geography

Gifted schools are established with the goal of fostering and developing the capabilities of gifted students. However, these schools face numerous challenges, and identifying these issues and improving the educational quality of these schools, as the pioneers of the country's educational system, is of great importance. Therefore, the present study aims to diagnose the challenges of geography education in gifted schools at both the first and second levels of secondary education in the city of Karaj from the perspective of geography teachers.

This qualitative study was conducted using a phenomenol ogical approach. The participants in the study consisted of geography teachers from gifted secondary schools in Karaj, with 11 teachers selected as the research sample through purposive sampling and theoretical saturation. The data gathered from semi-structured interviews were analyzed using coding methods, leading to the extraction of sub-themes and main themes. .

The qualitative data analysis resulted in the identification of 4 main codes, 13 sub-codes, and 60 conceptual codes (open codes). The main challenges identified in geography education in gifted secondary schools, according to the teachers, included attitudes and beliefs toward geography as a subject, regulations and policies, educational challenges, and environmental challenges

geography education in gifted schools faces numerous challenges, and addressing them requires comprehensive support from authorities, teachers, and families.

This study investigates the factors influencing the improvement of students' learning in geography in girls' high schools in Birjand city. The statistical population of this research includes students from girls' high schools in Birjand. A random sampling method was used, and 82 female students from 7 high schools were selected. Using thematic analysis, qualitative data were collected through questionnaires and analyzed using MAXQDA software. The findings showed that utilizing diverse teaching methods and reducing the volume of course content can significantly enhance students' learning. Specifically, field trips and the use of conceptual maps were identified as the most effective methods. These methods help students better understand complex geographical concepts by creating practical and engaging experiences. The research also highlighted the significant role of teachers in increasing interest and improving students' learning. Employing attractive and varied teaching methods, fostering positive interactions with students, and providing real-life examples of geographical concepts can increase students' motivation and interest in geography. Ultimately, the study demonstrated that reducing the volume and content of textbooks and allocating more time to practical and participatory activities can make geography lessons more engaging and improve students' learning. Paying attention to students' perceptions of geography and striving to change this perception towards a positive and practical outlook are also important factors in enhancing learning

Despite the very negative attitude of the "Zoroastrian religion" to the "fairy" (Pari in Persian), the subject is different in Persian literature and folklore. In naming, the beliefs of the common people are very important. It has been shown that despite the situation of the “Daeva” in Zoroastrianism, the word “Daeva” is present in the name of many geographical locations of Iran. In the present study, we are going to investigate the geographical distribution of places with the word “Pari”. The information was compiled using the “National Geographic Names Database of Iran” owned by the “Mapping Organization of Iran”. The “Pari” exists independently as well as in prefix or extension in the structure of the name of 111 geographic locations (including the village and the natural attributes such as valley, river, etc.). The frequency of places with the name of the “Pari” is greatly increased from the east to west. Zoroastrian religion was founded in the eastern and then went to the other parts of Iran. Therefore, it can be expected that the positive attitude of the people of this area to the teachings of this religion is more than residents of other regions. Iranians living in the western areas of the country compared to people living in Khorasan showed more resistance to change attitude towards “Pari”. Preserving the names of villages, springs, rivers, dock, valleys and mountains in the western provinces with the word “Pari” represents the cultural resistance of the masses in Iranian cultural history.

In this study, effective teaching strategies have been analyzed. The present study is applied in terms of purpose and is also descriptive-analytical. The statistical population was a number of geographical teachers who were selected using targeted sampling method. An unlimited exploration test (Johansson method) was used to analyze and answer the research question. The results showed that field teaching of geography, student multimedia education, familiarity with new geography teaching strategies, use of educational and technology aids, use of artificial intelligence in geographical environmental education, use of participatory teaching and teaching method Increasing the salaries and capacity of teachers from key and important strategies in geographical education Due to the advancement of information and communication technology, the use of new teaching strategies is also essential to the education of students. In geography, the use of teachers from new and up -to -date strategies can help better teach geography.

The present research was conducted with the aim of investigating the effectiveness of the use of game-based methods on academic performance in the teaching of map reading. in which four classes from Farhangian University campuses of East Azerbaijan province (brothers and sisters) were selected as available samples and were investigated in two experimental and control groups. A 12-hour game-based training package was designed and implemented for the experimental group. And at this time, the control group was trained in the traditional way. Both the experimental group and the control group were evaluated before and after the intervention using a test made by the researcher of the relevant course. The obtained data were analyzed using one-way and multi-way analysis of covariance. The obtained results show that there is a significant difference between the experimental group and the control group in academic performance. The results of this research confirmed the effectiveness of using the game method in the academic performance of Farhangian University students in East Azarbaijan province.

 With this description, the effective process of teaching geography in Australian schools starts from the primary courses and continues until the end of high school. It provides the introduction and teaching of geography in Australian schools, as a compulsory matter in the field of learning from the basic year, such as kindergarten, to year 8 in Australia. and provides new opportunities for learning and teaching. The opportunities in geography education will be partly due to the challenges in schools. But it can be related to methods and patterns and facilities. There are key challenges in geography education that include curriculum adoption; teacher expertise in geographic education; and show their resources. However, these are important challenges in the field of teaching geography in Australian schools and it is an opportunity for focused teaching and learning in geography that Australian students rely on. On the other hand, other issues such as (teacher expertise, quality teaching resources) geography, the importance of instructional design, the implementation of quality learning experiences for students) are all used in teaching geography in the Australian curriculum.

the main objective of this research is to identify the challenges of teaching geography from the perspective of humanities geography teachers. For this purpose, a qualitative research method (interpretive analysis) was utilized, in conjunction with semi-structured interviews with 20 humanities geography teachers from the second level of high schools in North Khorasan province. The findings showed at least five main issues, titled: 1- Technological challenges with five sub-issues Inclusive of; lack of schools' equipment with geographical tools, interactive maps, GIS, satellite images, and online education; 2- The gap between theory and practice with two sub-issues; lack of connection between conceptual examples and the real world, and the gap between theory and practice; 3- Teaching method challenges with four sub-issues; teachers' lack of awareness of effective teaching methods in geography, time constraints, lack of school support in organizing field trips, and unawareness of the geography curriculum; 4- Resource limitations and shortages with three sub-issues; educational, financial, and experienced human resources; and finally, 5- Content challenges with two sub-issues; complexity of concepts and unawareness of content changes are among the fundamental challenges in geography education as perceived by the participants. The conclusions also include explanations of the issues along with possible solutions.

The purpose of the current research is to review the software applications in geography education. The traditional research method is based on the developmental goal. The results have shown that the most common software in teaching geography is Power Point, among other software used are Google map to get latitude and longitude, Google Earth to get geographic coordinates, Seterra to get information about different countries, world map atlas World atlas geography, NASA World Wind is a 3D virtual world, its production philosophy is also education, Orbit about the solar system, planets and stars. Pc globe for the continents and countries of the world, Surfer in the field of topography and mapping, ER Mappe for the analysis of satellite photos-applied in remote sensing and processing of geographic images, World Atlas 3D for a better understanding of geography in geography data. Finally, technology in the system While the new educational system has changed the philosophy of education from teaching to learning, it has changed the learning circuit from teacher-centered to learner-centered. Taking advantage of information and communication technology due to its educational advantages of long-term memorization in geography education can have a significant impact on lifelong, broad and deep teaching-learning.

 Due to geographical, economic and political reasons, the border areas have faced various complexities and various problems, so that extensive centralization has slowed down the governance process in the border areas and issues such as inappropriate distribution of biological resources, geographical inequalities, unbalanced access to services and infrastructure national issues, the distance between the center and the periphery, the issue of access and transportation, the challenges of natural and water resources, the biological capacities of the border areas for settlement and human development, etc. be located geographically. Good governance is one of the emerging concepts that, due to its constructive role in improving the political management of space in different countries, it can provide a suitable solution for the optimal management of the complex and different geography of border regions. with the aim of identifying and evaluating the geographical factors affecting the formation of good governance and to investigate the issue of how geographical factors have been effective in the formation of good governance in the border regions of Iran in a descriptive and analytical way? The findings of this research show that the role and influence of geography (in both human and natural dimensions) has been significantly neglected in the processes of governance in Iran's border areas, and this issue in turn has caused fundamental weaknesses in The process of statehood and management of border areas has become the result of which can be seen in numerous challenges and crises of security, economic, social and... border areas.

The present research aims to analyze the geography lessons in Social Studies textbooks for elementary school students (grades three to six) using the William Romi formula to determine whether these textbooks effectively engage students in content learning according to their age or not. This analytical study utilizes appropriate descriptive statistical measures, such as frequency, coefficients, table visualization, and calculates students' learning with 10% of the geography section's content, including all images and activities. The engagement coefficient for the text is as follows: Third grade: 2.0, Fourth grade: 7.0, Fifth grade: 9.0, and Sixth grade: 1.0. The research findings indicate that the text of geography lessons in all grade levels is generally passive and has limited research value. The engagement coefficients for images are as follows: Third grade: 3.0, Fourth grade: 7.0, Fifth grade: 5.0, and Sixth grade: 1.0. While the engagement coefficients for fourth and fifth grades are satisfactory, those for third and sixth grades are inactive. It is recommended based on these results that the text of geography lessons in elementary Social Studies textbooks be revised, particularly the parts consisting mainly of content that requires no analysis or interpretation, and replaced with more engaging material to actively involve students in content learning.

Students' interest in the subject of the lesson plays a central role in learning. The teaching method in the process of understanding the lesson, due to the lack of facilities, requires the genius and art of the teacher. New teaching methods that are based on students' interest-inducing activities can improve learning and the result of education. The present research was conducted in order to evaluate the effect of using the role-playing method and its combination with demonstration in students' interest in geography. The research method is based on the description of experimental performance. The statistical population was 455 among the students available to the authors, and 208 were randomly selected as the statistical sample size of the research using Morgan's method. In the classes that were selected as the sample size, the role-playing and demonstration method was implemented and compared with the rest of the statistical population. The results showed that the use of role-playing and demonstration methods in the geography lesson increases students' interest in this lesson.

The study of "form," which means components of perceptible artwork, requires distinctive considerations in different works and arts, in such a way, that the form is in numerous media formats as well as various social and cultural contexts. There is a different presence and existence, and this different entity has led to some works titled "fine arts" and others "applied arts." The study, description, and analysis of form in the applied arts is an incomplete process without considering the biological, social, and cultural identities of the productive societies and the practical necessities of these works. The main issue in this research is the analysis and analysis of the type of feminine component of carpet as one of the essential applied arts in Iran with the cultural context of its production, to recognize and interpret the kind of impact of the components of cultural and social relations and interactions of carpet manufacturing communities on the formal characteristics of the product. The type of research correlates with the required information gathered by library and field methods (observation card). This information has also been analyzed using "third type quantization" and "cluster analysis" methods as efficient methods in social and cultural studies. The results of this study, while presenting a clear picture of the type of distribution and clustering of form characteristics of the carpet as well as the cultural components of the production of this product in the target community, show the association of the various orientations of the femoral features with the social and cultural context of production; Specifically, these orientations are more evident concerning the type of social-cultural structure of urban/non-urban carpet producing groups Including the influence of formal characteristics of the carpet production system and how it continues, as well as the geographical dependencies of producers (especially in areas where the lifestyle and cultural context of production communities are more dependent on geography and natural environment).

Geography education in the modern world today is not just about traditional classes and teaching, but with the help of modern teaching-learning methods, geography education is tried in universities and schools based on interest, facilities, use of new technologies and also important discussion of scientific visits, to be able to create deep and sustainable learning in those interested in the field of geography education. The present study has tried to study the effective results of the comprehensive program of the scientific visits in the field of geography based on eight-semester distributed courses. Descriptive findings of the present study indicate that during the eight semesters of geography education on the campuses of Farhangian University of Alborz Province, regular and continuous scientific visits appropriate to the courses while compiling and planning, have been carried out and effective results in the process of teaching geography and while gaining maximum satisfaction among the student teachers of the two campuses has caused an increase in the level of field education in the two campuses and has influenced the views of officials in this regard and the belief that scientific visits to Farhangian University Sustainable geography has greatly strengthened the contribution.

Nowadays, active teaching methods based on cognitive and constructivist theories are emphasized. The main assumption is that the more students participate in education, the more learning takes place. And students actively learn with an exploratory approach, in this regard, the teacher has a very important and fundamental role, because in addition to the role of guidance, support; He is also responsible for organizing students' learning activities and coordinating the development of their existential dimensions. The present study was conducted to investigate the practicality of active teaching methods in social studies education. In order to achieve the objectives of the research, first the active teaching methods are reviewed and then the practical example of each teaching method is given. The research method is library and with an applied analytical approach. The results show that the methods of teaching role-playing, participatory card and small groups in teaching history are applied. Also, teaching methods of team members, position search and scientific tour are among the practical teaching methods in teaching geography. Inductive and constructivist teaching methods are also among the practical teaching methods in sociology education.

Education at Farhangian University in the field of geography has a history dating back to the initial formation of the foundations of this university, which has been able to play a role in educating students interested in the field of geography education. Geography education at Farhangian University is done in two areas: specialized and educational courses. Both are complementary to each other in terms of gaining experience for student-teachers. Therefore, geography education at Farhangian University of Alborz Province is being conducted in the form of male and female campuses, and the relevant practical and theoretical courses have been researched. Based on this research in the form of a survey of two campuses, the biological experience of geography student- teachers (accepted 2016) who spend the first year of their teaching experience, have been evaluated in the form of 60 specialized educational questions that are considered in several main indicators by researchers. The answers received in the form of questionnaires were 26 cases, which show the differences in the effectiveness of educational and specialized courses for new teachers of geography education. Also, research findings have shown that new teachers of geography education who are teaching in many Iranians schools in this field. However they were interested in this field ,they were dissatisfied with the performance of some courses and considered their effect as weak during their learning experience and believed that specialized courses had the greatest effect on their teaching experience and internship. Up to %50 of the valuable experiences of a teacher have been through practicum. Another important result obtained in the present study and a negative role in reducing teacher motivation for new teachers of geography education is the unrelated teaching courses of the first year of teaching. It has the most negative effect on the interest and motivation of the statistical community.