geography literature review topics

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What is a Literature Review?

The scholarly conversation.

A literature review provides an overview of previous research on a topic that critically evaluates, classifies, and compares what has already been published on a particular topic. It allows the author to synthesize and place into context the research and scholarly literature relevant to the topic. It helps map the different approaches to a given question and reveals patterns. It forms the foundation for the author’s subsequent research and justifies the significance of the new investigation.

A literature review can be a short introductory section of a research article or a report or policy paper that focuses on recent research. Or, in the case of dissertations, theses, and review articles, it can be an extensive review of all relevant research.

• The format is usually a bibliographic essay; sources are briefly cited within the body of the essay, with full bibliographic citations at the end.
• The introduction should define the topic and set the context for the literature review. It will include the author's perspective or point of view on the topic, how they have defined the scope of the topic (including what's not included), and how the review will be organized. It can point out overall trends, conflicts in methodology or conclusions, and gaps in the research.
• In the body of the review, the author should organize the research into major topics and subtopics. These groupings may be by subject, (e.g., globalization of clothing manufacturing), type of research (e.g., case studies), methodology (e.g., qualitative), genre, chronology, or other common characteristics. Within these groups, the author can then discuss the merits of each article and analyze and compare the importance of each article to similar ones.
• The conclusion will summarize the main findings, make clear how this review of the literature supports (or not) the research to follow, and may point the direction for further research.
• The list of references will include full citations for all of the items mentioned in the literature review.

Key Questions for a Literature Review

A literature review should try to answer questions such as

• Who are the key researchers on this topic?
• What has been the focus of the research efforts so far and what is the current status?
• How have certain studies built on prior studies? Where are the connections? Are there new interpretations of the research?
• Have there been any controversies or debate about the research? Is there consensus? Are there any contradictions?
• Which areas have been identified as needing further research? Have any pathways been suggested?
• How will your topic uniquely contribute to this body of knowledge?
• Which methodologies have researchers used and which appear to be the most productive?
• What sources of information or data were identified that might be useful to you?
• How does your particular topic fit into the larger context of what has already been done?
• How has the research that has already been done help frame your current investigation ?

Examples of Literature Reviews

Example of a literature review at the beginning of an article: Forbes, C. C., Blanchard, C. M., Mummery, W. K., & Courneya, K. S. (2015, March). Prevalence and correlates of strength exercise among breast, prostate, and colorectal cancer survivors . Oncology Nursing Forum, 42(2), 118+. Retrieved from http://go.galegroup.com.sonoma.idm.oclc.org/ps/i.do?p=HRCA&sw=w&u=sonomacsu&v=2.1&it=r&id=GALE%7CA422059606&asid=27e45873fddc413ac1bebbc129f7649c Example of a comprehensive review of the literature: Wilson, J. L. (2016). An exploration of bullying behaviours in nursing: a review of the literature.   British Journal Of Nursing ,  25 (6), 303-306. For additional examples, see:

Galvan, J., Galvan, M., & ProQuest. (2017). Writing literature reviews: A guide for students of the social and behavioral sciences (Seventh ed.). [Electronic book]

Pan, M., & Lopez, M. (2008). Preparing literature reviews: Qualitative and quantitative approaches (3rd ed.). Glendale, CA: Pyrczak Pub. [ Q180.55.E9 P36 2008]

Useful Links

• Write a Literature Review (UCSC)
• Literature Reviews (Purdue)
• Literature Reviews: overview (UNC)
• Review of Literature (UW-Madison)

Evidence Matrix for Literature Reviews

The  Evidence Matrix  can help you  organize your research  before writing your lit review.  Use it to  identify patterns  and commonalities in the articles you have found--similar methodologies ?  common  theoretical frameworks ? It helps you make sure that all your major concepts covered. It also helps you see how your research fits into the context  of the overall topic.

• Evidence Matrix Special thanks to Dr. Cindy Stearns, SSU Sociology Dept, for permission to use this Matrix as an example.
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ImagesLitReviews

Help for those preparing a literature review.

The following resources give tips on how to prepare a review of the literature -- an important step in a research project because it helps clarify what's already known about a topic. For additional help, please contact us.

• Literature Reviews Descriptive overview of the process of writing a literature review. A light, breezy style makes it easy to read while covering the topic in-depth. Writing Center, Univ. of North Carolina at Chapel Hill
• Write a Literature Review A concise overview of a literature review's components and purpose; Univ. Libraries, Univ. of Southern California, Santa Cruz

Literature Reviews: An Overview for Graduate Students

(9:38) Addresses the function and utility of reviews of the scholarly literature as well as the process of preparing a literature review. North Carolina State Univ. Libraries

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The A level independent investigation literature review

The literature review is an important part of your independent investigation; this unit takes you through how to structure it, and think through using the review to best effect.

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Geography: Literature Reviews

Specialized literature review resources.

• Google Scholar Use the advanced search feature to limit by publication date, journal, author, discipline; use the "cited by" and "related articles" feature to connect to other scholars

Selected books on literature reviews

Search the UW-only catalog by the following subjects to find books on Geography lit reviews and research methods:

Geography -- Methodology Human Geography -- Methodology Qualitative Research Methodology Quantitative Research Methodology Social Sciences -- Research -- Methodology

Strategies for Reading & Evaluating Scholarly Literature

These resources from the Bothell Campus Library can help you make informed decisions about which articles to include in your literature review and why.

• Strategies for reading academic articles From UW Bothell /Cascadia CC Campus Library
• Characteristics of Scholarly Sources From UW Bothell/Cascadia CC Campus Library
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Useful resources on literature or systematic reviews

What is a literature review.

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• Griffith school of environment - systematic quantitative literature review Developed by the school of environment at Griffith University for environmental science students, this resource shows how to systematically search the literature using online databases; save and manage the information and quantify the current status of the literature.
• Systematic searching for environmental evidence using multiple tools and sources Environmental evidence - the official journal of the collaboration for environmental evidence, 2017, 6(23). https://doi.org/10.1186/s13750-017-0099-6
• Guidelines for systematic reviews in environmental management Collaboration for environmental evidence. 2013. Guidelines for systematic review and evidence synthesis in environmental management. Version 4.2. http://environmentalevidence.org/wp-content/uploads/2014/06/Review-guidelinesversion-4.2-finalPRINT.pdf
• GEOS6001 qualitative research and literature reviews Slides prepared by Tiffany Morrison for GEOS6001 research philosophy, design & implementation 11/03/2014
• Literature reviews guide How to search for, store, organise, evaluate and critique information for your literature review. Includes techniques, books, articles and more to help you do your literature review.
• Systematic reviews guide

A literature review is a critical assessment of the literature pertaining to a particular topic or subject.  It is a 'systematic, explicit, and reproducible method for identifying, evaluating and synthesising the existing body of completed and recorded work produced by researchers, scholars, and practitioners'  Fink, (2005).

What's its purpose?

• justify your research
• provide context for your research
• identify new ways, to interpret and highlight gaps in previous research
• ensure that the research has not been done before
• signpost a way forward for further research
• show where the research fits into the existing literature
• highlight flaws in previous research
• UQ Student Support - writing a literature review A guide to the process of planning and writing a literature review.
• Annotated bibliography A useful guide on how to write entries for your annotated bibliography, from UQ Student Support
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Geography & earth science: writing a literature review.

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Guides to Writing Lit Reviews

Examples of Literature Reviews

• Progress in Physical Geography Progress Reports provides reviews of recent advancements in the discipline.
• Progress in Human Geography Progress Reports are commissioned by the editors to provide critical summaries of work in the sub-disciplines of human geography.
• SAGE Knowledge This link opens in a new window Sage Knowledge is a collection of electronic reference materials. The collection includes a number of handbooks relating to geography. Handbooks are essentially chapters of literature reviews to provide an overview of a discipline.
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Literature Review

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A literature review displays what has been published on a particular subject/topic by recognized researchers. Usually, it is part of the introduction to a research report, essay, thesis or dissertation.

A literature review can be a simple summary of the sources, but more often, it is organized with a summary and synthesis. A summary is a recap of the important information of the source; a synthesis is a re-organization of that information.

Search for the most recent articles that deal with your topic; many of them will summarize the prior literature in the area, saving you valuable time. Remember to attribute the source even if you paraphrase.

Literature reviews can be overwhelming. You can't find everything. Just find the literature that gets discussed the most or is most relevant to your topic.

The goal of a literature review is to show an understanding of the bigger picture ; it puts research and recommendations in context of others working in the field.

• Writing a Literature Review (Purdue)
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An effective literature review will prove that you have a wider theoretical understanding of the geography that underpins your research. Your literature review will prove that you understand how key ideas are discussed by geographers. Hopefully, your fieldwork research will show whether or not these generalisations are true in the specific place you are investigating.

Written by fieldwork expert Andy Owen (Insight and Perspective), this very informative presentation will support students with the NEA literature review.

Click the icon below to download the presentation. 

About the Author

Andy Owen Author / Examiner

Our aim is to promote geography and geographical education in the South West of England. Geography SW is a collaborative project driven by a group of enthusiastic geographers who have volunteered their time to create a wide-ranging and dynamic resource to support the wider geographical community.

GEOG_GEOL4120: Introduction to Research: Literature Review

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This is an excellent video from NC State on the processes involved in a literature review.   It is a little lengthy, but worth watching! 

Here are some titles from the Zach S Henderson Library catalog to help guide you as you write your Literature Review and Research Proposal.

What is a review of the literature?

A literature review is an account of what has been published on a topic by accredited scholars and researchers. Occasionally you will be asked to write one as a separate assignment (sometimes in the form of an annotated bibliography), but more often it is part of the introduction to an essay, research report and/or proposal, or thesis. In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries.

* Written by Dena Taylor, Health Sciences Writing Centre   (University of Toronto)

What a Literature Review is NOT:

A literature review is a piece of discursive prose, not a list describing or summarizing one piece of literature after another. It's usually a bad sign to see every paragraph beginning with the name of a researcher.

Instead, organize the literature review into sections that present themes or identify trends , including relevant theory. You are not trying to list all the material published, but to synthesize and evaluate it according to the guiding concept of your thesis or research question .  (Taylor, D.)

Step 1: Search the Literature

Use a variety of sources: books, articles, conference proceedings, government reports, thesis and dissertations, etc!  Do NOT rely solely on electronic full-text material (which is readily available).  Reference resources, such as dictionaries, may be useful in defining key terminology, and encyclopedic sources may provide a good introduction in to specific areas of the topic. 

The MOST IMPORTANT PART of this step is to REVIEW and ANALYZE the literature you collect!  The review process is ongoing - you may need to go back to locate additional materials as you identify new ideas to see if others have written on similar topics.

During the review, you can begin to notice patterns in the literature, and to separate your findings in to different categories. 

Step 2: Write the Review

Remember, a literature review is NOT simply a list of the resources with a summary of each one!

You can organize the review in many ways; for example, you can center the review historically (how this topic has been dealt with over time); or center it on the theoretical positions surrounding your topic (those for a position vs. those against, for example); or you can focus on how each of your sources contributes to your understanding of your project.

Reviewing the Literature is an Adventure!

Remember! All you have to find is two or three really strong sources, and then let those sources lead you to others!

• If you don't know how to find a source from the citation in a reference, please ASK! I'll be happy to walk you through the process!
• Be sure to use that " Cited By " or " Times Cited in this Database " feature of the database. This will lead you to Newer additional sources!
• You can also use the " Find Similar " or " See Related " articles feature! 

Exploring the research in a field is exciting and may lead you to an area of research you never imagined!

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What is a Literature Review?

A Literature Review Is Not:

• just a summary of sources
• a grouping of broad, unrelated sources
• a compilation of everything that has been written on a particular topic
• literature criticism (think English) or a book review

So, what is it then?

A literature review is an integrated analysis-- not just a summary-- of scholarly writings that are related directly to your research question.  That is, it represents the literature that provides background information on your topic and shows a correspondence between those writings and your research question.

A literature review may be a stand alone work or the introduction to a larger research paper, depending on the assignment.  Rely heavily on the guidelines your instructor has given you.

Why is it important?

A literature review is important because it:

• Explains the background of research on a topic.
• Demonstrates why a topic is significant to a subject area.
• Discovers relationships between research studies/ideas.
• Identifies major themes, concepts, and researchers on a topic.
• Identifies critical gaps and points of disagreement.
• Discusses further research questions that logically come out of the previous studies.

Literature Review Tutorial

1. choose a topic. define your research question..

Your literature review should be guided by a central research question.  Remember, it is not a collection of loosely related studies in a field but instead represents background and research developments related to a specific research question, interpreted and analyzed by you in a synthesized way.

• Make sure your research question is not too broad or too narrow.  Is it manageable?
• Begin writing down terms that are related to your question. These will be useful for searches later.
• If you have the opportunity, discuss your topic with your professor.

2. Decide on the scope of your review.

How many studies do you need to look at? How comprehensive should it be? How many years should it cover? 

Tip: This may depend on your assignment.  How many sources does the assignment require?

3. Select the databases you will use to conduct your searches.

Make a list of the databases you will search.  Remember to include comprehensive databases such as WorldCat and Dissertations & Theses, if you need to.

Where to find databases:

• Find Databases by Subject UWF Databases categorized by discipline
• Find Databases via Research Guides Librarians create research guides for all of the disciplines on campus! Take advantage of their expertise and see what discipline-specific search strategies they recommend!

4. Conduct your searches and find the literature. Keep track of your searches!

• Review the abstracts of research studies carefully. This will save you time.
• Write down the searches you conduct in each database so that you may duplicate them if you need to later (or avoid dead-end searches   that you'd forgotten you'd already tried).
• Use the bibliographies and references of research studies you find to locate others.
• Ask your professor or a scholar in the field if you are missing any key works in the field.
• Use RefWorks to keep track of your research citations. See the RefWorks Tutorial if you need help.

5. Review the literature.

Some questions to help you analyze the research:

• What was the research question of the study you are reviewing? What were the authors trying to discover?
• Was the research funded by a source that could influence the findings?
• What were the research methodologies? Analyze its literature review, the samples and variables used, the results, and the conclusions. Does the research seem to be complete? Could it have been conducted more soundly? What further questions does it raise?
• If there are conflicting studies, why do you think that is?
• How are the authors viewed in the field? Has this study been cited?; if so, how has it been analyzed?

Tips: 

• Again, review the abstracts carefully.  
• Keep careful notes so that you may track your thought processes during the research process.

Theme Based Organization

The most common way that literature reviews are organized it by theme. Think of "themes" are the different subheadings you will use. Within each subheadhing, you should clarify how that section relates to other articles within the other sections of your paper.

Your lit review is theme based, not author based. This template shows examples of the different ways that articles can contribute to a discussion of each theme. It is your job to draw conclusions from the relationships between the articles

Imagine that each theme is a bucket and each source fits into one bucket. The same source may fit into multiple themes and buckets.

Images from: Cisco, J. (2014). Teaching the literature review: A practical approach for college instruction. Teaching & Learning Inquiry, 2 (2), 41-57.

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GEOL 355: Structural Geology and Tectonics

What is a literature review, what should a literature review include, how is a literature review organized, how much time does it take to write a literature review.

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Research & Instruction Librarian

A literature review surveys scholarly articles, books and other sources relevant to a particular subject. It provides a description, summary, and critical evaluation of each source. Thus, the purpose of a literature review is to provide an overview of significant literature published on a particular topic. A literature review is not just a simple summary of the sources though - it should have an organizational pattern and a combination of both summary and synthesis.

Main Objectives of a Literature Review

• Surveys the literature on a particular topic
• Synthesizes the information in that literature into a summary
• Critically analyzes the information gathered
• Presents the literature in an organized way

A literature review should include:

• An overview of the subject, issue or theory under consideration, along with the objectives of the literature review
• Division of the sources into categories (see below)
• Explanation of how each source is similar to one another and how it varies from the others
• Conclusions as to which sources are best considered in their argument, are most convincing of their opinions, and make the greatest contribution to the understanding and development of their area of research

A literature review must contain at least three basic elements: an introduction or background information section, the body of the review containing the discussion of sources, and a conclusion and/or recommendations section to end the paper.

• Introduction : Gives a quick idea of the topic of the literature review, such as the central theme or organizational pattern.
• Body : Contains your discussion of sources and is organized either chronologically, thematically, or methodologically. For this literature review, you will organize the body thematically (see below for additional information).
• Conclusions/Recommendations :  Discuss what you have drawn from reviewing the literature so far. Where might the discussion proceed?

Organizing the body

Create a thematic organizational method to focus this section:

• Organize your sources around themes, theoretical concepts, and topics. Literature reviews organized thematically should have subtopics based upon factors that relate to the theme or issue.
• General characteristics and distinctive features (geography, length, width, elevation, topography, cultural significance, resource importance, notable or notorious)
• Plate tectonic setting
• Major structural features and description of general style of deformation
• Age and timing of formation of the major structural features in relation to plate tectonics 

A literature review, particularly one of this length (15-20 pages), takes months  to complete. To avoid leaving the assignment to the last minute (or the last few days) at the expense of the quality of your work, develop a timeline with specific milestones for each stage of the literature review process. These stages are:

• Planning : Identify the focus, type, and scope of the review you intend to write.
• Reading and research : Collect and read research on your topic. Select only those sources that are most relevant to your paper.
• Analyzing : Summarize, synthesize, critique, and compare your sources in order to assess the field of research as a whole.
• Drafting : Develop a thesis and decide how to organize your material.
• Revising : Revise and refine the structural, stylistic, and grammatical issues of your paper.
• Redrafting : The first draft is a coherent, but not perfect, document. Be prepared to redraft and revise multiple times throughout this process.
• Revising : Your final draft should be coherent, free of spelling and grammatical errors, complete with references and figures, and properly formatted.

If you want to write a high quality literature review, a timeline with specific milestones is essential, so set a due date for each stage of the process. Having a date planned and written down will help you stay on track for each stage and reduce feeling overwhelmed when writing.

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Top 50 Geography Research Topics [Revised]

Geography isn’t just about maps and memorizing capital cities; it’s a dynamic field that delves into everything from understanding our planet’s physical features to unraveling the complexities of human societies. In this blog, we’ll embark on a journey through fascinating geography research topics, ranging from climate change and urbanization to cultural dynamics and emerging trends. Whether you’re a curious student or simply someone intrigued by the world around you, join us as we explore the diverse realms of geography research.

What Are The Three Main Topics Of Geography?

Table of Contents

• Physical Geography
• Study of Earth’s physical features, processes, and phenomena.
• Example: Investigating the formation of mountains, erosion patterns in river systems, or the impact of climate change on ecosystems.
• Human Geography
• Examination of the interactions between human societies and their environments.
• Example: Analyzing urbanization trends, migration patterns, cultural landscapes, or economic activities within specific regions.
• Environmental Geography
• Focus on the relationship between humans and their natural surroundings, including the impact of human activities on the environment.
• Example: Researching pollution levels in urban areas, deforestation rates in tropical rainforests, or the conservation of endangered species and habitats.

50 Geography Research Topics: Category Wise

Physical geography research topics.

• Impact of climate change on polar ice caps.
• Patterns of desertification in arid regions.
• Formation and evolution of volcanic islands.
• Study of river meandering and channel migration.
• Factors influencing the distribution of biomes worldwide.

Human Geography Research Topics

• Urbanization dynamics in developing countries.
• Social and economic impacts of gentrification in urban neighborhoods.
• Migration patterns and trends in Europe.
• Cultural landscapes and identity politics in contested territories.
• Gender disparities in access to resources and opportunities in rural areas.

Environmental Geography Research Topics

• Analysis of air quality in megacities.
• Impacts of deforestation on local biodiversity in the Amazon rainforest.
• Water scarcity and management strategies in arid regions.
• Ecotourism and its role in sustainable development.
• Effects of marine pollution on coral reef ecosystems.

Geographical Techniques and Tools Research Topics

• Applications of Geographic Information Systems (GIS) in disaster management.
• Remote sensing techniques for monitoring agricultural productivity.
• Cartographic visualization of population density and distribution.
• Spatial analysis of crime patterns in urban areas.
• Geographical modeling of disease spread and containment strategies.

Regional Geography Research Topics

• Socioeconomic disparities between urban and rural regions in India.
• Geopolitical tensions in the South China Sea.
• Cultural diversity and integration in multicultural cities like London or New York.
• Environmental challenges facing the African Sahel region.
• Regional impacts of globalization on indigenous communities in South America.

Cultural Geography Research Topics

• Influence of religion on cultural landscapes in the Middle East.
• Cultural diffusion and globalization in the digital age.
• Preservation of intangible cultural heritage in UNESCO World Heritage sites.
• Impact of colonialism on indigenous cultures in Australia.
• Gender roles and cultural practices in traditional societies.

Economic Geography Research Topics

• Spatial distribution of industries in emerging economies.
• Trade patterns and economic integration in the European Union.
• Impact of globalization on labor markets in Southeast Asia.
• Role of transportation infrastructure in regional economic development.
• Economic consequences of natural disasters on local communities.

Political Geography Research Topics

• Border disputes and territorial conflicts in the Middle East.
• Secessionist movements and autonomy struggles in Europe.
• Role of international organizations in conflict resolution and peacebuilding.
• Geopolitical implications of Arctic resource extraction.
• Influence of soft power and cultural diplomacy in international relations.

Social Geography Research Topics

• Spatial patterns of poverty and social exclusion in urban areas.
• Dynamics of neighborhood segregation and integration in diverse cities.
• Impact of social media on community engagement and activism.
• Gender-based violence and spatial justice in urban environments.
• Cultural dimensions of health disparities in rural communities.

Historical Geography Research Topics

• Legacy of colonialism in shaping urban landscapes in former colonies.
• Evolution of trade routes and their impact on cultural diffusion.
• Archaeological landscape studies of ancient civilizations.
• Historical geography of migration and diaspora communities.
• Environmental history of industrialization and its long-term impacts on ecosystems.

How To Write A Geography Research Paper?

Writing a geography research paper involves several key steps to ensure a well-structured, coherent, and informative document. Here’s a step-by-step guide on how to write a geography research paper:

• Choose a Topic: Select a specific and focused research topic within the field of geography that interests you. Consider the scope of your paper, available resources, and the significance of the topic in the field.
• Conduct Research: Gather relevant sources of information such as scholarly articles, books, journals, government publications, and online databases. Use both primary and secondary sources to support your research and develop a comprehensive understanding of the topic.
• Develop a clear and short thesis statement that explains what your research paper is about. This statement should show the main idea or point you’re going to talk about in your paper.
• Organize your paper by making a plan or outline. Split it into different parts like the introduction, where you start talking about your topic and explain why it’s important. Then, include a literature review where you talk about what others have already studied about your topic. If you did any special methods in your research, talk about them in the methodology section. Then, show your findings or results, discuss them, and finally, conclude your paper. Make sure you outline all the important things you want to talk about in each section.
• Start your paper with an interesting introduction. Tell the reader some background information about your topic and why it’s important. Also, introduce your thesis statement here. Explain what you’ll be talking about in your research paper to help guide the reader through your paper.
• Conduct a Literature Review: Review existing literature and research related to your topic to contextualize your study and identify gaps or areas for further investigation. Summarize key findings, methodologies, and theories from previous studies to support your own research.
• Describe Your Methodology (If Applicable): If your research involves empirical data collection or analysis, describe the methodology and research design used in your study. Explain the research methods, data sources, sampling techniques, and analytical tools employed to gather and analyze data.
• Present Your Findings: Present the results of your research in a clear and systematic manner. Use tables, graphs, maps, and other visual aids to illustrate your findings and enhance comprehension. Provide descriptive and analytical interpretations of the data to support your arguments.
• Discuss Your Results: Analyze and interpret the significance of your research findings in relation to your thesis statement and research objectives. Discuss any patterns, trends, or relationships observed in the data and explore their implications for the broader field of geography.
• Draw Conclusions: Summarize the main findings of your research and reiterate the significance of your study. Discuss any limitations or constraints encountered during the research process and propose areas for future research or further investigation.
• Cite Your Sources: Ensure that you properly cite all sources of information used in your research paper according to the citation style specified by your instructor or academic institution. Use in-text citations and include a comprehensive bibliography or reference list at the end of your paper.
• Proofread and Revise: Review your research paper carefully for grammatical errors, typos, and inconsistencies. Revise and refine your writing to improve clarity, coherence, and overall quality. Consider seeking feedback from peers, mentors, or academic advisors to further enhance your paper.

Emerging Topics in Geography Research

As our world continues to evolve, new frontiers of geography research are constantly emerging. From the quest for sustainable development to the rise of smart cities and the challenges of climate resilience, researchers are grappling with complex issues that defy easy solutions.

One promising avenue of research is the integration of indigenous knowledge and perspectives into geographic studies. By recognizing the wisdom of traditional cultures and their deep connection to the land, researchers can develop more holistic approaches to environmental management and conservation.

In conclusion, geography research offers a rich tapestry of topics that span the natural and social sciences. Whether it’s unraveling the mysteries of climate change, exploring the dynamics of urbanization, or celebrating the diversity of cultural landscapes, there’s something for everyone in the world of geography research.

So, whether you’re a student embarking on geography research topics or simply a curious explorer seeking to understand the world around you, take heart in knowing that the adventure has only just begun. Happy exploring!

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Fieldwork in geography teaching: A critical review of the literature and approaches

1997, Journal of Geography in Higher Education

Related Papers

Didáctica Geográfica

Maria Helena Esteves

Fieldwork in geography education is an important activity in terms of promoting the development of geographical knowledge and skills that go beyond school learning. The way this contact with the real world is done has evolved from the traditional school visit (fieldtrip) to models where students’ involvement is deeper representing the contribution of several educational theories in geography educational practices. This paper presents a rational about fieldwork implementation as a methodology of data collection used in research undertaken at a local scale, included in a program of geography initial teacher training. As the experience took place in an urban area, the paper includes a conceptual framework about the potential of the city as a research area in terms of fostering critical thinking and the formation of geographically competent citizens.

Bregje De Vries , Katie Oost

Journal on School Educational Technology

Thomas Firomumwe

Journal of Geography in Higher Education

Ian C Fuller

Michael J Reiss

The place of fieldwork in both geography and science qualifications across the 14–19 age range remains contested, unclear and sometimes under threat. Despite its benefits for student learning and motivation, anecdotal evidence suggests that fieldwork is perceived by some school managers as expendable: desirable, but not a core requirement. In this article we argue that fieldwork needs to have a central place in examinations leading to qualifications in geography. We take evidence from a one-day, invitation-only workshop that cut across geography and the sciences, which we ran at the behest of the Field Studies Council in the spring of 2014. Although too late to influence policy decisions relating to GCSE and A-level content and assessment frameworks, the workshop provided strong endorsement for the renewed prominence of fieldwork in A-level examinations – and caution concerning the return to the assessment of fieldwork through examination questions at GCSE level. Although fieldwork has become well articulated in examination specifications, as always, effective teacher development will be the key to sustaining excellent fieldwork practices.

SAMUEL BENTIL

Ernest Munowenyu

Contextualisation Having an aim in mind for a particular educational activity is usually taken to be a key part of lesson planning. Often such an aim is realised in terms of learning related &#39;objectives&#39;; intended outcomes for the activity in question. The critical review that follows examines the notion of &#39;objectives&#39;, contrasting it to a more learning &#39;process&#39; orientated approach. Geography fieldwork is used as a context in which these issues are explored. Abstract: Learning is the ultimate goal of all educational processes. It takes place through the interplay of a number of influential but related factors. More importantly, learning is purposeful and not randomised. This explains why, at the end of any learning process, it is essential to gauge the extent to which learning has actually occurred. The literature reveals that this can be done through pre-specifying the learning objectives (objectives model) or using an open-ended approach in which objectiv...

Clare Herrick

"1. The place of fieldwork in geography and science qualifications across the 14-19 age range remains contested, unclear and sometimes under threat. This report explores these issues and was informed by a one-day, invitation-only workshop that we ran at the behest of the Field Studies Council. 2. We focus on issues relevant for those countries that use GCSEs (General Certificates of Secondary Education) as qualifications for 14-16 year-olds and Advanced Subsidiary (AS) and General Certificate of Education Advanced (A) levels as qualifications for 16-19 year-olds. We hope that this report will also be of value to those working in other jurisdictions that have or are introducing fieldwork at school level. 3. Fieldwork, which can be defined as any curriculum component that involves leaving the classroom and engaging in teaching and learning activities through first-hand experience of phenomena out-of-doors, has a long tradition in geography and in certain of the sciences, notably biology and environmental science/studies. 4. In geography, learning in the ‘real world’ is thought to be absolutely essential, contributing particular qualities that run through geography’s identity as a subject discipline from primary education to undergraduate study. It expresses a commitment to exploration and enquiry, and geography’s concern to discover and to be curious about the world. 5. In the sciences too, fieldwork is crucial. It can be regarded as that sub-set of practical science that is particularly valuable for introducing students to investigating the complexity and messiness of the real world. 6. Despite its benefits for student learning and motivation, fieldwork is perceived by some school managers as expendable; desirable but not a core requirement. 7. High quality qualifications in geography at GCSE and AS/A level require that students have experienced, from start to finish, a first-hand geographical investigation of a specific aspect of the world. 8. In geography, the individual study should be the method of assessment of fieldwork at AS/A level. At GCSE, where the 2014 criteria provide no option but to assess fieldwork through terminal examination, the potential of enhancing the place of fieldwork in specifications in a way that invests in curriculum and pedagogic advancement should be examined further, for example through the use of moderated student portfolios. 9. In the sciences, at both GCSE and AS/A level, it is important that practical work, of which fieldwork is a unique component, is subject to high quality assessment. The use of moderated student portfolios for the assessment of fieldwork has many strengths and should be explored to see if it can be introduced as a component within formal, summative assessment. 10. The more widespread practice of excellent fieldwork in the sciences and geography will require enhanced initial teacher education and subsequent teacher professional development. It takes time to become a teacher who can ensure that students have an outstanding fieldwork experience. "

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Two decades of advancements in cold supply chain logistics for reducing food waste: a review with focus on the meat industry.

1. Introduction

Objective and scope of study.

• What is the current state of the art on beef CSCL in terms of management, sustainability, network design, and the use of information technologies for red meat waste reduction?
• To provide an overview of the current state of the art and to identify the gaps and contemporary challenges to red meat waste reduction;
• To identify key research themes and their potential role and associated elements in mitigating red meat waste reduction, especially across the beef CSCL systems;
• To pinpoint the directions in each theme that warrant further research advancement.

2. Materials and Methods

2.1. literature retrieval and selection, 2.2. extracting the research themes, 3.1. the literature review identified themes and subjects, 3.2. the literature’s evolution and descriptive results, 3.3. management, 3.3.1. logistics management and chronological evolution, 3.3.2. management and regulations, 3.3.3. management and collaboration, 3.3.4. management and costs, 3.3.5. management and inventory, 3.3.6. management and decision-making, 3.3.7. management and risks, 3.3.8. management and waste reduction, 3.3.9. management and information, 3.3.10. management and cold chain deficiencies, 3.4. sustainability, 3.4.1. sustainability and closed-loop scs (clscs), 3.4.2. sustainability and business models, 3.4.3. sustainability and wastage hotspots, 3.4.4. sustainability and packing, 3.4.5. sustainability and information flow, 3.5. network design optimisation, 3.5.1. network design and decision levels, 3.5.2. network design and the location–inventory problem, 3.5.3. network design and routing-inventory problem, 3.5.4. network design and the location routing problem, 3.5.5. network design and the integrated location–inventory routing problem, 3.5.6. network design and sustainability, 3.5.7. network design and information flow, 3.6. information technologies, 3.6.1. it and meat sc transformation, 3.6.2. emerging information technologies and meat scs, technical instruments, technological systems, 4. discussion, 4.1. management, 4.2. sustainability, 4.3. network design, 4.4. information technology, 5. conclusions.

• Management: ◦ Effective management practices are crucial for addressing FLW in beef CSCL systems. ◦ There is a notable transition from LM to FLM and SFLM, with the potential for emerging technologies to create an “Intelligent Sustainable Food Logistics Management” phase. ◦ Suboptimal management practices continue to contribute significantly to FLW, underscoring the need for enhanced strategies and adherence to regulations and standards.
• Sustainability: ◦ Sustainability in beef CSCL involves addressing social, economic, and environmental benefits. ◦ Reducing FLW can lead to increased profits, improved customer satisfaction, public health, equity, and environmental conservation by minimising resource use and emissions. ◦ Comprehensive research integrating all sustainability dimensions is needed to fully understand and mitigate FLW. Current efforts often address only parts of sustainability. A more holistic approach is required to balance environmental, economic, and social dimensions effectively.
• Network Design: ◦ Effective network design and optimisation are pivotal in reducing FLW within beef CSCL systems. ◦ There is a necessity for integrating all three levels of management decisions in the logistics network design process. Decision levels in network design must be considered to understand trade-offs among sustainability components in this process. ◦ Future research should focus on integrating management decisions and network design, CSCL uncertainties, sustainability dimensions, and advanced technologies to enhance efficiency and reduce waste in beef CSCL systems.
• Information Technologies: ◦ Information technologies such as Digital Twins (DTs) and Blockchain (BC) play a significant role in improving efficiency and reducing FLW in beef CSCL. ◦ The integration of these technologies can enhance understanding of fluid dynamics, thermal exchange, and meat quality variations, optimising the cooling process and reducing energy usage. ◦ Challenges like data security and management efficiency need to be addressed to maximise the benefits of these technologies.

Author Contributions

Data availability statement, acknowledgments, conflicts of interest.

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Davoudi, S.; Stasinopoulos, P.; Shiwakoti, N. Two Decades of Advancements in Cold Supply Chain Logistics for Reducing Food Waste: A Review with Focus on the Meat Industry. Sustainability 2024 , 16 , 6986. https://doi.org/10.3390/su16166986

Davoudi S, Stasinopoulos P, Shiwakoti N. Two Decades of Advancements in Cold Supply Chain Logistics for Reducing Food Waste: A Review with Focus on the Meat Industry. Sustainability . 2024; 16(16):6986. https://doi.org/10.3390/su16166986

Davoudi, Sina, Peter Stasinopoulos, and Nirajan Shiwakoti. 2024. "Two Decades of Advancements in Cold Supply Chain Logistics for Reducing Food Waste: A Review with Focus on the Meat Industry" Sustainability 16, no. 16: 6986. https://doi.org/10.3390/su16166986

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Geography: A Literature Approach for Intermediate Grades

Geography: A Literature Approach presents an ideal way to teach geography, in my opinion. Rea Berg has selected the wonderful Holling books, Paddle to the Sea, Minn of the Mississippi, Tree in the Trail , and Seabird to teach geography along with history and science to children in grades three through seven. These books are wonderful classics that homeschoolers should add to their library, and this course gives you the perfect excuse to do so.

The course consists of the full-color guide, the four books, and four large maps printed on very heavy paper. (You should have children color and write on the maps as they "explore.") You can purchase only the guide, then borrow the Holling books from the library and purchase a set of maps, or you can purchase either of the literature packs that include all of the above in your choice of either hardcover or softcover editions of the Holling books.

Three regions of North America are covered, and students are introduced to world geography.

You adapt the program for different ages by choosing the amount of detail to explore with each one and by having older students compile a notebook. Lesson plans are outlines that direct you to activities. For example, some of the activities on page 15 are: "Read chapters 14-15 of Minn of the Mississippi ." "Describe how rivers were formed and how they constantly change. How has man contributed to this change?" "...define meander, bayou, spillway, shoal...." "Research the 1811-1812 New Madrid Earthquakes. Record findings in notebook." Instructions are brief, and you and your students are sometimes on your own to research other sources for information.

The course generally takes a semester to complete. While it is recommended for grades three through seven, you should carefully select activities for younger students, assisting them much more than you would older students. Reading the Holling books aloud with the entire family, then selectively assigning activities should work best for most families.

Pricing Information

When prices appear, please keep in mind that they are subject to change. Click on links where available to verify price accuracy.

Click on the links below to purchase through our affiliate links to help support this website.

guide: printed book -$14.95 or downloadable version - $13.95 map set (list price - $18.95) - $15.95 complete set from BF Books (list price - $83.78) - $75.95

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• Need For Parent or Teacher Instruction: moderate to high
• Learning Environment: group or one-on-one
• Grade Level: grades 3-7
• Educational Methods: real books, interactive, hands-on, discussion
• Technology: PDF
• Educational Approaches: unit study, eclectic, Charlotte Mason
• Religious Perspective: Protestant

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Note: Publishers, authors, and service providers never pay to be reviewed. They do provide free review copies or online access to programs for review purposes.

Disclosure of Material Connection: Some of the links in the post above are "affiliate links." This means if you click on the link and purchase the item, I will receive an affiliate commission. Regardless, I only recommend products or services that I believe will add value to my readers. I am disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255 "Guidelines Concerning the Use of Endorsements and Testimonials in Advertising."