Author： Rees Peter W. Legates Margaret
Publisher： Routledge Ltd
ISSN： 1466-1845
Source： Journal of Geography in Higher Education, Vol.37, Iss.3, 2013-08, pp. : 327-349
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Abstract
World regional geography textbooks rarely focus on the process of region formation, despite frequent calls to reincorporate a regional approach to teaching global geography. An instructional strategy using problem-based learning in a small honors section of a large world regional geography course is described. Using a hypothetical scenario reorganizing the US State Department's metaregional structure, students conducted group research and presentations on the geopolitical consequences of allocating states to a metaregion. Results indicated that honors students acquired as much content knowledge as those in the regular lecture section and significantly greater awareness about the implications of metaregional membership.
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