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Year: 2024


pp 216

ISBN: 9789391978624(HB)

Price: $50

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ISBN: 9789391978808(PB)

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About the Book

Dive into the Pedagogy of Geography, a comprehensive resource blending theory and practice. From curricular concerns to contemporary issues and NEP 2020, this book caters to pre-service and in-service geography educators seeking inclusive and effective teaching strategies with special addresses to visually impaired students. The book may be found useful by learners, teacher educators, and all the stakeholders having an interest in the subject.

About Author

Dr. Mousumi Boral is an Associate Professor in Geography at Satyapriya Roy College of Education, Kolkata, with more than 25 years of teaching experience. Her expertise spans Geography, Science Education, Population and Environmental Education, Educational Management, Educational Psychology, Education in Special Needs, and Guidance and Counselling. She mentors students, supervises dissertations, and guides M.Phil and Ph.D. scholars.

Recipient of the BOLT Award in 2003, Dr. Boral is a Guest Faculty at Ramakrishna Mission Blind Boys' Academy, Narendrapur. She served as a visiting faculty at the University of Calcutta and is presently engaged at Aliah University. Internationally recognized, Dr. Boral presented a paper on Geography and Sustainable Education at the University of Oxford, UK, where she received a Bursary Award. She has publications in esteemed journals and books.




1. Teaching as a Social Science/ 1

Introduction/ 1; Definition of Social Science/ 1; Definition of Social Studies/ 2; Difference between Social Science and Social Studies / 2; Social Science—Place of Geography/ 3; Definition of Geography/ 3; Geography: An Art or A Science/ 4; Nature of Geography/ 5; Scope of Geography/ 6; Philosophical Approach to Geography/ 8; Evolution of Geography Study/ 9; Current Trends in Geography/ 13; Evolution of Modern Geography in India/ 14; Milestones of Indian Geography/ 16

2. Aims, Objectives, and Values/ 17

Introduction/ 17; Structure of Geography/ 20; Geography: An Interdisciplinary Subject/ 21; Values of Teaching Geography/ 26

3. Curricular Concerns/ 30

Introduction/ 30; Differentiating between Curriculum and Syllabus/ 32; Principles of Geography Curriculum Development / 33; Trends in the Development of Geography Curriculum in India/ 33; Methods of Curriculum Development in Geography/ 34; Changes in Geography Curriculum in Indian Schools Since Independence/ 35; Geography Education: A Case Study of West Bengal/ 36; Curricular Concerns in Geography Teaching/ 43; Recent Curricular Concerns on NCERT Syllabus of Social Science/ 44; Approaches to Geography Teaching – Pedagogy and Resources/ 45; Attitude Toward Geography Education/ 47; Gender Biases in Geography Curriculum/ 48

4. Teaching Methodology/ 50

Introduction/ 50; Teaching Strategy of Geography/ 50; Teaching Method and Child Psychology/ 51; Appropriate Methods of Teaching Geography/ 51; Observation Method/ 52; Lecture Method/ 53; Discussion Method/ 54; Storytelling or Descriptive Method/ 55; Excursion Method/ 55; Laboratory Method/ 57; Demonstration Method/ 58; Project Method/ 59; Inductive and Deductive Methods/ 61; Heuristic Method/ 62; Local Method and Local or Home Geography/ 63; Problem-solving Method/ 64; Interactive Method/ 64; Regional or Human Method/ 65; Comparative Method/ 66; Group Investigation and Social Recitation Method/ 66; Regressive Method/ 66; Socratic Method / Question-Answer Method/ 67; Source Method / 68; Supervised Study Method / 68; Jurisprudential Inquiry Model / 69; Social Inquiry Model/ 69

5. Models of Teaching/ 70

Teaching-learning Process in Geography — B.F. Skinner / 70; Teaching-learning Process in Geography — Jean Piaget / 72; Teaching-learning Process in Geography — Jerome Bruner/ 73; Teaching-learning Process in Geography — Lev Vygotsky/ 75; Teaching-Learning Process in Geography — David Ausubel / 77; Problems/ Constraints Related to Planning of Geography Teaching in the Indian Context/ 79

6. Instructional Objectives of Teaching/ 81

Introduction/ 81; Instructional Objectives / 81; Taxonomy of Instructional Objectives/ 81; Development of the Cognitive Instructional Objectives/ 82; Development of the Affective Instructional Objectives / 83; Development of the Psychomotor Instructional Objectives / 83; Revised Bloom’s Taxonomy/ 83; Instructional Objectives of Teaching Geography at Secondary Level / 88; Management of Learning of Slow Learners/ 88; Management of Learning of Gifted Learners/ 89; Meaning, Type, and Importance of Learning Resources/ 89; Instructional Aid Theory / 91; Significance of Instructional Aids / 91; Teaching Aids of Geography/ 91; Multi-Media Approaches in Teaching Geography/ 101; Procedural Format of Discussing a Topic in Powerpoint/ 105; Qualities of a Good Geography Textbook / 111; Improvised Teaching-Learning Aids / 112; Combining Improvisation and Technological Innovations in Geography Laboratory/ 114; Teaching Aids of Geography/ 115

7. Planning Space and Co-Scholastic Activity/ 117

Introduction/ 117; Planning and Organisation of Geography Room/ 117; Planning and Organisation of the Geography Laboratory/ 117; Planning and Organization of Geography Museum/ 118; Concept of Co-Curricular Activities/ 120; Role of Co-Curricular Activities in a Student’s Life / 120; Co-Curricular Activities in Geography/ 121; Functions and Importance of Co-Curricular Activities in Geography/ 121; Nurturing Creativity in the Field of Geography/ 128

8. Teacher and Professional Associations/ 130

Introduction/ 130; Quality Enhancement of Geography Teachers/ 133; Creating a Professional Portfolio/ 134; Qualities/ Roles of a Geography Teacher / 135; Professional Associations of Geography Teachers in India/ 136

9. Techniques in Teaching Skill/ 141

Introduction/ 141; Constructivist Approach to Teaching Geography/ 141; Micro-Teaching/ 142; Definition and Concept of Micro-Teaching/ 142; Characteristics of Micro-Teaching/ 142; Steps of Micro-Teaching/ 143; Evaluation of Micro-Teaching/ 144; Applications of Micro-Teaching/ 144; Simulated Lesson/ 144; Simulated Lesson – General Instructions/ 144; Integrated Teaching/ 150; Collaborative Teaching/ Cooperative Learning/ Team Teaching in Geography/ 154; Case Study/ 154; Tutorial Teaching/ 155; Gender Sensitivity in Geography Classroom/ 156; Online Learning in Geography/ 157

10. Conducting Action Research/ 160

Concept/ 160; Characteristics of Action Research/ 160; Objectives of Action Research/ 161; Four Phases of Action Research/ 161; Features of Action Research/ 161; Types of Action Research/ 161; Methodology of Action Research/ 162; Implementation Area/ 162; Steps of Action Research/ 162; Utility of Engaging in Action Research/ 163; Classroom Implementation of Action Research/ 164; Implication of Action Research Based on Situation 1/ 164; Conducting Action Research/ 164; Conclusion/ 167

11. Developing Concepts and Skills/ 168

Maps and Spatial Concepts/ 168; Instructional Aids for Developing Geography Map Skill/ 170; Developing the Skill of Timeline / 172; Concept Mapping in Geography/ 174; Mind Map in Geography/ 176; Guidelines of Mind Map/ 176

12. Evaluation Techniques/ 178

Introduction/ 178; Characteristics of A Good Test/ 180; Types of Examinations in Geography/ 181; Unit Test in Geography / 184; Assessment of Geography/ 184; Design of Question Paper/ 185; Competency-Based Evaluation in Geography/ 186; Continuous and Comprehensive Evaluation in Geography / 187; National Talent Search Scheme/ 188; Grading and Credit System/ 188; Open-Book Exams/ 189; Diagnosis of Learning Difficulties in Geography/ 189; Assessment of Non-Cognitive Aspects Related to Geography Education/ 190

13. Artificial Intelligence in School Level Geography/ 192

Introduction/ 192; History of Artificial Intelligence / 193; Types of Artificial Intelligence / 194; / 194; Application of Artificial Intelligence in Education/ 194; Advantages of Use of Artificial Intelligence in Education/ 196; Challenges of Use of AI in the Educational Field/ 197; Application of AI in School-Level Geography Curriculum/ 197; AI-Powered Application Used as TLM to Teach Geography/ 199; Conclusion/ 202

References/ 203

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