Pub Date : 2020-10-28DOI: 10.1080/10382046.2020.1838122
Sara Sousa, Elisabete Correia, Joana Leite, C. Viseu
Abstract The main purpose of this research study is to explore higher education students’ environmental knowledge, attitudes and behavior. To achieve this goal, a questionnaire was conducted among the students of a public higher education institution (HEI) in Portugal. Our findings result from 371 valid responses and allow us to conclude that most students have significant environmental knowledge, have environmentally friendly attitudes and are environmentally responsible in the areas of use of paper, recycling and energy consumption. Results also indicate that most students are aware of the importance of protecting the environment and consider themselves well informed about environmental issues. Students’ main information sources of environmental information are television, social networks and the HEI they attend. We conclude that more attention should be given to HEIs, due to their significant potential to educate and train future decision makers in a society, to enhance a more protective approach to the environment.
{"title":"Environmental knowledge, attitudes and behavior of higher education students: a case study in Portugal","authors":"Sara Sousa, Elisabete Correia, Joana Leite, C. Viseu","doi":"10.1080/10382046.2020.1838122","DOIUrl":"https://doi.org/10.1080/10382046.2020.1838122","url":null,"abstract":"Abstract The main purpose of this research study is to explore higher education students’ environmental knowledge, attitudes and behavior. To achieve this goal, a questionnaire was conducted among the students of a public higher education institution (HEI) in Portugal. Our findings result from 371 valid responses and allow us to conclude that most students have significant environmental knowledge, have environmentally friendly attitudes and are environmentally responsible in the areas of use of paper, recycling and energy consumption. Results also indicate that most students are aware of the importance of protecting the environment and consider themselves well informed about environmental issues. Students’ main information sources of environmental information are television, social networks and the HEI they attend. We conclude that more attention should be given to HEIs, due to their significant potential to educate and train future decision makers in a society, to enhance a more protective approach to the environment.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"30 1","pages":"348 - 365"},"PeriodicalIF":1.8,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2020.1838122","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41368592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/10382046.2020.1831204
C. Chang, G. Kidman
It has been an extraordinary year for humanity. While the global outbreak of COVID-19 is still affecting most people on earth in one way or another, we cannot wait until the pandemic is over before...
{"title":"Encouraging preparedness in geographical and environmental education for a post-pandemic future","authors":"C. Chang, G. Kidman","doi":"10.1080/10382046.2020.1831204","DOIUrl":"https://doi.org/10.1080/10382046.2020.1831204","url":null,"abstract":"It has been an extraordinary year for humanity. While the global outbreak of COVID-19 is still affecting most people on earth in one way or another, we cannot wait until the pandemic is over before...","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"29 1","pages":"279 - 282"},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2020.1831204","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42422328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/10382046.2019.1678274
Wanxin Li, Patrick K. H. Lee, J. Chan, Hongze Tan
Abstract This study examined individual and institutional factors impacting the outcomes of sustainability education in a local university in Hong Kong. Adopting a pre- and post-test design, we found students scored 10.25%, 2.69%, and 0.68% higher on environmental knowledge (p = 0.000), environmental dispositions (p = 0.027), and daily conservation behaviours (p = 0.316), respectively after taking the general education course, “Energy: Today and Tomorrow” at City University of Hong Kong. Advancement in environmental knowledge, stronger environmental dispositions, and pro-environmental behaviours were inter-related and the former was positively associated with the latter. Furthermore, outcomes of environmental education were contingent upon a subject’s learning strategy and socioeconomic status. Policy implications for creating enabling conditions to maximize the benefits of environmental education and pursue Hong Kong’s long term sustainability were also discussed.
{"title":"Cultivating environmentally responsible citizens in a local university in Hong Kong - evaluating the cognitive, attitudinal, and behavioral outcomes","authors":"Wanxin Li, Patrick K. H. Lee, J. Chan, Hongze Tan","doi":"10.1080/10382046.2019.1678274","DOIUrl":"https://doi.org/10.1080/10382046.2019.1678274","url":null,"abstract":"Abstract This study examined individual and institutional factors impacting the outcomes of sustainability education in a local university in Hong Kong. Adopting a pre- and post-test design, we found students scored 10.25%, 2.69%, and 0.68% higher on environmental knowledge (p = 0.000), environmental dispositions (p = 0.027), and daily conservation behaviours (p = 0.316), respectively after taking the general education course, “Energy: Today and Tomorrow” at City University of Hong Kong. Advancement in environmental knowledge, stronger environmental dispositions, and pro-environmental behaviours were inter-related and the former was positively associated with the latter. Furthermore, outcomes of environmental education were contingent upon a subject’s learning strategy and socioeconomic status. Policy implications for creating enabling conditions to maximize the benefits of environmental education and pursue Hong Kong’s long term sustainability were also discussed.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"29 1","pages":"301 - 315"},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2019.1678274","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43781500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/10382046.2019.1680001
T. Seow, K. Irvine, Ismath Beevi, T. Premathillake
Abstract This qualitative study examines the influence of teachers’ subject identities on how four secondary school teachers in Singapore conduct field-based enquiry about water quality in geography. Given the complex interactions noted in the literature among teachers’ academic and school training, their academic subject specialisms and their practice, it also interrogated the influence of teachers’ subject specialisations on their practice. In general, it was found that the teachers shared concerns about water conservation and environmental sustainability in their practice of enquiry with their students. However, divergence in teachers’ emphases when conducting GI was also noted, which could be partly attributed to the influence of their other subject specialisations. This underscores the importance of attention to teachers’ subject identities in geography education research, as well as in pre-service and professional development courses for teachers.
{"title":"Field-based enquiry in geography: the influence of Singapore teachers’ subject identities on their practice","authors":"T. Seow, K. Irvine, Ismath Beevi, T. Premathillake","doi":"10.1080/10382046.2019.1680001","DOIUrl":"https://doi.org/10.1080/10382046.2019.1680001","url":null,"abstract":"Abstract This qualitative study examines the influence of teachers’ subject identities on how four secondary school teachers in Singapore conduct field-based enquiry about water quality in geography. Given the complex interactions noted in the literature among teachers’ academic and school training, their academic subject specialisms and their practice, it also interrogated the influence of teachers’ subject specialisations on their practice. In general, it was found that the teachers shared concerns about water conservation and environmental sustainability in their practice of enquiry with their students. However, divergence in teachers’ emphases when conducting GI was also noted, which could be partly attributed to the influence of their other subject specialisations. This underscores the importance of attention to teachers’ subject identities in geography education research, as well as in pre-service and professional development courses for teachers.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"29 1","pages":"347 - 361"},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2019.1680001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43691277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper introduces an e-Learning for urban tourism education through a scenario-based game of a hypothetical city. This scenario game set a good example to integrate components of e-Learning, gamification and scenario-based platform in tourism geography and planning education. This study evaluated the effectiveness of urban tourism scenario game in terms of knowledge enrichment, attitudinal change and platform usability reported by a sample of voluntary university students (n = 30). The overall effectiveness of the game is found generally positive. Paired-sampled t-test results show that this game platform is successful in improving participants’ fundamental knowledge about new concepts, models and issues in the urban tourism context. The nature of tourism study in social science involves dynamism of perception and views, and thus leading to attitudinal changes of the game players although these changes are only statistically significant in one-fourth of the attitudinal attributes. The usability is the shortcomings of the game since this dimension is difficult to control except some technical elements. From the statistical results, the game does not reach a high expectation of usability except the educational design of the game. Some discussions and suggestions are made to enhance the effectiveness of game-based learning in tourism education through clever integration of modes of learning and other e-Learning elements.
{"title":"Game-based e-learning for urban tourism education through an online scenario game","authors":"Chung-Shing Chan, Yat-hang Chan, Tsz Heung Agnes Fong","doi":"10.1080/10382046.2019.1698834","DOIUrl":"https://doi.org/10.1080/10382046.2019.1698834","url":null,"abstract":"Abstract This paper introduces an e-Learning for urban tourism education through a scenario-based game of a hypothetical city. This scenario game set a good example to integrate components of e-Learning, gamification and scenario-based platform in tourism geography and planning education. This study evaluated the effectiveness of urban tourism scenario game in terms of knowledge enrichment, attitudinal change and platform usability reported by a sample of voluntary university students (n = 30). The overall effectiveness of the game is found generally positive. Paired-sampled t-test results show that this game platform is successful in improving participants’ fundamental knowledge about new concepts, models and issues in the urban tourism context. The nature of tourism study in social science involves dynamism of perception and views, and thus leading to attitudinal changes of the game players although these changes are only statistically significant in one-fourth of the attitudinal attributes. The usability is the shortcomings of the game since this dimension is difficult to control except some technical elements. From the statistical results, the game does not reach a high expectation of usability except the educational design of the game. Some discussions and suggestions are made to enhance the effectiveness of game-based learning in tourism education through clever integration of modes of learning and other e-Learning elements.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"29 1","pages":"283 - 300"},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2019.1698834","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43906703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/10382046.2019.1675991
Niranjan Casinader, David Mitchell, Lauren Hammond
Abstract This expository paper critically examines the value of school geography in social debates that have a direct significance for the lives of young people. Migration is chosen as a focus, both because it is a defining feature of everyday life and the world we live in, and an area of research and debate in the discipline of geography. We draw on two national contexts, those of Australia and England, and illustrative examples from the authors’ research, to discuss how social change through migration is explored, expressed and represented in geography education by the national curriculum of each country. This occurs through two particular lenses, geocapabilities and transculturalism, which are presented as potential transformative strategies for ensuring that geographical teaching of such issues remains pertinent to the lives and futures of the young people in the classroom. In doing so, the paper seeks to critically consider the omnipresent socio-political agendas and landscapes of compulsory schooling in each nation that influence the construction of geography education, using the context of migration as a defining social dimension of contemporary global society. The paper concludes by arguing that geography teachers and educators should actively consider the use of a geocapabilities and/or transcultural lens when exploring complex social geographies such as migration. In doing so, it is contended that these dual concepts can support and empower young people in their academic and social navigation of the complexities of current society.
{"title":"Challenging the teaching of geographies of exclusion – the potential of geocapabilities for a transcultural approach in Australian and English schools","authors":"Niranjan Casinader, David Mitchell, Lauren Hammond","doi":"10.1080/10382046.2019.1675991","DOIUrl":"https://doi.org/10.1080/10382046.2019.1675991","url":null,"abstract":"Abstract This expository paper critically examines the value of school geography in social debates that have a direct significance for the lives of young people. Migration is chosen as a focus, both because it is a defining feature of everyday life and the world we live in, and an area of research and debate in the discipline of geography. We draw on two national contexts, those of Australia and England, and illustrative examples from the authors’ research, to discuss how social change through migration is explored, expressed and represented in geography education by the national curriculum of each country. This occurs through two particular lenses, geocapabilities and transculturalism, which are presented as potential transformative strategies for ensuring that geographical teaching of such issues remains pertinent to the lives and futures of the young people in the classroom. In doing so, the paper seeks to critically consider the omnipresent socio-political agendas and landscapes of compulsory schooling in each nation that influence the construction of geography education, using the context of migration as a defining social dimension of contemporary global society. The paper concludes by arguing that geography teachers and educators should actively consider the use of a geocapabilities and/or transcultural lens when exploring complex social geographies such as migration. In doing so, it is contended that these dual concepts can support and empower young people in their academic and social navigation of the complexities of current society.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"29 1","pages":"316 - 331"},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2019.1675991","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41960202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/10382046.2019.1684660
M. K. Mzuza, Christo P. Van Der Westhuizen
Abstract Studies have been carried out on the use of geographical information systems (GIS) in teacher training, especially in the developed countries. In southern African countries, nevertheless, the scenario is different because GIS education appears to be a rather new field of study. This study therefore used systematic review to collect data. This method assists in finding and understanding the outcomes of other research conducted within the same field of study. The results reveal that only three countries (South Africa, Botswana and Malawi) teach GIS at their teacher-training universities and secondary schools. In Lesotho, GIS are only taught in secondary schools. In other countries, such as Zambia, Namibia and Zimbabwe, GIS are not taught at all at teacher-training universities and secondary schools but only at universities or departments that do not train teachers. There is no inclusion of GIS at the universities in Angola, Mozambique, Swaziland and Lesotho. Countries that use GIS have demonstrated that the course helps with decision-making, critical thinking and inquiry-based and learner-centred learning, which have the ability to improve the quality of education. Educators and policy-makers are encouraged to reinforce the inclusion of GIS and use of relevant pedagogical skills in teacher-training universities.
{"title":"Inclusion of GIS in student teacher training and its significance in higher education in southern African countries","authors":"M. K. Mzuza, Christo P. Van Der Westhuizen","doi":"10.1080/10382046.2019.1684660","DOIUrl":"https://doi.org/10.1080/10382046.2019.1684660","url":null,"abstract":"Abstract Studies have been carried out on the use of geographical information systems (GIS) in teacher training, especially in the developed countries. In southern African countries, nevertheless, the scenario is different because GIS education appears to be a rather new field of study. This study therefore used systematic review to collect data. This method assists in finding and understanding the outcomes of other research conducted within the same field of study. The results reveal that only three countries (South Africa, Botswana and Malawi) teach GIS at their teacher-training universities and secondary schools. In Lesotho, GIS are only taught in secondary schools. In other countries, such as Zambia, Namibia and Zimbabwe, GIS are not taught at all at teacher-training universities and secondary schools but only at universities or departments that do not train teachers. There is no inclusion of GIS at the universities in Angola, Mozambique, Swaziland and Lesotho. Countries that use GIS have demonstrated that the course helps with decision-making, critical thinking and inquiry-based and learner-centred learning, which have the ability to improve the quality of education. Educators and policy-makers are encouraged to reinforce the inclusion of GIS and use of relevant pedagogical skills in teacher-training universities.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"29 1","pages":"332 - 346"},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2019.1684660","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48302890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-26DOI: 10.1080/10382046.2020.1804134
Carlota Sáenz de Tejada Granados, Rocío Santo-Tomás Muro, E. J. Rodríguez Romero
Abstract The needs and group practices of adolescents have great impact on public spaces. Further understanding how and why they value certain environments is instrumental to better integrate their perspective in the design and management of our landscapes, as well as in raising environmental awareness and fostering sustainable attitudes and practices. We present the findings of a workshop on landscape preference carried out with a secondary school in the suburbs of Madrid. With participants between the ages of 11 and 16, photo-based Q methodology in combination with qualitative data allowed for the identification of groups sharing similar viewpoints, general trends, as well as exploring the structure and meaning behind consensus and disagreement photographs. Findings show overall positive valorisation towards green spaces, especially those where urban greenery is combined with recognizable architectural elements. Familiarity with the landscape type seems to encourage positive rankings, and preference towards well-known cultural sites manifests at older ages. Among the wide array of photo-elicitation techniques devoted to the assessment of landscape preference, photo-based Q methodology has seldom been used. However, this intuitive, effective, and inexpensive technique can be carried out in short and enjoyable sessions, showing great potential to be applied in geographical and environmental education.
{"title":"Exploring landscape preference through photo-based Q methodology. Madrid seen by suburban adolescents","authors":"Carlota Sáenz de Tejada Granados, Rocío Santo-Tomás Muro, E. J. Rodríguez Romero","doi":"10.1080/10382046.2020.1804134","DOIUrl":"https://doi.org/10.1080/10382046.2020.1804134","url":null,"abstract":"Abstract The needs and group practices of adolescents have great impact on public spaces. Further understanding how and why they value certain environments is instrumental to better integrate their perspective in the design and management of our landscapes, as well as in raising environmental awareness and fostering sustainable attitudes and practices. We present the findings of a workshop on landscape preference carried out with a secondary school in the suburbs of Madrid. With participants between the ages of 11 and 16, photo-based Q methodology in combination with qualitative data allowed for the identification of groups sharing similar viewpoints, general trends, as well as exploring the structure and meaning behind consensus and disagreement photographs. Findings show overall positive valorisation towards green spaces, especially those where urban greenery is combined with recognizable architectural elements. Familiarity with the landscape type seems to encourage positive rankings, and preference towards well-known cultural sites manifests at older ages. Among the wide array of photo-elicitation techniques devoted to the assessment of landscape preference, photo-based Q methodology has seldom been used. However, this intuitive, effective, and inexpensive technique can be carried out in short and enjoyable sessions, showing great potential to be applied in geographical and environmental education.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"30 1","pages":"255 - 278"},"PeriodicalIF":1.8,"publicationDate":"2020-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2020.1804134","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45663784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-25DOI: 10.1080/10382046.2020.1809792
Rafael de Miguel González
Abstract The Commission on Geographical Education of the International Geographical Union has stated along their history different documents that serve as a reference on how to carry out the teaching and learning of geography at schools, called the International Charters on Geographical Education. The preliminary documents to the first Charter were founded on the concept of international understanding to promote international collaboration on geography education. The latest Charter has been approved in 2016, which was proclaimed as the International Year of Global Understanding, in the 33rd International Geographical Union Congress. In each of these documents, a main subject is underlined that places special emphasis on teaching and learning geography as a school discipline, reflecting not only the evolution of educational thought but also the social and political contexts in which it falls. Besides, each Charter underlies a manifestation, more or less implicitly, of international educational aims due to the significance of geography and its values in understanding and acting in the world from a social and spatial perspective.
{"title":"From international to global understanding: toward a century of international geography education","authors":"Rafael de Miguel González","doi":"10.1080/10382046.2020.1809792","DOIUrl":"https://doi.org/10.1080/10382046.2020.1809792","url":null,"abstract":"Abstract The Commission on Geographical Education of the International Geographical Union has stated along their history different documents that serve as a reference on how to carry out the teaching and learning of geography at schools, called the International Charters on Geographical Education. The preliminary documents to the first Charter were founded on the concept of international understanding to promote international collaboration on geography education. The latest Charter has been approved in 2016, which was proclaimed as the International Year of Global Understanding, in the 33rd International Geographical Union Congress. In each of these documents, a main subject is underlined that places special emphasis on teaching and learning geography as a school discipline, reflecting not only the evolution of educational thought but also the social and political contexts in which it falls. Besides, each Charter underlies a manifestation, more or less implicitly, of international educational aims due to the significance of geography and its values in understanding and acting in the world from a social and spatial perspective.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"30 1","pages":"202 - 217"},"PeriodicalIF":1.8,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2020.1809792","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45241180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-30DOI: 10.1080/10382046.2020.1796308
J. Hofmann
Abstract The dual factual and ethical dimension of learning in geography calls for consideration of how pupils in schools handle this complexity and how teachers might promote the development of ethical decision-making skills in the geography classroom. Proceeding from, and taking a new theoretical approach to, intuitive ethics, this article demonstrates the particular utility of the “trading game” as a learning setting for promoting ethical decision-making in the geography classroom. The researcher analysed the group discussions that took place subsequently to the use of the game via the documentary method, and, in line with reconstructive qualitative research practices, developed a typology that illuminated the decision-making logics driving pupils’ gameplay and their engagement with the dual complexity of factual and ethical learning in geography lessons. The findings point to implications for didactic and methodological practice with regard to the type-specific promotion and development of ethical decision-making in the geography classroom.
{"title":"Can playing an “unfair game” promote ethical decision-making? The use of the “trading game” in secondary-school geography lessons","authors":"J. Hofmann","doi":"10.1080/10382046.2020.1796308","DOIUrl":"https://doi.org/10.1080/10382046.2020.1796308","url":null,"abstract":"Abstract The dual factual and ethical dimension of learning in geography calls for consideration of how pupils in schools handle this complexity and how teachers might promote the development of ethical decision-making skills in the geography classroom. Proceeding from, and taking a new theoretical approach to, intuitive ethics, this article demonstrates the particular utility of the “trading game” as a learning setting for promoting ethical decision-making in the geography classroom. The researcher analysed the group discussions that took place subsequently to the use of the game via the documentary method, and, in line with reconstructive qualitative research practices, developed a typology that illuminated the decision-making logics driving pupils’ gameplay and their engagement with the dual complexity of factual and ethical learning in geography lessons. The findings point to implications for didactic and methodological practice with regard to the type-specific promotion and development of ethical decision-making in the geography classroom.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"30 1","pages":"238 - 254"},"PeriodicalIF":1.8,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2020.1796308","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41694978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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