International Research in Geographical and Environmental Education最新文献

{"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}

{"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}

{"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}

{"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}

{"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}

{"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}

{"title":"Assessment and evaluation in geographical and environmental education","authors":"G. Kidman, C. Chang","doi":"10.1080/10382046.2022.2105499","DOIUrl":"https://doi.org/10.1080/10382046.2022.2105499","url":null,"abstract":"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:","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"169 - 171"},"PeriodicalIF":1.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47533260","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":"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}

{"title":"Using geography’s conceptual ways of thinking to teach about sustainable development","authors":"A. Maude","doi":"10.1080/10382046.2022.2079407","DOIUrl":"https://doi.org/10.1080/10382046.2022.2079407","url":null,"abstract":"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.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"32 1","pages":"4 - 19"},"PeriodicalIF":1.8,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43968606","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":"Life-long and life-wide education for our sustainable future","authors":"C. Chang, G. Kidman","doi":"10.1080/10382046.2022.2057895","DOIUrl":"https://doi.org/10.1080/10382046.2022.2057895","url":null,"abstract":"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","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"85 - 88"},"PeriodicalIF":1.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46691832","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}