Author(s)

Jinming Yu ¹, Jingjing Li ¹

Affiliation(s)

¹ College of Environment and Resources, Guangxi Normal University, Guilin City, Guangxi Zhuang Autonomous Region, China

Corresponding Author

Jinming Yu

ABSTRACT

Geographic concepts are at the core of the geographic knowledge system, and realizing the deep learning of geographic concepts is an important goal of today's geography classroom teaching. This paper takes the inextricable link between APOS theory (four stages of the learning process) and deep learning as the starting point, and describes how to utilize APOS theory to carry out deep learning of geographic concepts. It aims to promote the innovation of geography teaching mode to meet the current needs of educational development.

KEYWORDS

APOS theory; Deep learning; Water cycle; Teaching geography concepts

CITE THIS PAPER

Jinming Yu, Jingjing Li, Deep Learning of Geographic Concepts from the Perspective of APOS Theory—The Water Cycle as an Example. Advances in Educational Technology and Psychology (2024) Vol. 8: 206-213. DOI: http://dx.doi.org/10.23977/aetp.2024.080328.

REFERENCES

[1] Cao Rongrong. Cognitive analysis of infinity concepts from the perspective of APOS theory[J]. Journal of Mathematics Education, 2010, 19(01):17-19.
[2] Liu Kexin. Research on high school geography concept teaching based on APOS theory[D]. Harbin Normal University, 2023. 
[3] Marton F, Sajlo R. On qualitative differences in learning outcome as a function of the learner's conception of the task [J].British Journal of Educational Psychology, 1976(2).
[4] Guo H. Deep learning and its significance [J]. Curriculum. Teaching Materials. Pedagogy, 2016, 36(11):25-32.
[5] Zhu Kaiqun. Deep teaching based on deep learning [J]. Shanghai Education Research, 2017(05):50-53+58.

Sponsors, Associates, and Links

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• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education