subject geography at Higher Secondary Level

The 10+2 stage in the educational pattern is an important link in the chain of curricular work, where in it is insisted that the students should switch off for the branch of knowledge best suited for them, on the basis of the foundations laid in the first 10 years of schooling, devoted to general education. Accordingly, it would be necessary at this stage to broaden and deepen the student’s basic knowledge in geography, so that it may develop a keen and profound interest in the subject that is so useful in their everyday life as well as in their areas of specialization. Moreover, geography being a subject of interdisciplinary nature, it helps in the study of natural sciences and social sciences.

The course is based on the guidelines provided in NCF2005 and SCF 2010. Core elements such as protection of environment and inculcation of scientific temper as mentioned in NPE and POA have also been reflected in the course content of geography. The theoretical study of geography is complemented by practical work have been made a part of curriculum for 10+2 stage.

For 10+2, the geography course has complements of theory and practical work. The course is designed in such a way that students will be acquiring knowledge of the world as a whole with the new technologies the world is shrinking and new patterns of regional cooperation’s are emerging. At the same time world as a whole is facing problems like, global warming and climate changes. Different regions in the world having varied physiographic and social personalities are expected to respond to these global problems in different ways. Hence, it is necessary that the students understand the strengths and weaknesses of each region to face these problems.

Though regions have different personalities, none remains in isolation and they complement each other in different ways. With the study of world as an entity and understanding the problems, will promote students to accept the concept of world as a home of man and to realize the need for conserving their home. Field visits and practical work will be useful in developing necessary geographical skills.

Objectives

1. Understand the terms, key concepts and basic principles of Geography.

2. Recognize and understand the processes and patterns of the spatial arrangement of natural as well as human features and phenomena on the earth’s surface.

3. Understand and analyze the interrelationship between physical and human environment and their impact.

4. Know about the scarcity of minerals and power resources and to understand the importance of its conservation and use of non-conventional power resources.

5. Understand the causes of environmental pollution and its impact on life on the earth

6. Apply geographical knowledge and method of enquiry to new situations or problems at different levels: local, regional, national and global.

7. Understand major types of human activities as influenced by geographical factors.

8. Develop geographical skills relating to collection, processing and analysis of data or information including graphics and use of computers wherever possible and preparation of a report.

9. Understand the effects of natural hazards and prepare them to help the affected persons.

Scope of Geography

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Scope of Geography

Scope of Geography

1. Physiographic: - This branch studies relief, soil and structure of the earth. It is the source for the other branches and is, therefore, the most important branch of geography as the whole superstructure of the discipline of geography is built upon it. Its spilt up into several sub branches making the subject matter of geography most comprehensive but at the same time immensely interesting. Some of its important branches are geomorphology, glaciology, seismology, hydrology, climatology, Pedology, biogeography, medical geography and pale geography. Geomorphology studies the earth structure comprising various types of rocks, mountains and their evolution and it receives inspiration and guidance from the works of geologist. Its study comprises dividing a country into physiographic regions. For instance, India is divided into five major physiographic divisions: -

1. North Mountain

2. Great Plains.

3. Peninsular plateaus.

4. West coastal plains

5. Islands.

Glaciology is concerned with the study of glaciers. In India glaciers originate only in the higher altitudes of the Himalayas where there are perennial accumulations of show above the snow line which is situated above 4500 meters.

The cause of earthquakes and their bearing on the interior structure of the earth are dealt with in the science of Seismology. The hydrological characteristics of rivers, lakes, Fluvial morphology, peculiarities of flood genesis, fluctuation of water table and underground water resources, genesis of coastal features and many other hydrological problems are the domains of hydrology. Climatology is not a new science in India. The study of causes is distribution of temperature and winds, rainfall and runoff, weather and climate, vegetation and topography, etc. Thus, geographers along with chemists, geologists and biologists feel interested in the study of soil science called Pedology.

2. Economic Geography - This concerns the production and distribution of the raw materials in the country. The internal, external and international trades come within its domain. It studies the influences, both physical and political, which operate on man’s economic life and conditions of development in the fields of agriculture, manufacture and commerce the study also includes the impact of constructional investment on the socio-economic life of people. The problems of movement of labour and industrial locations are tackled both by geographers and economists. The location and distribution of mine-based raw materials and agricultural-based industries are also some of the subject of study of the geography of powers which is the basis of all industrial branch of economic geography. Soil erosion is the greatest single evil to agriculture and animal husbandry. The agricultural practices are usually dependent of the working of livestock which suffer from under starvation due to scarcity of adequate fodder resources. This is another problem which attracts the attention of both geographers and the agriculturists.

3. Human Geography - The subject covers, the evolution of mankind it is an established fact that no man’s life today it toed up completely to his immediate surroundings and that human life is to be treated as a partial adoption to the geographical. The influence of environments on the mode of life is a subject in which geographers are as much interested as the anthropologist. The geography of population studies. The various causes of regional various in population distribution settlement geography deals with the size, form and functions of settlement built up by the man and analyses their historic growth. The study of urban geography there is less of the theory of environment determinism. It is widely accepted today that it is not the physio-biological environments alone that determine man’s ability to make the best use of the natural resources around him but the philosophy of life and technical skill that he has acquired are the main determining factors.

4. Political Geography - This branch deals with the government of state and countries Geography had its birth in the research of finding out the relations between man, his physical environments and the state to which the individual belonged. This gave birth to political geography in Greece, Great Britain, USA & Germany. It is the least developed branch of geography, through there is more than ample scope to expand its horizons.

5. Cartography :- The term is applied to the conceptions the design and the execution of maps of the art drawing maps and charts. This branch is responsible for geodetic and topographic surveys and preparation of aps on certain selected scale. Even though a geographer has no monopoly on cartography, it is important that every geographer (has no monopoly) should have a working knowledge of cartographic presentation not only to read maps but also to make them.

6. Urban Geography :- Urban Geography brings clear focus to the concepts of location, interaction and accessibility as well as distribution and movements of population. It deals with land use patterns and classifications of cities according to their function. Basic and non-basic urban employments are described in the urban geography. Level of hierarchy of towns, functions of the towns, land use pattern and structure of the towns are explained with reference to the models. Socio-economic composition, age structure, journey to work movements, modes of travel and housing sites of the urban are dealt with.

7. Anthropogeography:- The study of the distribution of human communities on the earth in relation to their geographical environment is Anthropogeography, it thus bears the same relation to anthropology as biography does to biology and zoogeography does to zoology.

8. Agricultural Geography: - Agricultural Geography helps a geographer to understand how particular kind's farms and farming systems have developed in particular areas and how they are similar to or different from the farms and farming systems of other areas. Further, it enables him to understand different kinds of agriculture are distributed over the earth and how they function in this spatial arrangement.

9. Population Geography: - Population geography is a division of human geography. It is the study of the ways in which spatial variations in the distribution, composition, migration and growth of populations are related to the nature of places. Population geography involves demography in a geographical perspective.

10. Phytogeography: Phytogeography is the study of distribution of plant species in their habitats and elucidation of origin and history of development of floras.

INTRODUCTION OF GEOGRAPHY

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INTRODUCTION OF GEOGRAPHY

Meaning Nature Scope and various concepts of Geography

‘Geography means study of earth The word’ Geography was first used by a great philosopher Eratosthenes ‘Geo’ means Earth and Graphics means measurement or information of earth. The study of earth is not the complete definition of Geography. Geography Subject considers many natural changes and other related elements or things. Many experts have defined the word ‘Geography’ Let us see some definitions for the study of Geography Subject-

§ Definitions of Geography

1] “The purpose of geography is to provide a view of the whole earth by mapping the location of places”. – P. Tolemy

2] “Synoptic discipline. Synthesizing findings of other sciences through the concept of Roum (Area or Space)”—Immanuel Kant.

3] “Man in society and local variations in environment.”—Halford Mackinder.

4] “To understand the earth as the world of man”. – J.O.M. Broek.

5] “Geography is the science of relationship between physical inorganic factors and principles and of organic factors”. – James Fairgrieve.

5] “Geography is concerned with the description and explanation of the areal differentiation of the earth’s surface.”- Richard Hartshorne

6] “Geography studies the differences of phenomena usually related in different parts of the earth’s surface. “ - Hettner

§ Meaning of Geography

It is always difficult to define a subject and with the passage of time, knowledge grows and culture advances. The definition of the subject also changes. It is because of these reasons the definition given of Geography are not universally accepted.

Geography provides accurate, orderly & rational description and interpretation of the variable character of the earth surface.

Geography does not mean description of the earth’s surface. Many changes have occurred due to external and internal forces. Out of these forces many types, micro-organisms and macro-organisms play an important role of all biological elements on this earth, man is the most important creature, and he is the most intelligent of all the living beings. Man has used natural resources for his needs and welfare. All the necessities for the living things are satisfied from natural environment. He has used natural resources according to his needs, sometimes, adapted his living according to natural laws of the earth while at times he has used it by his own will, thus without submitting to the nature.

§ Nature of Geography

Geography is a vast and mobile subject in nature. The field of geography keeps on changing. Due to the progress in science and technology, we get more and more information. For some centuries ago, Astrology was also supposed to be the knowledge of geography. The modern concept of geography emerged 400 years ago. Sea traders and land discoverers were on the forefront in the development of geography.

From the definition and description of geography it has changed as a knowledge of places and people. Up to the 10^th century names of rivers, mountain, places was supposed to be the knowledge of geography. But after 18^th century the development of geographical knowledge extended beyond it. At those times it was assumed as a science of distribution. In the 19^th century it was assumed as a branch of social sciences. But then nature of geographical changed. It becomes a study of human beings on the earth surface. Geography became. The study of the relationship between cause and effect. During 20^th century it obtains the status as a branch of science.

Man tries hard for his inventions, but in order to be successful he must take into consideration the stage that has been set up for him in nature. The stage is the physical environment which he cannot escape. It is true that man has mobility and can migrate from one place to another. But where he goes, he must obey or co-operate with the laws of nature. In the early stages, the savage man was largely at the mercy of his physical the working of nature increased him been to make effective use of the materials and natural force existing around him. The forces included isolation, gravitation, global rotation, and revolution, volcanoes, earth movement etc.

It is true that most of the elements of physical environment are capable of only slight modification by man. Nevertheless, even this slight control that he has over nature means a great deal towards his progress. For example, man knows very little about atmosphere and can control atmospheric conditions slightly. But he has studied some of the laws. Man’s material progress is largely determined by his success in adjusting his actions to his physical environment.

A country can be said as a developed or developing country according to the physical development of its citizens without human beings, we cannot define Geography. In geography, we study about the rivers, mountains, seas, oceans, planets, animals, plants and continents as well as those elements which affect human welfare.