Pub Date : 2022-11-14DOI: 10.1080/10382046.2022.2146840
M. Roberts
Abstract Michael Young’s concept of “powerful knowledge” has received widespread attention from many in geographical education. I use the claims Young has made about powerful knowledge as a starting point for considering how pedagogic practices could contribute to making geographical education powerful. I present three sets of pedagogic practices: connecting everyday knowledge with school knowledge; practising geography and debating and discussing geography. Each set of each practices is illustrated with examples of activities all of which involve the active engagement of students and the interactive support of teachers. I outline ways in which the three pedagogic practices are powerful and suggest the kinds of classroom culture that supports them.
{"title":"Powerful pedagogies for the school geography curriculum","authors":"M. Roberts","doi":"10.1080/10382046.2022.2146840","DOIUrl":"https://doi.org/10.1080/10382046.2022.2146840","url":null,"abstract":"Abstract Michael Young’s concept of “powerful knowledge” has received widespread attention from many in geographical education. I use the claims Young has made about powerful knowledge as a starting point for considering how pedagogic practices could contribute to making geographical education powerful. I present three sets of pedagogic practices: connecting everyday knowledge with school knowledge; practising geography and debating and discussing geography. Each set of each practices is illustrated with examples of activities all of which involve the active engagement of students and the interactive support of teachers. I outline ways in which the three pedagogic practices are powerful and suggest the kinds of classroom culture that supports them.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"32 1","pages":"69 - 84"},"PeriodicalIF":1.8,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47629736","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 : 2022-11-10DOI: 10.1080/10382046.2022.2138167
Gerasimos Konstantakatos, L. Galani
Abstract This study presents the findings from the literature review of 30 empirical research articles on the use of Geographic Information Systems (GIS) in Geographic and Environmental Education published in the last decade (2010-2020). Using systematic review methodology, we recorded and synthesized current knowledge from the literature on how the use of GIS in education is assessed. The findings show that over the past decade, the construct variables used to evaluate the use of GIS in education have focused on three thematic categories (Themes): Learning (44.4%), Affective Elements (40.7%), and Behavior (14.8%). A certified instrument had been used to evaluate the data of 30% of the research conducted in the articles, while three new measuring tools had been created by the original researchers. Analysis of the findings suggests that the use of GIS in Geographic and Environmental education is heterogeneous, sparse, and fragmented. We propose that a more systematic framework be implemented in order to make future studies more effective. The value of our study is that it provides an analytical framework which can be used when evaluating the use of GIS in education, and could also provide information on the development of new assessment methods and measuring tools.
{"title":"How is the use of GIS in geographical and environmental education evaluated? Findings from a systematic review","authors":"Gerasimos Konstantakatos, L. Galani","doi":"10.1080/10382046.2022.2138167","DOIUrl":"https://doi.org/10.1080/10382046.2022.2138167","url":null,"abstract":"Abstract This study presents the findings from the literature review of 30 empirical research articles on the use of Geographic Information Systems (GIS) in Geographic and Environmental Education published in the last decade (2010-2020). Using systematic review methodology, we recorded and synthesized current knowledge from the literature on how the use of GIS in education is assessed. The findings show that over the past decade, the construct variables used to evaluate the use of GIS in education have focused on three thematic categories (Themes): Learning (44.4%), Affective Elements (40.7%), and Behavior (14.8%). A certified instrument had been used to evaluate the data of 30% of the research conducted in the articles, while three new measuring tools had been created by the original researchers. Analysis of the findings suggests that the use of GIS in Geographic and Environmental education is heterogeneous, sparse, and fragmented. We propose that a more systematic framework be implemented in order to make future studies more effective. The value of our study is that it provides an analytical framework which can be used when evaluating the use of GIS in education, and could also provide information on the development of new assessment methods and measuring tools.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"32 1","pages":"159 - 175"},"PeriodicalIF":1.8,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48036505","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 : 2022-10-31DOI: 10.1080/10382046.2022.2138172
James Hickman
Abstract Spatial thinking is an integral skill for geography students to develop. Whilst many spatial competencies have been identified by researchers, and the merits of GIS seemingly ubiquitous in the published literature, little work has been done into how students’ spatial thinking skills can be assessed. Therefore, further investigation into the relationship between spatial thinking and performance and attainment is needed. This research investigates the impact using a geographic information system (GIS) has on students’ spatial thinking skills and attempts to assess the extent using a framework. This was done through the design and implementation of two GIS-based interventions. This small-scale evaluation used qualitative methods to investigate students’ and teachers’ views. Student work was also analysed using the framework developed for the assessment of spatial thinking skills. The findings suggest that the use of a GIS does enhance, and in most cases improves students’ spatial thinking skills, but, that spatial thinking is hard to quantify and difficult to measure progress in. Another benefit that using a GIS affords is the creation of engaging, contemporary and interactive lessons, using real data, from which students derive a lot of geographical value.
{"title":"Spatial thinking and GIS: developing and assessing student competencies","authors":"James Hickman","doi":"10.1080/10382046.2022.2138172","DOIUrl":"https://doi.org/10.1080/10382046.2022.2138172","url":null,"abstract":"Abstract Spatial thinking is an integral skill for geography students to develop. Whilst many spatial competencies have been identified by researchers, and the merits of GIS seemingly ubiquitous in the published literature, little work has been done into how students’ spatial thinking skills can be assessed. Therefore, further investigation into the relationship between spatial thinking and performance and attainment is needed. This research investigates the impact using a geographic information system (GIS) has on students’ spatial thinking skills and attempts to assess the extent using a framework. This was done through the design and implementation of two GIS-based interventions. This small-scale evaluation used qualitative methods to investigate students’ and teachers’ views. Student work was also analysed using the framework developed for the assessment of spatial thinking skills. The findings suggest that the use of a GIS does enhance, and in most cases improves students’ spatial thinking skills, but, that spatial thinking is hard to quantify and difficult to measure progress in. Another benefit that using a GIS affords is the creation of engaging, contemporary and interactive lessons, using real data, from which students derive a lot of geographical value.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"131 1","pages":"140 - 158"},"PeriodicalIF":1.8,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59695888","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 : 2022-10-18DOI: 10.1080/10382046.2022.2133955
Álvaro-Francisco Morote, J. Olcina, M. Hernández
Abstract The main natural risk in the Mediterranean region is flooding. Therefore, in Spain, explaining this issue in Primary Education classrooms of Social Sciences should be a priority and is established as such in the current curriculum. The aims of this study are to carry out an analysis of the contents on flood risk included in the Social Science textbooks (3rd cycle; 5th and 6th) of Primary Education of the leading publishers used in Spain (Anaya, Bromera, Santillana, SM and Vicens Vives), in terms of: (1) the meaning of this phenomenon; (2) the causes and consequences of floods; and (3) an analysis of the images (catastrophism and territory location) that are included in the textbooks to explain these events. The results indicate that there is no complete definition of flood risk provided in these textbooks; the information is mainly related to the physical factor (atmospheric event). There is no specific mention of how human beings affect risk (vulnerability and exposure factor). With respect to the causes of floods, the analysis finds confusion in the explanations from the different textbooks and publishers, and the images that are included are sensationalist, highlighting the catastrophism without indicating to which territory it refers.
{"title":"How is flood risk explained in the subject of geography in Spanish schools? An approach based on social science textbooks (primary education)","authors":"Álvaro-Francisco Morote, J. Olcina, M. Hernández","doi":"10.1080/10382046.2022.2133955","DOIUrl":"https://doi.org/10.1080/10382046.2022.2133955","url":null,"abstract":"Abstract The main natural risk in the Mediterranean region is flooding. Therefore, in Spain, explaining this issue in Primary Education classrooms of Social Sciences should be a priority and is established as such in the current curriculum. The aims of this study are to carry out an analysis of the contents on flood risk included in the Social Science textbooks (3rd cycle; 5th and 6th) of Primary Education of the leading publishers used in Spain (Anaya, Bromera, Santillana, SM and Vicens Vives), in terms of: (1) the meaning of this phenomenon; (2) the causes and consequences of floods; and (3) an analysis of the images (catastrophism and territory location) that are included in the textbooks to explain these events. The results indicate that there is no complete definition of flood risk provided in these textbooks; the information is mainly related to the physical factor (atmospheric event). There is no specific mention of how human beings affect risk (vulnerability and exposure factor). With respect to the causes of floods, the analysis finds confusion in the explanations from the different textbooks and publishers, and the images that are included are sensationalist, highlighting the catastrophism without indicating to which territory it refers.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"32 1","pages":"124 - 139"},"PeriodicalIF":1.8,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43161622","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 : 2022-10-14DOI: 10.1080/10382046.2022.2133353
D. Mitchell
Abstract The GeoCapabilities project asks how powerful geographical knowledge can be brought into a curriculum to enhance students’ capabilities to be free to make choices for a life they value. This paper reports on the GeoCapabilities phase 3 project which explored the social justice dimension of GeoCapabilities by working with teachers and students in challenging schools. The capabilities lens, made practical through tools for curriculum making and evaluation, shows how geographical knowledge (of migration in this case) can enhance a person’s capabilities to make real choices about how to live. It also shows that the affective dimension is strongly connected to geographical knowledge including feelings, moral standpoints and values. The inequalities, injustices, fears and hopes raised when students engage with migration geography, open a space for thinking about problems, causes and alternative futures, inviting a critical lens to how political economy shapes the world. The literature and the project of GeoCapabilities have focussed on powerful disciplinary knowledge. Whilst geographical knowledge is a crucial component, I argue that an exclusive attention to disciplinary knowledge may be misleading and the concept of geographical capabilities should broaden to attend to how knowledge across disciplines, feelings, attitudes and values operate together for futures-oriented capabilities.
{"title":"GeoCapabilities 3—knowledge and values in education for the Anthropocene","authors":"D. Mitchell","doi":"10.1080/10382046.2022.2133353","DOIUrl":"https://doi.org/10.1080/10382046.2022.2133353","url":null,"abstract":"Abstract The GeoCapabilities project asks how powerful geographical knowledge can be brought into a curriculum to enhance students’ capabilities to be free to make choices for a life they value. This paper reports on the GeoCapabilities phase 3 project which explored the social justice dimension of GeoCapabilities by working with teachers and students in challenging schools. The capabilities lens, made practical through tools for curriculum making and evaluation, shows how geographical knowledge (of migration in this case) can enhance a person’s capabilities to make real choices about how to live. It also shows that the affective dimension is strongly connected to geographical knowledge including feelings, moral standpoints and values. The inequalities, injustices, fears and hopes raised when students engage with migration geography, open a space for thinking about problems, causes and alternative futures, inviting a critical lens to how political economy shapes the world. The literature and the project of GeoCapabilities have focussed on powerful disciplinary knowledge. Whilst geographical knowledge is a crucial component, I argue that an exclusive attention to disciplinary knowledge may be misleading and the concept of geographical capabilities should broaden to attend to how knowledge across disciplines, feelings, attitudes and values operate together for futures-oriented capabilities.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"265 - 281"},"PeriodicalIF":1.8,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49290808","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 : 2022-10-02DOI: 10.1080/10382046.2022.2140625
Chang Chew-Hun, Kidman Gillian, L. John, Stoltman Joseph
Towards the end of the 1980s, John Lidstone and Rod Gerber shared a coffee at the relatively newly created Queensland University of Technology in Brisbane. As a new university, the pressure was on to increase international research publications, but for the two geographical educators, the options for publishing academic research papers were relatively few. Most of the reputable journals were strongly associated with national geographical societies, and often bridged the gap between professional teacher articles and academic research. Scarfe (1949) had reviewed research in geographical education, and recognised three types of study as predominating; tricks of the trade, psychological factors and the interests of children. Many of these were reports of small experiments conducted by teachers in their own classrooms. At that time, the “content” of geographical education was regarded as relatively fixed, and the purpose of the research was primarily to increase the speed and effectiveness of the learning process. The nexus between academic research and professional publications remained relatively close well into the 1980s. As Lidstone and Gerber reflected on the conferences and symposia of the IGU Commission on Geographical Education (CGE) at that time, it became apparent that the proceedings of such conferences constituted virtually the only truly international sources of academic research. This thought quickly led to the idea that the Commission was an ideal foundation on which to build a new journal with a focus on promoting the diffusion of high quality academic research across linguistic, cultural and national boundaries. Being the more junior academic, Lidstone was given the job of approaching international publishers with the proposal. At that time, there was an universal agreement amongst publishing houses that there was no demand for any new journals, much less one focussed on Geographical Education. However, after thirty-two (the number is forever imprinted in Lidstone’s brain) rejections, Latrobe University Press agreed to support the idea, so long as the cost for the first three years was underwritten by someone else. Gerber at that time was newly elected as President of the Royal Geographical Society of Queensland and proposed the new journal as an exciting new project for the Society, and thus the International Research in Geographical and Environmental Education (IRGEE) was born. Within a short time, Latrobe University Press sold its titles to Channel View Publications in the United Kingdom, who in turn sold its titles to Routledge—Taylor and Francis. In the early years, the editors’ primary objective was to increase circulation internationally and encourage young researchers around the world to make their work accessible around the world. Much effort was made to promote careful attention to carefully articulated and defined methodologies. When Joe Stoltman replaced Rod Gerber as co-editor, his extensive international networks (and th
20世纪80年代末，约翰·利德斯通（John Lidstone）和罗德·格伯（Rod Gerber）在布里斯班相对较新成立的昆士兰科技大学（Queensland University of Technology）喝了一杯咖啡。作为一所新大学，增加国际研究出版物的压力很大，但对于这两位地理教育工作者来说，发表学术研究论文的选择相对较少。大多数声誉良好的期刊都与国家地理学会有着密切的联系，经常弥合专业教师文章和学术研究之间的差距。Scarfe（1949）回顾了地理教育的研究，认为三种类型的研究占主导地位；交易技巧、心理因素和孩子的兴趣。其中许多是教师在自己的教室里进行的小型实验报告。当时，地理教育的“内容”被认为是相对固定的，研究的目的主要是提高学习过程的速度和有效性。直到20世纪80年代，学术研究和专业出版物之间的联系仍然相对紧密。Lidstone和Gerber回顾了当时IGU地理教育委员会（CGE）的会议和专题讨论会，很明显，这些会议的记录实际上是唯一真正的国际学术研究来源。这一想法很快产生了这样一种想法，即委员会是建立一份新期刊的理想基础，其重点是促进高质量学术研究跨越语言、文化和国家边界的传播。作为一名资历较浅的学者，利德斯通被指派向国际出版商提出建议。当时，出版社之间普遍认为，对任何新期刊都没有需求，更不用说专注于地理教育的期刊了。然而，在32次（这个数字永远印在利德斯通的脑海中）拒绝后，拉特罗布大学出版社同意支持这一想法，只要前三年的费用由其他人承担。当时的格贝尔刚刚当选为昆士兰皇家地理学会主席，并提出将新期刊作为该学会令人兴奋的新项目，从而诞生了国际地理与环境教育研究（IRGEE）。在很短的时间内，拉特罗布大学出版社将其图书卖给了英国的Channel View Publications，后者又将其图书出售给了Routledge-Taylor和Francis。早年，编辑们的主要目标是增加国际发行量，鼓励世界各地的年轻研究人员让他们的作品在世界各地传播。为促进对精心阐述和界定的方法的认真关注作出了很大努力。乔·斯托特曼（Joe Stoltman）取代罗德·格贝尔（Rod Gerber）担任联合编辑时，他广泛的国际网络（以及泰勒和弗朗西斯的网络）帮助该杂志增加了撰稿人和读者的地理分布。2017年，当Lidstone和Stoltman将编辑接力棒交给Gillian Kidman和Chew Hung Chang时，挑战已经变成了提高该杂志“高影响力指标”的地位，以回应政府要求大学对国家政策举措负责的愿望。
{"title":"IRGEE in retrospect – the 30th anniversary serving the international geography and environmental education communities","authors":"Chang Chew-Hun, Kidman Gillian, L. John, Stoltman Joseph","doi":"10.1080/10382046.2022.2140625","DOIUrl":"https://doi.org/10.1080/10382046.2022.2140625","url":null,"abstract":"Towards the end of the 1980s, John Lidstone and Rod Gerber shared a coffee at the relatively newly created Queensland University of Technology in Brisbane. As a new university, the pressure was on to increase international research publications, but for the two geographical educators, the options for publishing academic research papers were relatively few. Most of the reputable journals were strongly associated with national geographical societies, and often bridged the gap between professional teacher articles and academic research. Scarfe (1949) had reviewed research in geographical education, and recognised three types of study as predominating; tricks of the trade, psychological factors and the interests of children. Many of these were reports of small experiments conducted by teachers in their own classrooms. At that time, the “content” of geographical education was regarded as relatively fixed, and the purpose of the research was primarily to increase the speed and effectiveness of the learning process. The nexus between academic research and professional publications remained relatively close well into the 1980s. As Lidstone and Gerber reflected on the conferences and symposia of the IGU Commission on Geographical Education (CGE) at that time, it became apparent that the proceedings of such conferences constituted virtually the only truly international sources of academic research. This thought quickly led to the idea that the Commission was an ideal foundation on which to build a new journal with a focus on promoting the diffusion of high quality academic research across linguistic, cultural and national boundaries. Being the more junior academic, Lidstone was given the job of approaching international publishers with the proposal. At that time, there was an universal agreement amongst publishing houses that there was no demand for any new journals, much less one focussed on Geographical Education. However, after thirty-two (the number is forever imprinted in Lidstone’s brain) rejections, Latrobe University Press agreed to support the idea, so long as the cost for the first three years was underwritten by someone else. Gerber at that time was newly elected as President of the Royal Geographical Society of Queensland and proposed the new journal as an exciting new project for the Society, and thus the International Research in Geographical and Environmental Education (IRGEE) was born. Within a short time, Latrobe University Press sold its titles to Channel View Publications in the United Kingdom, who in turn sold its titles to Routledge—Taylor and Francis. In the early years, the editors’ primary objective was to increase circulation internationally and encourage young researchers around the world to make their work accessible around the world. Much effort was made to promote careful attention to carefully articulated and defined methodologies. When Joe Stoltman replaced Rod Gerber as co-editor, his extensive international networks (and th","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"261 - 264"},"PeriodicalIF":1.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46592532","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 : 2022-07-03DOI: 10.1080/10382046.2022.2105499
G. Kidman, C. Chang
Finding out what has worked and what has not worked is essential for the advancement of human performance. Without assessment and evaluation, we cannot choose which performance intervention to discontinue, alter, maintain, or enhance (Kaufman, Keller and Watkins, 1996). We have a constant need to measure, analyse, and make decisions, yet we need to ask if we are assessing or evaluating. Both assessment and evaluation are important aspects of education—they are central to learning and teaching. However, the terms assessment and evaluation are often used interchangeably. This is erroneous. Assessment is concerned with measuring effectiveness. It is the process of making judgements and or measurements of the worth of a person or a process. Evaluation, on the other hand, involves gathering information related to learning activities or subjects. Evaluation involves adding a value aspect to the process. The value relates to the importance we assign to the information in determining success or failure. In geographical and environmental education, we often see research relating to the assessment of student learning as well as programme evaluation in the domains of formal and informal learning. An IRGEE editorial (Reid, 2018) called for further investment in research and evaluation to improve practice in environmental education. Before this, IRGEE published several studies on the evaluation of geographical or environmental education programmes. Later, IRGEE published a systematic review (Lane & Bourke, 2019) of assessment in geography education. The study concluded that greater clarity is needed regarding:
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Pub Date : 2022-06-06DOI: 10.1080/10382046.2022.2084269
I. Piotrowska, D. Abramowicz, M. Cichoń, J. Sypniewski
Abstract The Covid-19 pandemic, which has swept around the world since the beginning of 2020, has had a significant impact on education. Overnight, there has been a transition from traditional to distance learning. Both teachers and students of all types and levels of education had to face a new, unknown reality for which, in the vast majority, they were not properly prepared. The paper attempts to comprehensively identified the determinants of geographic education online at the level of primary and secondary schools, and analyzed selected conditions that have the greatest impact on its implementation. Qualitative and quantitative data was provided by literature research and the results of a survey conducted among 123 geography teachers. The model of the determinants of the geographic education process in the distance form adopted in the study indicates the extraordinary complexity of the online education process. Three groups of determinants were subjected to in-depth analysis: technological, law, and the teacher’s capacity, considering them necessary for the implementation of the distance learning process.
{"title":"Determinants and challenges of distance geographical education in Polish schools","authors":"I. Piotrowska, D. Abramowicz, M. Cichoń, J. Sypniewski","doi":"10.1080/10382046.2022.2084269","DOIUrl":"https://doi.org/10.1080/10382046.2022.2084269","url":null,"abstract":"Abstract The Covid-19 pandemic, which has swept around the world since the beginning of 2020, has had a significant impact on education. Overnight, there has been a transition from traditional to distance learning. Both teachers and students of all types and levels of education had to face a new, unknown reality for which, in the vast majority, they were not properly prepared. The paper attempts to comprehensively identified the determinants of geographic education online at the level of primary and secondary schools, and analyzed selected conditions that have the greatest impact on its implementation. Qualitative and quantitative data was provided by literature research and the results of a survey conducted among 123 geography teachers. The model of the determinants of the geographic education process in the distance form adopted in the study indicates the extraordinary complexity of the online education process. Three groups of determinants were subjected to in-depth analysis: technological, law, and the teacher’s capacity, considering them necessary for the implementation of the distance learning process.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"32 1","pages":"107 - 123"},"PeriodicalIF":1.8,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44685381","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 : 2022-05-25DOI: 10.1080/10382046.2022.2079407
A. Maude
Abstract This paper discusses how geography’s disciplinary ways of thinking can equip teachers “to organize deep geographical learning” about sustainable development in their students. These ways of thinking are based on the subject’s core concepts, and the ones selected for discussion in this paper are environment, interconnection and place. The paper argues, first, that knowledge of the ways that geographers think of the interrelationships between the biophysical environment and humans will give students a deep understanding of environmental sustainability. Second, knowledge of the ways that geographers think about interconnections will enable them to understand the links between environmental, economic and social sustainability, the effects of interconnections between countries on their environmental sustainability, and how to investigate causes. Third, knowledge of the ways that geographers think about place will enable them to understand how ideas about sustainable development vary across space, and how actions for sustainable development are place-based. Applying geography’s conceptual ways of thinking will contribute to both student understanding of sustainable development and geography as a discipline.
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Pub Date : 2022-04-03DOI: 10.1080/10382046.2022.2057895
C. Chang, G. Kidman
Children born in some countries today will live through the twenty-second century given the high average life expectancies exceeding 80 years in these places. Naturally, we wonder what twenty-second century skills and competencies our children will need to contribute to and create their sustainable future actively. While we cannot predict accurately what those skills and competencies will be, we can examine what children learn today. Indeed, this is aligned to the aspirations of sustaining sustainability through quality education for future generations. However, learning for our current and future generations is not limited to formal education but cuts across the individual’s entire lifespan and contexts. The notion of life-long learning has been discussed even before the report by Banks et al. (2007) titled “Learning in and out of school in diverse environments Life-long, Life-wide, Life Deep” was published. The concept of life-long learning refers to “learning that occurs across one’s lifespan, from infancy to adulthood. It is about what is retained, why such knowledge, skills and dispositions are usefully kept” (Kwek, Hung, Koh, & Tan, 2017 p. 8) and “most of the “learning that occurs across the life span takes places in informal environments” (Banks et al., 2007 p. 9). Life-wide learning refers to learning that does not just occur “within the boundaries of the school, but outside of school, in informal learning environments” (Kwek et al., 2017 p. 8). In considering what needs to be learnt in the context of life-long and life-wide learning for sustainability education, we need to examine a combination of knowledge, skills, behaviours and beliefs. Indeed, Chang, Kidman, and Wi (2020) argued that sustainability education can be framed around the Delors report’s ideas of ‘learning to know’, ‘learning to do’, ‘learning to be’ and ‘learning to live together’ (Chang et al., 2020). As we examine learning across the learner’s lifespan and within formal and informal contexts, we should also be examining the knowledge, skills, attitudes, and behaviours that are the intended or unintended outcomes of the learning. We feature a range of articles that cuts across these dimensions in this issue. Admittedly, these articles do not represent the potential range of contexts that we have outlined above. Still, it serves as a start point from which we can describe what other types of research we can encourage for submission to the journal to frame the discussion around the issue of life-long and life-wide education for our sustainable future. While we can argue for more research on the learning of sustainability knowledge, skills and attitudes in the pre-primary years, we do not have an article in this issue to illustrate what has already been done and what more can be done. Nevertheless, we can look to the issues in primary education as a start, bearing in mind that we can also develop the knowledge and understanding about sustainability in the early childhood y
鉴于一些国家的平均预期寿命超过80岁，今天在这些国家出生的儿童将活到二十二世纪。自然，我们想知道，我们的孩子需要什么样的技能和能力来积极贡献和创造他们可持续的未来。虽然我们无法准确预测这些技能和能力将是什么，但我们可以检查孩子们今天学到了什么。事实上，这符合通过为子孙后代提供优质教育来维持可持续性的愿望。然而，我们今世后代的学习并不局限于正规教育，而是贯穿个人的整个生命周期和环境。甚至在Banks等人（2007）题为“在不同环境中的校内外学习——终身、终身、深度”的报告发表之前，终身学习的概念就已经被讨论过了。终身学习的概念是指“在一个人的一生中，从婴儿期到成年期进行的学习。它是关于保留了什么，为什么保留了这些知识、技能和性格”（Kwek，Hung，Koh，&Tan，2017，第8页）和“一生中发生的大多数”学习都发生在非正式环境中”（Banks et al.，2007，第9页）。终身学习是指不仅发生在“学校范围内，而且发生在校外、非正式学习环境中”的学习（Kwek等人，2017，第8页）。在考虑可持续发展教育的终身和终身学习背景下需要学习什么时，我们需要考察知识、技能、行为和信念的组合。事实上，Chang、Kidman和Wi（2020）认为，可持续发展教育可以围绕Delors报告中的“学会知道”、“学会做”、“学习成为”和“学会共同生活”的理念来构建（Chang et al.，2020）。当我们在学习者的一生中以及在正式和非正式的环境中检查学习时，我们还应该检查学习的预期或非预期结果的知识、技能、态度和行为。在本期中，我们将发表一系列跨越这些维度的文章。诚然，这些文章并不代表我们上面概述的潜在范围。尽管如此，它还是一个起点，我们可以从中描述我们可以鼓励哪些其他类型的研究提交给该杂志，以围绕终身和终身教育问题展开讨论，为我们的可持续未来奠定基础。虽然我们可以主张对学前几年的可持续性知识、技能和态度的学习进行更多的研究，但我们在本期没有一篇文章来说明已经做了什么以及还可以做什么。尽管如此，我们可以将小学教育中的问题作为一个开端，同时铭记我们也可以在幼儿时期发展关于可持续性的知识和理解。关于“衡量儿童态度的挑战”的文章
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