International Research in Geographical and Environmental Education最新文献_第9页

Contextualizing powerful geographic knowledge in higher education: Data-driven curriculum design to interweave student aspirations with workforce applications 高等教育中强大地理知识的语境化:数据驱动的课程设计，将学生的愿望与劳动力应用相结合

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2021-03-23 DOI: 10.1080/10382046.2021.1902622

T. Larsen, M. Solem, Joann Zadrozny, R. Boehm

{"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":"31 1","pages":"139 - 151"},"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}

引用次数: 9

The challenge of measuring children’s attitudes toward wildlife in rural India 衡量印度农村儿童对野生动物态度的挑战

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2021-03-15 DOI: 10.1080/10382046.2021.1897339

Gabby Salazar, Ishika Ramakrishna, N. Satheesh, M. Mills, M. Monroe, Krithi K. Karanth

{"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":"31 1","pages":"89 - 105"},"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}

引用次数: 3

Geography textbook tasks fostering thinking skills for the acquisition of powerful knowledge 地理教科书任务培养获得强大知识的思维技能

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2021-03-10 DOI: 10.1080/10382046.2021.1885248

Uwe Krause, T. Béneker, J. van Tartwijk

{"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":"31 1","pages":"69 - 83"},"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}

引用次数: 13

Secondary students’ perception, positioning and insight on education for sustainability 中学生对可持续发展教育的认知、定位和洞察

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2021-03-09 DOI: 10.1080/10382046.2021.1877952

Leire Agirreazkuenaga, P. Martinez

引用次数: 3

Examining the presence of ocean literacy principles in Greek primary school textbooks 考察希腊小学教科书中海洋素养原则的存在

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2021-02-01 DOI: 10.1080/10382046.2021.1877953

Athanasios Mogias, Theodora Boubonari, T. Kevrekidis

{"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":"30 1","pages":"314 - 331"},"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}

引用次数: 4

Students’ conceptions of uncertainties in the context of climate change 学生对气候变化背景下不确定性的概念

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2021-01-07 DOI: 10.1080/10382046.2020.1852782

Mareike Schauss, Sandra Sprenger

{"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":"30 1","pages":"332 - 347"},"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}

引用次数: 8

Hope and its implication for geographical and environmental education 希望及其对地理与环境教育的启示

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2021-01-02 DOI: 10.1080/10382046.2021.1878753

G. Kidman, C. Chang

引用次数: 2

Developing global citizenship through geography education in Oman: exploring the perceptions of in-service teachers 通过阿曼的地理教育培养全球公民意识：探讨在职教师的看法

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2020-12-30 DOI: 10.1080/10382046.2020.1863664

S. Al-Maamari

引用次数: 7

Mozambican students’ knowledge and perceptions about climate change: an exploratory study in Pemba City 莫桑比克学生对气候变化的知识和认知:在奔巴市的一项探索性研究

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2020-12-29 DOI: 10.1080/10382046.2020.1863671

Antonio García Vinuesa, Serafino Afonso Rui Mucova, U. Azeiteiro, Pablo Ángel Meira Cartea, Mario Pereira

{"title":"Mozambican students’ knowledge and perceptions about climate change: an exploratory study in Pemba City","authors":"Antonio García Vinuesa, Serafino Afonso Rui Mucova, U. Azeiteiro, Pablo Ángel Meira Cartea, Mario Pereira","doi":"10.1080/10382046.2020.1863671","DOIUrl":"https://doi.org/10.1080/10382046.2020.1863671","url":null,"abstract":"Abstract Climate change is the most serious environmental, social, and economic problem humanity is currently facing. Education is a fundamental pillar for societies in their efforts to address climate change, as stated in Article 12 of the Paris Agreement. In view of this imperative, the need to develop a Climate Change Education (CCE) plan that would be up to the challenge arose in the field of educational research. The guidelines for such a task are based on the study of four educational factors: the students, the teachers, the teaching and learning strategies and methods, and the goals of education. Research on these factors is abundant; nevertheless, there is a lack of these studies concerning Africa. Here, we present an exploratory study which focuses on students in Pemba (Mozambique) and aims to be the first step in the exploration and development of a basis for CCE in this country. We employed a questionnaire consisting of 38 closed-end items which was administered to 256 Mozambican students (aged 16–18). Findings suggest that students declared a limited knowledge about climate change, erroneous beliefs about the anthropogenic causes of climate change, and low levels of responsibility and risk perception. Further progress in the development of CCE in Mozambique would require future research to explore other educational factors with the aim of building a more accurate image of the educational reality of climate change in this country.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"31 1","pages":"5 - 21"},"PeriodicalIF":1.8,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10382046.2020.1863671","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44726977","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}

引用次数: 7

Animal identity and space as represented in South Korean geography textbooks 韩国地理教科书中的动物身份与空间

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2020-12-10 DOI: 10.1080/10382046.2020.1852787

Chul-Ki Cho, Byung-Yeon Kim, J. Stoltman

引用次数: 4