Pub Date : 2021-09-01DOI: 10.1080/10382046.2021.1969791
M. Hanus, Sirpa Tani, T. Béneker, Steffen Höhnle
Abstract During the 2015 sudden rise in migration movements in Europe, approximately 2.4 million refugees arrived in Europe and 1.2 million asylum applications were received in the European Union countries. We were interested in finding out whether these rapid changes and the polarised attitudes represented in the media affected young people’s attitudes towards people with different cultural backgrounds. This study, therefore, examined young people’s global understanding in four European countries: Czechia, Finland, Germany and the Netherlands. The aim was to identify the level of world-mindedness of young people and compare the results with an earlier study (conducted in 2010) with the same research design. The research was targeted at a group of upper-secondary students in these countries. In total, 962 students participated in the study in 2017. Although the context in the observed countries varied, the findings revealed a stable state, or rather a slightly positive change of world-mindedness, to 2010 in all the countries. The results stress the need to remain sensitive to students’ opinions and attitudes towards other people and cultures in geography lessons in general and especially when teaching and learning about current societal issues, inequality, exclusion and solidarity.
{"title":"World-mindedness of young people during the rise in migration in Europe: a case study of Czechia, Finland, Germany and The Netherlands","authors":"M. Hanus, Sirpa Tani, T. Béneker, Steffen Höhnle","doi":"10.1080/10382046.2021.1969791","DOIUrl":"https://doi.org/10.1080/10382046.2021.1969791","url":null,"abstract":"Abstract During the 2015 sudden rise in migration movements in Europe, approximately 2.4 million refugees arrived in Europe and 1.2 million asylum applications were received in the European Union countries. We were interested in finding out whether these rapid changes and the polarised attitudes represented in the media affected young people’s attitudes towards people with different cultural backgrounds. This study, therefore, examined young people’s global understanding in four European countries: Czechia, Finland, Germany and the Netherlands. The aim was to identify the level of world-mindedness of young people and compare the results with an earlier study (conducted in 2010) with the same research design. The research was targeted at a group of upper-secondary students in these countries. In total, 962 students participated in the study in 2017. Although the context in the observed countries varied, the findings revealed a stable state, or rather a slightly positive change of world-mindedness, to 2010 in all the countries. The results stress the need to remain sensitive to students’ opinions and attitudes towards other people and cultures in geography lessons in general and especially when teaching and learning about current societal issues, inequality, exclusion and solidarity.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"222 - 241"},"PeriodicalIF":1.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44487087","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 : 2021-08-04DOI: 10.1080/10382046.2021.1961061
Alejandro Cascante-Campos
Abstract Recent projects, declarations, and articles around the globe addressed the status and development of geography education, where the discipline is standing, and what should be done to enhance the quality and quantity of research. Nevertheless, the paucity of research and limited approaches in Latin America about the type of studies published has made difficult the promotion and development of research lines, or even more an international comparative perspective. Therefore, the aim of the study is to show the spatiotemporal trends and existing research lines in geography education, extracted from 1880 articles published in 140 open access journals within the region from 2000 to 2019. The findings showed a consistent growth of research especially after 2010, just a few journals gathering most publications, and the intraregional disparity among countries on the evolution of the number and type of studies. Although Latin American researchers increased the number of publications in all research lines, the scientific production has been more prolific in five topics: theories, philosophy and debates, teacher education, teaching methodologies, instructional materials and resources, and student’s learning. In contrast, studies on assessment, technologies, fieldwork, research practices, history and educational policies have received less attention from scholars.
{"title":"Latin American geography education research trends in open access journals from the twenty-first century","authors":"Alejandro Cascante-Campos","doi":"10.1080/10382046.2021.1961061","DOIUrl":"https://doi.org/10.1080/10382046.2021.1961061","url":null,"abstract":"Abstract Recent projects, declarations, and articles around the globe addressed the status and development of geography education, where the discipline is standing, and what should be done to enhance the quality and quantity of research. Nevertheless, the paucity of research and limited approaches in Latin America about the type of studies published has made difficult the promotion and development of research lines, or even more an international comparative perspective. Therefore, the aim of the study is to show the spatiotemporal trends and existing research lines in geography education, extracted from 1880 articles published in 140 open access journals within the region from 2000 to 2019. The findings showed a consistent growth of research especially after 2010, just a few journals gathering most publications, and the intraregional disparity among countries on the evolution of the number and type of studies. Although Latin American researchers increased the number of publications in all research lines, the scientific production has been more prolific in five topics: theories, philosophy and debates, teacher education, teaching methodologies, instructional materials and resources, and student’s learning. In contrast, studies on assessment, technologies, fieldwork, research practices, history and educational policies have received less attention from scholars.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"188 - 204"},"PeriodicalIF":1.8,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2021.1961061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43110600","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 : 2021-07-03DOI: 10.1080/10382046.2021.1943228
G. Kidman, C. Chang
{"title":"Restrictions on international travel and what this means for geographical education","authors":"G. Kidman, C. Chang","doi":"10.1080/10382046.2021.1943228","DOIUrl":"https://doi.org/10.1080/10382046.2021.1943228","url":null,"abstract":"","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"30 1","pages":"181 - 183"},"PeriodicalIF":1.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2021.1943228","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43329984","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 : 2021-06-30DOI: 10.1080/10382046.2021.1943220
M. Scoarize, Beatriz Bosquê Contieri, Driele Delanira-Santos, B. F. Zanco, E. Benedito
Abstract Environmental education aims to change the perception of people about the environment. Primary education (four to eleven years old) is a fundamental stage in the development of children’s conduct, so enhancing learning of the environment in which they live is essential for them to start recognizing nature as part of their life. We tested students’ perception before (pre-test) and after (post-test) a specific environmental education activity elaborated in a ludic and interdisciplinary way (psychological, biological, performing arts and educational perspectives), with more moments of practice than only theoretical or rhetorical. Our study showed that schools located in cities with low Municipal Human Development Index (MHDI) can present satisfactory results in relation to students’ environmental perception (hypothesis 1), that this perception does not differ according to nationwide educational indexes such as the Brazilian Basic Education Development Index (IDEB) (2), and that regardless of MHDI, there is an increase in this perception after environmental education activities, even a single activity (3). The developed methodology was effective in changing students’ environmental perception, and can be used in an interdisciplinary way, even when resources are scarce.
{"title":"An interdisciplinary approach to address aquatic environmental issues with young students from Brazil","authors":"M. Scoarize, Beatriz Bosquê Contieri, Driele Delanira-Santos, B. F. Zanco, E. Benedito","doi":"10.1080/10382046.2021.1943220","DOIUrl":"https://doi.org/10.1080/10382046.2021.1943220","url":null,"abstract":"Abstract Environmental education aims to change the perception of people about the environment. Primary education (four to eleven years old) is a fundamental stage in the development of children’s conduct, so enhancing learning of the environment in which they live is essential for them to start recognizing nature as part of their life. We tested students’ perception before (pre-test) and after (post-test) a specific environmental education activity elaborated in a ludic and interdisciplinary way (psychological, biological, performing arts and educational perspectives), with more moments of practice than only theoretical or rhetorical. Our study showed that schools located in cities with low Municipal Human Development Index (MHDI) can present satisfactory results in relation to students’ environmental perception (hypothesis 1), that this perception does not differ according to nationwide educational indexes such as the Brazilian Basic Education Development Index (IDEB) (2), and that regardless of MHDI, there is an increase in this perception after environmental education activities, even a single activity (3). The developed methodology was effective in changing students’ environmental perception, and can be used in an interdisciplinary way, even when resources are scarce.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"38 - 52"},"PeriodicalIF":1.8,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2021.1943220","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47390985","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 : 2021-06-28DOI: 10.1080/10382046.2022.2084263
Nick Naujoks, D. Gölitz, Christiane-Tellesch Bülow, M. Händel, J. Schubert
Abstract This study investigates students’ motivation during experimentation in geography lessons by implementing a newly developed experimental kit on soils (GeoBox) in Germany. The study focuses on a first evaluation by means of a one-group pretest/posttest design. Fifth-grade students (N = 166) answered a questionnaire pertaining to regular geography lessons (pretest) and took part in eight lessons with GeoBox, followed by a questionnaire regarding the experimental learning phase (posttest). Upon comparison of pretest and posttest scores, the results showed significant intra-individual differences regarding activation and students’ motivation. Students valued GeoBox and expected to be successful at tasks that entailed use of the kit.
{"title":"Students’ motivation during experimental activities: an empirical study with GeoBoxes in Germany","authors":"Nick Naujoks, D. Gölitz, Christiane-Tellesch Bülow, M. Händel, J. Schubert","doi":"10.1080/10382046.2022.2084263","DOIUrl":"https://doi.org/10.1080/10382046.2022.2084263","url":null,"abstract":"Abstract This study investigates students’ motivation during experimentation in geography lessons by implementing a newly developed experimental kit on soils (GeoBox) in Germany. The study focuses on a first evaluation by means of a one-group pretest/posttest design. Fifth-grade students (N = 166) answered a questionnaire pertaining to regular geography lessons (pretest) and took part in eight lessons with GeoBox, followed by a questionnaire regarding the experimental learning phase (posttest). Upon comparison of pretest and posttest scores, the results showed significant intra-individual differences regarding activation and students’ motivation. Students valued GeoBox and expected to be successful at tasks that entailed use of the kit.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"320 - 336"},"PeriodicalIF":1.8,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41910974","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 : 2021-06-11DOI: 10.1080/10382046.2021.1924983
Chul-Ki Cho, Byung-Yeon Kim, J. Stoltman
Abstract The purpose of this study was to introduce photovoice as a pedagogical tool in an in-service program for geography teachers, demonstrate the implementation of this methodology, and examine its outcomes, strengths, and weaknesses. The applicability of photovoice as a pedagogical tool for secondary school geography as well as its strengths and weaknesses were clarified. As a pedagogical tool for geography, photovoice not only allowed in-service geography teachers to develop critical thinking, but also fostered active citizenship. In addition, photovoice afforded in-service geography teachers the opportunity to capture the public geography learned in the classroom in the field and subsequently add their own voice to discover their own personal geography. Despite these strengths, in order for geography teachers to employ photovoice in their classes, issues such as time, evaluation, place, and safety as well as inviting decision-makers and policymakers to the presentation process are challenges that need to be addressed. As this study focuses on geography teacher education, further research needs to be done with younger students.
{"title":"Design, implementation, and outcomes of an in-service program with photovoice as a pedagogical tool for geography teachers","authors":"Chul-Ki Cho, Byung-Yeon Kim, J. Stoltman","doi":"10.1080/10382046.2021.1924983","DOIUrl":"https://doi.org/10.1080/10382046.2021.1924983","url":null,"abstract":"Abstract The purpose of this study was to introduce photovoice as a pedagogical tool in an in-service program for geography teachers, demonstrate the implementation of this methodology, and examine its outcomes, strengths, and weaknesses. The applicability of photovoice as a pedagogical tool for secondary school geography as well as its strengths and weaknesses were clarified. As a pedagogical tool for geography, photovoice not only allowed in-service geography teachers to develop critical thinking, but also fostered active citizenship. In addition, photovoice afforded in-service geography teachers the opportunity to capture the public geography learned in the classroom in the field and subsequently add their own voice to discover their own personal geography. Despite these strengths, in order for geography teachers to employ photovoice in their classes, issues such as time, evaluation, place, and safety as well as inviting decision-makers and policymakers to the presentation process are challenges that need to be addressed. As this study focuses on geography teacher education, further research needs to be done with younger students.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"123 - 138"},"PeriodicalIF":1.8,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2021.1924983","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48939762","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 : 2021-05-18DOI: 10.1080/10382046.2021.1927366
Andreas Alm Fjellborg, Kajsa Kramming
Abstract This paper provides an analysis of how Swedish 15-year-olds perform on the high-stakes national assessments in geography. It explicitly addresses which item characteristics produce differential item functioning (DIF) in favor of boys and girls respectively. The findings show that DIF occurs in favor of girls in items with constructed response and primarily with content on the social dimension of sustainable development (SD), while boys are more favored by content outside the field of SD. The conclusions drawn are that content that reaches higher levels of Bloom’s taxonomy favors girls, especially when the subject content concerns SD. This is important when analyzing the teaching and examination of sustainability issues in school.
{"title":"Sustainable development: Exploring gender differences in the Swedish national test in geography for grade 9","authors":"Andreas Alm Fjellborg, Kajsa Kramming","doi":"10.1080/10382046.2021.1927366","DOIUrl":"https://doi.org/10.1080/10382046.2021.1927366","url":null,"abstract":"Abstract This paper provides an analysis of how Swedish 15-year-olds perform on the high-stakes national assessments in geography. It explicitly addresses which item characteristics produce differential item functioning (DIF) in favor of boys and girls respectively. The findings show that DIF occurs in favor of girls in items with constructed response and primarily with content on the social dimension of sustainable development (SD), while boys are more favored by content outside the field of SD. The conclusions drawn are that content that reaches higher levels of Bloom’s taxonomy favors girls, especially when the subject content concerns SD. This is important when analyzing the teaching and examination of sustainability issues in school.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"172 - 187"},"PeriodicalIF":1.8,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2021.1927366","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46976143","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 : 2021-05-01DOI: 10.1080/10382046.2021.1924498
Rafael Suárez-López, Marcia Eugenio-Gozalbo
Abstract Sustainability is one of the most important challenges for present and future societies, which needs to be urgently and adequately addressed from Education. This study qualitatively analyses the curricula of primary and secondary education in Spain and Portugal, with the objective of assessing how sustainability is addressed across compulsory education in both countries. The results show a limited presence of sustainability in the curricula of both countries, the coexistence of different and sometimes inconsistent conceptions of sustainability, deficiencies in the inclusion of the social and economic dimensions, and a questionable technological optimism as the solution to sustainability problems. Such findings provide with a basis to improve curricula, also in other countries. Future curricular designs should seek a more ambitious approach to sustainability based on the equal importance of its three dimensions, an effective cross-curricular character, critical thinking, and an ecocentric ethics.
{"title":"How is sustainability addressed in primary and secondary education curricula? Assessing the cases of Spain and Portugal","authors":"Rafael Suárez-López, Marcia Eugenio-Gozalbo","doi":"10.1080/10382046.2021.1924498","DOIUrl":"https://doi.org/10.1080/10382046.2021.1924498","url":null,"abstract":"Abstract Sustainability is one of the most important challenges for present and future societies, which needs to be urgently and adequately addressed from Education. This study qualitatively analyses the curricula of primary and secondary education in Spain and Portugal, with the objective of assessing how sustainability is addressed across compulsory education in both countries. The results show a limited presence of sustainability in the curricula of both countries, the coexistence of different and sometimes inconsistent conceptions of sustainability, deficiencies in the inclusion of the social and economic dimensions, and a questionable technological optimism as the solution to sustainability problems. Such findings provide with a basis to improve curricula, also in other countries. Future curricular designs should seek a more ambitious approach to sustainability based on the equal importance of its three dimensions, an effective cross-curricular character, critical thinking, and an ecocentric ethics.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"106 - 122"},"PeriodicalIF":1.8,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2021.1924498","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43234494","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 : 2021-04-19DOI: 10.1080/10382046.2021.1907057
Arnie G. Dizon
Abstract This study is a content analysis of the K to 12 Junior High School Geography curriculum of the Department of Education in the Philippines. The First Quarter competencies of Grade 7–10 were categorized and coded to determine the orientation of the curriculum in terms of curricular approaches. Then, themes from evidence of curricular approaches were used to align approaches with sub-disciplines and allied disciplines of geography. Findings show that Grade 7 and 8 have traditional orientation due to the domination of anthropocentric, factual, and determinist approaches into the curriculum. Grade 9 and 10, on the other hand, have contemporary orientation as these are dominated by the issues-based approach. This means that students have low-level thinking skills and have probably developed negative attitudes toward human, physical, and environmental geography in Grade 7 and 8. Students are then ill-prepared to appreciate complex concepts in political ecology when they proceed to Grade 9 and 10. This implies the need to have a stand-alone geography subject in the Junior High School that employs an issues-based approach, which emphasizes concepts and processes in political ecology. This is to provide students with extensive knowledge and critical understanding on the dynamics of human–environment relations.
{"title":"Content analysis of the K to 12 Junior High School Geography curriculum in the Philippines","authors":"Arnie G. Dizon","doi":"10.1080/10382046.2021.1907057","DOIUrl":"https://doi.org/10.1080/10382046.2021.1907057","url":null,"abstract":"Abstract This study is a content analysis of the K to 12 Junior High School Geography curriculum of the Department of Education in the Philippines. The First Quarter competencies of Grade 7–10 were categorized and coded to determine the orientation of the curriculum in terms of curricular approaches. Then, themes from evidence of curricular approaches were used to align approaches with sub-disciplines and allied disciplines of geography. Findings show that Grade 7 and 8 have traditional orientation due to the domination of anthropocentric, factual, and determinist approaches into the curriculum. Grade 9 and 10, on the other hand, have contemporary orientation as these are dominated by the issues-based approach. This means that students have low-level thinking skills and have probably developed negative attitudes toward human, physical, and environmental geography in Grade 7 and 8. Students are then ill-prepared to appreciate complex concepts in political ecology when they proceed to Grade 9 and 10. This implies the need to have a stand-alone geography subject in the Junior High School that employs an issues-based approach, which emphasizes concepts and processes in political ecology. This is to provide students with extensive knowledge and critical understanding on the dynamics of human–environment relations.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"152 - 168"},"PeriodicalIF":1.8,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2021.1907057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43133197","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 : 2021-04-03DOI: 10.1080/10382046.2021.1912969
C. Chang, G. Kidman
Recall the first time you used Google Earth. Most people would typically key in their address and find where they lived on a digital representation of reality on the application. It was not uncommon for someone to then zoom out of the view of their residence to the neighbourhood, and then the town, city or even country views before zooming out to see the earth as a sphere, or a two dimensional representation of the sphere on the screen. During the early days of geospatial technologies, an application like this allowed us to examine where we live across spatial scales easily. Educators were also quick to use this affordance to design lessons requiring students to examine geographical or environmental issues across spatial scales. It is not just serendipitous that geographers and geography educators also often employ scale as a framework for analysis. There is a good reason why scale is such a powerful organising and analysing concept for examining geographical and environmental phenomena. We propose that the role of scales in geographical and environmental education can be discussed through it as a substantive concept for geographical thinking, as well as a frame of analysis for issues in education. One of the key concepts that geographical education often utilises is scale. While concepts of space, place and human-environment interaction are more obviously used as examples of the signature concepts in geography, the concept of scale provides geographers with an approach that cuts across the other concepts and offers a schema for organising discussion about complex phenomena within geographical education. In discussing the contribution of Geography to education, the 2016 International Charter on Geographical Education (Stoltman, Lidstone, & Kidman, 2017), or the Charter in short, these contributions were also organised through spatial scales. From considering individual “curiosity” to understanding “relationship” to other species, to understanding “places” and “landscapes”, to what it means to live in a “tightly interconnected world”, the various contributions are explained from the local to the global scales (IGU-CGE, 2016, p. 5). Indeed, phenomena that are both natural and man-made have implications for humankind through different spatial scales. For the purpose of clarity, when referring to scale as a geographical concept, we will utilise the term spatial scale. Scale is not just limited to the way we define space or place. Chang and Wi (2018) argue that terms referring to scale like local and global are not just locations but processes in that “globalisation and localisation produce different spatial contexts that are hybrids ... of both differentiation and integration” (Chang & Wi, 2018, p. 29) – contexts that are different and contexts that are part of a larger whole. Scale as an organising concept allows us another way to examine the contexts and conditions to a geographical phenomenon other than through perspectives or standpoints, for exa
{"title":"Considering geographical and environmental education at scales","authors":"C. Chang, G. Kidman","doi":"10.1080/10382046.2021.1912969","DOIUrl":"https://doi.org/10.1080/10382046.2021.1912969","url":null,"abstract":"Recall the first time you used Google Earth. Most people would typically key in their address and find where they lived on a digital representation of reality on the application. It was not uncommon for someone to then zoom out of the view of their residence to the neighbourhood, and then the town, city or even country views before zooming out to see the earth as a sphere, or a two dimensional representation of the sphere on the screen. During the early days of geospatial technologies, an application like this allowed us to examine where we live across spatial scales easily. Educators were also quick to use this affordance to design lessons requiring students to examine geographical or environmental issues across spatial scales. It is not just serendipitous that geographers and geography educators also often employ scale as a framework for analysis. There is a good reason why scale is such a powerful organising and analysing concept for examining geographical and environmental phenomena. We propose that the role of scales in geographical and environmental education can be discussed through it as a substantive concept for geographical thinking, as well as a frame of analysis for issues in education. One of the key concepts that geographical education often utilises is scale. While concepts of space, place and human-environment interaction are more obviously used as examples of the signature concepts in geography, the concept of scale provides geographers with an approach that cuts across the other concepts and offers a schema for organising discussion about complex phenomena within geographical education. In discussing the contribution of Geography to education, the 2016 International Charter on Geographical Education (Stoltman, Lidstone, & Kidman, 2017), or the Charter in short, these contributions were also organised through spatial scales. From considering individual “curiosity” to understanding “relationship” to other species, to understanding “places” and “landscapes”, to what it means to live in a “tightly interconnected world”, the various contributions are explained from the local to the global scales (IGU-CGE, 2016, p. 5). Indeed, phenomena that are both natural and man-made have implications for humankind through different spatial scales. For the purpose of clarity, when referring to scale as a geographical concept, we will utilise the term spatial scale. Scale is not just limited to the way we define space or place. Chang and Wi (2018) argue that terms referring to scale like local and global are not just locations but processes in that “globalisation and localisation produce different spatial contexts that are hybrids ... of both differentiation and integration” (Chang & Wi, 2018, p. 29) – contexts that are different and contexts that are part of a larger whole. Scale as an organising concept allows us another way to examine the contexts and conditions to a geographical phenomenon other than through perspectives or standpoints, for exa","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"30 1","pages":"91 - 94"},"PeriodicalIF":1.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2021.1912969","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48842673","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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