International Research in Geographical and Environmental Education最新文献

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"title":"Contextualizing powerful geographic knowledge in higher education: Data-driven curriculum design to interweave student aspirations with workforce applications","authors":"T. Larsen, M. Solem, Joann Zadrozny, R. Boehm","doi":"10.1080/10382046.2021.1902622","DOIUrl":"https://doi.org/10.1080/10382046.2021.1902622","url":null,"abstract":"Abstract This article describes a data-driven approach to contextualize geography subject matter using student aspirations and workforce data. To test this teaching strategy, undergraduate students in two world geography courses taught at Texas State University were surveyed and interviewed about their career and life aspirations. Using this information, the course instructor selected relevant geography resources and applications using workforce data obtained from a sample of geographers employed in private and public sectors. Over the semester, students encountered those applications through class presentations, videos, and individual advising sessions. At the end, students completed a post-test survey. Resulting datasets offered the instructor a means to reflect upon and select geographic content that is accessible and applicable to what students aspire to be and do in the future. Analysis of the pre- and post-test survey data indicate positive gains in student attitudes but suggest additional culturally relevant pedagogical enhancements are needed to account for student diversity and context. The article concludes with a critical assessment of how future instructors might leverage aspirations and workforce data to address the underrepresentation of women and minorities in the discipline and workforce.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2021.1902622","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42592126","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}

{"title":"The challenge of measuring children’s attitudes toward wildlife in rural India","authors":"Gabby Salazar, Ishika Ramakrishna, N. Satheesh, M. Mills, M. Monroe, Krithi K. Karanth","doi":"10.1080/10382046.2021.1897339","DOIUrl":"https://doi.org/10.1080/10382046.2021.1897339","url":null,"abstract":"Abstract People’s attitudes influence the nature of their interactions with wildlife and support for conservation. Globally, many environmental education programs seek to influence children’s attitudes toward wildlife and the environment. Understanding these attitudes requires assessment tools that are appropriate to the context and culture. However, most tools have been developed and used in Western developed countries, making their effectiveness elsewhere questionable. The Wild Shaale environmental education program was launched in 2018 in rural India with the goal of enhancing children’s positive attitudes toward wildlife. To design an evaluation for Wild Shaale, we tested five tools to assess children’s attitudes toward wildlife with 1772 students in 56 rural schools. Here, we discuss the challenges encountered while testing these tools and report which tools are likely to be valid measures of variation in children’s attitudes and which may be useful for program evaluation. We provide recommendations for assessing children’s attitudes in similar contexts.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2021.1897339","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48633786","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}

{"title":"Geography textbook tasks fostering thinking skills for the acquisition of powerful knowledge","authors":"Uwe Krause, T. Béneker, J. van Tartwijk","doi":"10.1080/10382046.2021.1885248","DOIUrl":"https://doi.org/10.1080/10382046.2021.1885248","url":null,"abstract":"Abstract Tasks are essential in fostering students’ learning processes, and thinking skills are considered to be of central importance to learning. In order to analyse how tasks promote the development of thinking skills in school geography, we need an instrument that looks beyond a simple distinction between lower and higher order thinking. It should be able to identify types of tasks based on distinctive elements on the way to acquiring powerful knowledge or knowledge of high epistemic quality. In this paper, we describe the development of an instrument based on the adaptation of existing categorisations and the use of Bernstein’s recognition and realisation rules. The instrument distinguishes five levels of thinking: lower order thinking, use of thinking strategies, parts of higher order thinking, higher order thinking, and reflection. The instrument was employed to analyse tasks in geography textbooks used in the Netherlands and the German State North Rhine-Westphalia, with researchers and teacher educators in both states considering its efficacy both plausible and practicable. The results show that the instrument is sufficiently sensitive to identify differences in types of tasks and the extent to which access to powerful knowledge is fostered.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2021.1885248","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48901738","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}

{"title":"Secondary students’ perception, positioning and insight on education for sustainability","authors":"Leire Agirreazkuenaga, P. Martinez","doi":"10.1080/10382046.2021.1877952","DOIUrl":"https://doi.org/10.1080/10382046.2021.1877952","url":null,"abstract":"Abstract This study aimed to analyse and understand the perception about Education for Sustainability from the perspective of secondary school students in the Basque Autonomous Community by means of a qualitative methodological strategy. Specifically, the study was conducted in four educational centres with a total of 39 students, through discussion groups in a total of eight meetings. Environmental education documents of the centres were analysed, and a non-participatory observation process was also applied. The main results showed that the students had sufficient knowledge and information about the socio-environmental problem; however, their behaviour did not correspond to their way of thinking. In order to generate a real impact on attitudes and habits, environmental education should have, not only more presence in the school curriculum, but more experiential approaches and the implication of school managers.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2021.1877952","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43646800","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}

{"title":"Examining the presence of ocean literacy principles in Greek primary school textbooks","authors":"Athanasios Mogias, Theodora Boubonari, T. Kevrekidis","doi":"10.1080/10382046.2021.1877953","DOIUrl":"https://doi.org/10.1080/10382046.2021.1877953","url":null,"abstract":"Abstract This study aims to add to the mapping of the presence of ocean sciences issues in national curricula and textbooks worldwide, investigating the inclusion of ocean literacy principles and their fundamental concepts in Greek primary science textbooks according to the Ocean Literacy Framework. Content analysis was implemented in both textual and pictorial material. The textbook analysis revealed that although all Ocean Literacy Principles are presented to some extent in the textbooks under study, most of their supporting fundamental concepts are absent for most of the principles. Only principles 1 and 6 are well represented, while principles 4 and 7 show the weakest appearance. The alignment of the principles and concepts in the textbooks with the Scope and Sequence of the Ocean Literacy Framework showed an apparent inconsistency, revealing that they are partially represented and superficially introduced. The implications of this study add to this mapping and aim to help curriculum designers and marine educators worldwide to cooperate for the inclusion of ocean literacy topics into the curricula which will potentially lead to students’ improved knowledge about the marine environment and the enhancement of their ocean literacy and responsible environmental behavior concerning ocean conservation.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2021.1877953","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45801187","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}

{"title":"Students’ conceptions of uncertainties in the context of climate change","authors":"Mareike Schauss, Sandra Sprenger","doi":"10.1080/10382046.2020.1852782","DOIUrl":"https://doi.org/10.1080/10382046.2020.1852782","url":null,"abstract":"Abstract The issue of uncertainty about climate change as transparently communicated by scientists is integral to climate research. Both concepts - the complexity and the uncertainty of projection data - make climate research an exciting field and confront the population with major challenges. The scientific consensus of anthropogenic climate change is described, but there are also uncertainties, which for example, result from incomplete knowledge, creating tension in the field of climate research. This study provides an empirical contribution to climate change education, which is a central topic in Education for Sustainable Development (ESD), and shows how uncertainties are perceived from the students’ perspective. Guided interviews were conducted with high school students using Mayring’s approach of deductive category formation. We found interesting results among students in the area of uncertainties in climate modeling. Uncertainties due to limited knowledge about climate change and anthropogenic factors were less mentioned by the students, but they appeared to have much knowledge about the limits of climate modeling.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2020.1852782","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49660520","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}