This thesis discusses learning and teaching in geography at the college level and presents one model of learning which could serve as the basis of an introductory college grography course. The author interprets and alters two learning models previously presented to the geographic community: one model, developed by William D. Pattison, involves learning and the other model, developed by David Harvey, deals with scientific explanation. The activity-oriented model, designed by the author, offers one mode of teaching as an example of an alternative approach to the lecture method or a content-oreinted classroom. The activity--a regional problem involving map use--is described first in an idealized situation and then in actual classroom situations. The author states that all evaluations of the learning activity, the learning model, the students, and the instructor must consider whether the student has been allowed to become the central focus of the learning situation. The conclusion proferred is that the quality of geography education, as well as of people's understanding of themselves, others, and the world, will improve if the student rather than the subject becomes the focus of education. The appendix includes an activity evaluation form and a selected bibliography. (Author/DDB)