Pub Date : 2023-05-23DOI: 10.1080/10382046.2023.2214041
A. Rahma, D. Mardiatno, D. R. Hizbaron
{"title":"Developing a theoretical framework: school ecosystem-based disaster risk education","authors":"A. Rahma, D. Mardiatno, D. R. Hizbaron","doi":"10.1080/10382046.2023.2214041","DOIUrl":"https://doi.org/10.1080/10382046.2023.2214041","url":null,"abstract":"","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43516888","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 : 2023-05-23DOI: 10.1080/10382046.2023.2214045
C. Lam, Nga Yee Irene Cheng
The outbreak of Covid-19 has posed serious challenges to schools and teachers as it forced schools to close and traditional face-to-face teaching was suspended. How did Hong Kong geography teachers respond to these challenges in the first nine months of the outbreak? How did they adapt to the social distancing measures such as school closure? Why did they adapt in the way they did? The researchers interviewed 18 teachers with different lengths of teaching experiences and teaching students of different academic abilities to answer these questions. It was found that even though there were few specific suggestions from the Government and their schools, the teachers interviewed, as a whole, have taken self-initiated steps to adapt teaching strategies and proactively try various means to help their students continue to learn under the constraints of the Pandemic.
{"title":"Hong Kong secondary geography teachers’ resilience in the testing time of the Covid-19: challenges and adaptations","authors":"C. Lam, Nga Yee Irene Cheng","doi":"10.1080/10382046.2023.2214045","DOIUrl":"https://doi.org/10.1080/10382046.2023.2214045","url":null,"abstract":"The outbreak of Covid-19 has posed serious challenges to schools and teachers as it forced schools to close and traditional face-to-face teaching was suspended. How did Hong Kong geography teachers respond to these challenges in the first nine months of the outbreak? How did they adapt to the social distancing measures such as school closure? Why did they adapt in the way they did? The researchers interviewed 18 teachers with different lengths of teaching experiences and teaching students of different academic abilities to answer these questions. It was found that even though there were few specific suggestions from the Government and their schools, the teachers interviewed, as a whole, have taken self-initiated steps to adapt teaching strategies and proactively try various means to help their students continue to learn under the constraints of the Pandemic.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43072816","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 : 2023-05-23DOI: 10.1080/10382046.2023.2214042
Eva Feldbacher, Manuela Waberer, Lena Campostrini, G. Weigelhofer
{"title":"Identifying gaps in climate change education - a case study in Austrian schools","authors":"Eva Feldbacher, Manuela Waberer, Lena Campostrini, G. Weigelhofer","doi":"10.1080/10382046.2023.2214042","DOIUrl":"https://doi.org/10.1080/10382046.2023.2214042","url":null,"abstract":"","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44847583","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 : 2023-05-19DOI: 10.1080/10382046.2023.2214039
Marine Simon, Alexandra Budke
{"title":"An intervention study: teaching the comparison method to enhance secondary students’ comparison competency","authors":"Marine Simon, Alexandra Budke","doi":"10.1080/10382046.2023.2214039","DOIUrl":"https://doi.org/10.1080/10382046.2023.2214039","url":null,"abstract":"","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44304078","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 : 2023-04-22DOI: 10.1080/10382046.2023.2201757
Tiani Wepener, R. Pretorius
Abstract Teachers in Namibian government schools have to cope with a lack of textbooks and must teach content-rich subjects, specifically geography, with limited resources. The literature makes it clear that fieldwork and outdoor learning play essential roles in understanding and conceptualising geography. The challenge is that such beneficial and planned fieldwork opportunities are neither accessible to all learners nor equally distributed within Namibian schools. Most Namibian learners do, however, have many lived experiences outside school and they are exposed to a wide range of different everyday contexts and environments to varying degrees. Unfortunately, everyday lived experiences are not always recognised as potential and relevant geographical resources for teaching and learning. The research involved 28 learners from five Namibian secondary schools. Open-ended, in-depth, semi-structured individual interviews were conducted and participants were asked to make a drawing illustrating how they experience geography in their daily lives. Based on the themes which were identified from the interpretative phenomenological analysis, we critically discuss how lived experiences can influence geographical consciousness. To conclude, we propose a model of the relationship between lived experiences and geographical consciousness, as well as the barriers and enablers at play.
{"title":"A model of lived experiences and geographical consciousness based on Namibian secondary school learners’ perspectives","authors":"Tiani Wepener, R. Pretorius","doi":"10.1080/10382046.2023.2201757","DOIUrl":"https://doi.org/10.1080/10382046.2023.2201757","url":null,"abstract":"Abstract Teachers in Namibian government schools have to cope with a lack of textbooks and must teach content-rich subjects, specifically geography, with limited resources. The literature makes it clear that fieldwork and outdoor learning play essential roles in understanding and conceptualising geography. The challenge is that such beneficial and planned fieldwork opportunities are neither accessible to all learners nor equally distributed within Namibian schools. Most Namibian learners do, however, have many lived experiences outside school and they are exposed to a wide range of different everyday contexts and environments to varying degrees. Unfortunately, everyday lived experiences are not always recognised as potential and relevant geographical resources for teaching and learning. The research involved 28 learners from five Namibian secondary schools. Open-ended, in-depth, semi-structured individual interviews were conducted and participants were asked to make a drawing illustrating how they experience geography in their daily lives. Based on the themes which were identified from the interpretative phenomenological analysis, we critically discuss how lived experiences can influence geographical consciousness. To conclude, we propose a model of the relationship between lived experiences and geographical consciousness, as well as the barriers and enablers at play.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43747743","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 : 2023-04-19DOI: 10.1080/10382046.2023.2183548
M. Chiriac, C. Iatu
Abstract As complex global challenges threaten our children’s future, there is little international debate that schools must foster education for sustainable development (ESD) by unpacking sustainable development (SD) themes and stimulating (meta)cognitive growth towards higher-order epistemological stances conducive of innovation and transformation. Reform is, however, a different story. In countries like Romania, the traditional system manifests substantial inertia beyond declarative adherence to ESD, while students’ voices remain typically unheard and unpromoted. Our study appraises the perspectives of 17-year-old students from both urban and rural NE Romania regarding the perceived sources of SD awareness and knowledge, the SD themes of highest personal significance and how SD should be featured in the school curriculum. From the 496 students participating in our online questionnaire-based survey, we learn that school—and specifically Geography—is the main vehicle for SD knowledge and is held most responsible for achieving ESD. Eradicating poverty, Access to education, Wellbeing and Access to Health care are the SD themes of most interest, much more than Action for climate or Alternative sources of energy. We also identify poorly understood SD themes and discuss the significance of all these results in a national and international context.
{"title":"What do secondary school students in North-East Romania know and think about sustainable development?","authors":"M. Chiriac, C. Iatu","doi":"10.1080/10382046.2023.2183548","DOIUrl":"https://doi.org/10.1080/10382046.2023.2183548","url":null,"abstract":"Abstract As complex global challenges threaten our children’s future, there is little international debate that schools must foster education for sustainable development (ESD) by unpacking sustainable development (SD) themes and stimulating (meta)cognitive growth towards higher-order epistemological stances conducive of innovation and transformation. Reform is, however, a different story. In countries like Romania, the traditional system manifests substantial inertia beyond declarative adherence to ESD, while students’ voices remain typically unheard and unpromoted. Our study appraises the perspectives of 17-year-old students from both urban and rural NE Romania regarding the perceived sources of SD awareness and knowledge, the SD themes of highest personal significance and how SD should be featured in the school curriculum. From the 496 students participating in our online questionnaire-based survey, we learn that school—and specifically Geography—is the main vehicle for SD knowledge and is held most responsible for achieving ESD. Eradicating poverty, Access to education, Wellbeing and Access to Health care are the SD themes of most interest, much more than Action for climate or Alternative sources of energy. We also identify poorly understood SD themes and discuss the significance of all these results in a national and international context.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45050842","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 : 2023-04-18DOI: 10.1080/10382046.2023.2201758
Jaume Binimelis-Sebastián, Isabel María Gómez Trigueros, Alejandro Gómez Gonçalves, J. A. García González
Abstract This study analyzes the knowledge of the Spanish State’s administrative structure (provinces and autonomous communities) of future primary education teachers in Spain. The purpose is to analyze the relationship between the results yielded by a geographic knowledge test and students’ socioeconomic, educational and geographic context. The methodology chosen is based on the analysis of mental maps drawn up by the participants in the study, which included 627 students taking the Undergraduate Degree in Primary Education Teaching at four Spanish universities. A synthetic index supported by a principal component analysis and Cloke’s rurality index has been developed. The results show that students’ origin, their parents’ occupational status, their age and, to a lesser degree, their gender, are variables that contribute to drawing an explanation of the geographic literacy of the participants in the study. Only the indexes of 38% of the total scored above average.
{"title":"Assessment of future teachers’ geographic knowledge of the territorial organization of Spain using mental maps","authors":"Jaume Binimelis-Sebastián, Isabel María Gómez Trigueros, Alejandro Gómez Gonçalves, J. A. García González","doi":"10.1080/10382046.2023.2201758","DOIUrl":"https://doi.org/10.1080/10382046.2023.2201758","url":null,"abstract":"Abstract This study analyzes the knowledge of the Spanish State’s administrative structure (provinces and autonomous communities) of future primary education teachers in Spain. The purpose is to analyze the relationship between the results yielded by a geographic knowledge test and students’ socioeconomic, educational and geographic context. The methodology chosen is based on the analysis of mental maps drawn up by the participants in the study, which included 627 students taking the Undergraduate Degree in Primary Education Teaching at four Spanish universities. A synthetic index supported by a principal component analysis and Cloke’s rurality index has been developed. The results show that students’ origin, their parents’ occupational status, their age and, to a lesser degree, their gender, are variables that contribute to drawing an explanation of the geographic literacy of the participants in the study. Only the indexes of 38% of the total scored above average.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45679684","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 : 2023-04-17DOI: 10.1080/10382046.2023.2200200
Stephen Appiah Takyi, M. O. Asibey, O. Amponsah, Felicity Opoku
Abstract Environmental problems such as climate change, biodiversity loss, water pollution, and land degradation resulting from human activities, continue to intensify in Ghanaian cities. Some schools of thought have attributed this to the low level of environmental literacy among people; thus, calling for environmentally literate citizens, particularly students, who would understand their interactions with the environment, have positive environmental behaviour and can make informed decisions to resolve current and future environmental problems. This paper sought to assess the level of environmental literacy, based on four components - environmental behaviour, environmental affect (attitudes and sensitivity), and cognitive skills - among 354 Junior and Senior High School students in Kumasi. The results of the paper showed that students generally have a moderate level of environmental literacy on environmental issues, with males displaying significantly higher knowledge, environmental affect and cognitive skills than the female students. Younger students had higher pro-environmental environmental behaviour than older students. Several challenges were further outlined to impede efforts in promoting environmental literacy among students. Notable among them were inability of students to appreciate nature by visiting natural areas, and inadequate resources and logistics, among others. The study concludes that schools’ curricula alone cannot promote environmental literacy, but requires other extra-curricular activities such as television programmes as a complementary teaching method. Again, in order to develop environmentally literate students, authorities should implement a comprehensive, well supervised environmental literacy programmes in schools and challenge students to embark on environmental projects to make them agents of sustainable environment.
{"title":"Creating eco-consciousness from the perspective of students: an assessment of the level of environmental literacy among students in Kumasi","authors":"Stephen Appiah Takyi, M. O. Asibey, O. Amponsah, Felicity Opoku","doi":"10.1080/10382046.2023.2200200","DOIUrl":"https://doi.org/10.1080/10382046.2023.2200200","url":null,"abstract":"Abstract Environmental problems such as climate change, biodiversity loss, water pollution, and land degradation resulting from human activities, continue to intensify in Ghanaian cities. Some schools of thought have attributed this to the low level of environmental literacy among people; thus, calling for environmentally literate citizens, particularly students, who would understand their interactions with the environment, have positive environmental behaviour and can make informed decisions to resolve current and future environmental problems. This paper sought to assess the level of environmental literacy, based on four components - environmental behaviour, environmental affect (attitudes and sensitivity), and cognitive skills - among 354 Junior and Senior High School students in Kumasi. The results of the paper showed that students generally have a moderate level of environmental literacy on environmental issues, with males displaying significantly higher knowledge, environmental affect and cognitive skills than the female students. Younger students had higher pro-environmental environmental behaviour than older students. Several challenges were further outlined to impede efforts in promoting environmental literacy among students. Notable among them were inability of students to appreciate nature by visiting natural areas, and inadequate resources and logistics, among others. The study concludes that schools’ curricula alone cannot promote environmental literacy, but requires other extra-curricular activities such as television programmes as a complementary teaching method. Again, in order to develop environmentally literate students, authorities should implement a comprehensive, well supervised environmental literacy programmes in schools and challenge students to embark on environmental projects to make them agents of sustainable environment.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42204118","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 : 2023-03-27DOI: 10.1080/10382046.2023.2194036
C. Chang, G. Kidman
Much discussion has been surrounding generative AI language models, such as ChatGPT, and the advantages and threats they present to education. As an AI language model, ChatGPT has the potential to transform geography and environmental education. The extensive knowledge base and natural language processing abilities that ChatGPT possesses make it a perfect tool for this purpose; it can actively include students in conversation (as the chat in its name implies) while also providing them with quick feedback. Because of this, students are free to progress through the material at their own pace, using strategies that best suit them individually. Yet, this change has been criticised by others who worry about intellectual property violations and undermining academic integrity. As discussions continue about whether generative AI models are a boon or bane for education, we would like to focus on the problems and potential facing geography and environmental education in particular. We did a simple experiment and asked ChatGPT to: "Write a short paragraph to explain how geographical education can support a child’s development cognitively and affectively, in responding to the environmental challenges of our times." This was the result.
{"title":"The rise of generative artificial intelligence (AI) language models - challenges and opportunities for geographical and environmental education","authors":"C. Chang, G. Kidman","doi":"10.1080/10382046.2023.2194036","DOIUrl":"https://doi.org/10.1080/10382046.2023.2194036","url":null,"abstract":"Much discussion has been surrounding generative AI language models, such as ChatGPT, and the advantages and threats they present to education. As an AI language model, ChatGPT has the potential to transform geography and environmental education. The extensive knowledge base and natural language processing abilities that ChatGPT possesses make it a perfect tool for this purpose; it can actively include students in conversation (as the chat in its name implies) while also providing them with quick feedback. Because of this, students are free to progress through the material at their own pace, using strategies that best suit them individually. Yet, this change has been criticised by others who worry about intellectual property violations and undermining academic integrity. As discussions continue about whether generative AI models are a boon or bane for education, we would like to focus on the problems and potential facing geography and environmental education in particular. We did a simple experiment and asked ChatGPT to: \"Write a short paragraph to explain how geographical education can support a child’s development cognitively and affectively, in responding to the environmental challenges of our times.\" This was the result.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"32 1","pages":"85 - 89"},"PeriodicalIF":1.8,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48394793","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 : 2023-03-01DOI: 10.1080/10382046.2023.2183549
Henna Anunti, Anne Pellikka, E. Vuopala, J. Rusanen
Abstract This study examines digital story mapping as a pedagogical tool in the in the context of sustainability education with high school students and pre-service teachers. The study focuses on finding out how participants used geomedia as a source of geographic information and in presenting geographic information on story maps, comparing self- and teacher evaluations of story maps and describing experienced learning opportunities and limitations of story mapping. Research data consists of digital story maps, questionnaires and learning diaries which were analyzed with qualitative and quantitative content analysis supplemented by means of quantitative descriptive statistical figures. The findings revealed that the main criteria for choosing geomedia were reliability, easy access and use and teacher recommendations. High school students assessed their own story maps with higher grades compared to teacher evaluations, while pre-service teachers were more critical in assessing their own outputs. Participants experienced successes and difficulties in digital story mapping. These factors are referred to as educational opportunities, enablers of learning, barriers to learning and suggestions for improvements. Based on the results it can be concluded that story mapping has potential value for teaching and learning geography considering the limitations and needs for improvement in its implementation as identified in this study.
{"title":"Digital story mapping with geomedia in sustainability education","authors":"Henna Anunti, Anne Pellikka, E. Vuopala, J. Rusanen","doi":"10.1080/10382046.2023.2183549","DOIUrl":"https://doi.org/10.1080/10382046.2023.2183549","url":null,"abstract":"Abstract This study examines digital story mapping as a pedagogical tool in the in the context of sustainability education with high school students and pre-service teachers. The study focuses on finding out how participants used geomedia as a source of geographic information and in presenting geographic information on story maps, comparing self- and teacher evaluations of story maps and describing experienced learning opportunities and limitations of story mapping. Research data consists of digital story maps, questionnaires and learning diaries which were analyzed with qualitative and quantitative content analysis supplemented by means of quantitative descriptive statistical figures. The findings revealed that the main criteria for choosing geomedia were reliability, easy access and use and teacher recommendations. High school students assessed their own story maps with higher grades compared to teacher evaluations, while pre-service teachers were more critical in assessing their own outputs. Participants experienced successes and difficulties in digital story mapping. These factors are referred to as educational opportunities, enablers of learning, barriers to learning and suggestions for improvements. Based on the results it can be concluded that story mapping has potential value for teaching and learning geography considering the limitations and needs for improvement in its implementation as identified in this study.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"32 1","pages":"197 - 216"},"PeriodicalIF":1.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48745181","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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