International Research in Geographical and Environmental Education最新文献

{"title":"Book review: if you only read one book outside your normal area this year …","authors":"J. Lidstone","doi":"10.1080/10382046.2021.1966210","DOIUrl":"https://doi.org/10.1080/10382046.2021.1966210","url":null,"abstract":"In view of Stephen Hawking’s acknowledgement in A Brief History of Time (1988) of the warning from his publisher that, for every equation in the book, the readership would be halved, I am concerned that the title may dissuade many readers of International Research in Geographical and Environmental Education (IRGEE) from exploring Dr Papadimitriou’s magnificent exposition of spatial complexity any further. My purpose in this review, is to persuade geographical and environmental educators, who presumably form the main readership of this journal, that even if they feel less than confident in their understanding of complex systems, and feel intimidated by any formula longer than E = MC2, they have much pleasure, excitement and understanding to gain – even if they accept the invitation of the author to leave much of the mathematics for later. In his Acknowledgements at the start of the book, Dr. Papadimitriou reveals a little of what appears to have led him to the Renaissance-like erudition that emerges throughout his writing. He refers to the influences of his grandfather “who first taught me arithmetic and how to love numbers long before I went to school”, his grandmother Filanthi (her name means “friend of flowers”), “who instructed me how to look for the hidden “flower” (the hidden good) in all “difficulties” (I now consider in retrospect that she meant “complexities”, his father “who first initiated me in the challenges of geometric (spatial) thinking” and his mother “for orienting me, time and again, towards the exploration of the mysteries of geographical space”. Dr Papadimitriou explains further that, although his mother was a classicist and historian, “she firmly believed that space is the ultimate ruler of our lives, ... and, “while she always prompted me to simplify the unnecessarily complex, she also taught me the aesthetic pleasures of complexifying the dullness of extreme simplicity”. Such insights into early influences on the author’s own thought processes go far to explain how this book can help us as readers, and more specifically educators, to re-imagine the scope and contribution of geography to our own thinking and how we may guide the spatial awareness of our students in the future. In his Preface, Dr Papadimitriou attempts to answer five key questions:","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41657043","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":"Connections in a changing world – reflections from international research in geographical and environmental education","authors":"C. Chang, G. Kidman","doi":"10.1080/10382046.2021.1981037","DOIUrl":"https://doi.org/10.1080/10382046.2021.1981037","url":null,"abstract":"International Research in Geographical and Environmental Education (IRGEE) celebrates its 30th anniversary in 2022. Our founding Editors would certainly have envisioned that the journal would provide an outlet for top quality publications in the fields of geographical and environmental education. The journal has certainly lived up to that expectation – it has become a top tier journal in the education domain in Scopus since 2019. The editorial in the inaugural issue some 30 years ago written by Rod Gerber and John Lidstone started with the sentence “It has become a cliché to say that we live in a changing world” (Gerber & Lidstone, 1992 p. 1). The first issue curated original research articles on syllabus design (Stoltman, 1992), helping students solve geographical problems (Lee, 1992), map reading (Gerber, Lidstone, & Nason, 1992), enhancing geographical inquiry (Neighbour, 1992), and awareness of environmental issues (Karpik, 1992). In fact, any of the paper titles in the first issue are of interest to someone reading an issue in IRGEE in the year 2021. It seems that the sentence still holds immense validity thirty years on, reaffirming the relevance of the scope of the journal in documenting the developments in the academic discourses on geographical and environmental education. As a way to consider IRGEE’s journey over the last three decades, the notion of ‘connections’, as used as the theme of the recent International Geographical Union (IGU) Commission on Geographical Education (CGE) Conference in Prague in August 2021, is utilised to frame the article. Three types of connections become apparent as we look back at the discourses in the journal over these few decades. Firstly, the connection between geographical and environmental education has been featured in the journal’s title right from the beginning. The founding of the journal happened at a time when the first International Charter for Geographical Education (referred to as the Charter for the rest of this article) was being formulated. In fact, the Charter was released by IGU in 1992, the same year that IRGEE published its first volume. The relationship between geographical and environmental education was made explicit in the Charter. Indeed, geographical education contributes to environmental education by “ensuring that individuals become aware of the impact of their own behaviour and that of their societies, have access to accurate information and skills to enable them to make environmentally sound decision, and to develop an environmental ethic to guide their action” (CGE, 1992 p. 9). The inclusion of both “geographical” and “environmental” education was not just a convenient coincidence but it represents the intention to highlight the connection between these two domains of work for a common goal.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45445911","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 geography taught in Irish primary schools? A large scale nationwide study","authors":"J. Usher","doi":"10.1080/10382046.2021.1978210","DOIUrl":"https://doi.org/10.1080/10382046.2021.1978210","url":null,"abstract":"Abstract There is limited research pertaining to primary teachers’ practices in geography education in the Republic of Ireland (RoI). Geography is one of only primary curriculum subjects which has never been reviewed since its enactment in 1999. This study addresses this research gap, establishing clarity on current teaching practices by presenting a large-scale nationwide survey of Irish primary teachers’ teaching methods for geography and their confidence in teaching the subject. This survey (with 1,013 respondents, a confidence level of 99% and a 5% margin for error) found Irish primary teachers’ use of child-centred experiential learning methods in their teaching of geography to be limited and inconsistent. Moreover, while teachers recognised the importance of the local area to the Irish curriculum, they were found to devote a small number of lessons to it, thus not reflecting the emphasis placed on it within the curriculum. The main reasons given for this included a lack of content knowledge, pedagogical knowledge and resources pertaining to the local area. Furthermore, while the respondents self-reported as being between somewhat confident and fairly confident in their teaching of geography, results pertaining to use of fieldwork indicate that many have limited perceptions of geography.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45977118","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":"“She just can’t break it down to the classroom…”: expert perspectives on German geography trainee teachers’ competencies and initial teaching","authors":"F. Fischer","doi":"10.1080/10382046.2021.1973254","DOIUrl":"https://doi.org/10.1080/10382046.2021.1973254","url":null,"abstract":"Abstract Despite the preparatory service as a second practical phase of teacher training, German secondary geography teachers often experience a reality shock at the beginning of their teaching careers. Teacher trainers, the teacher educators of the second phase, guide trainee teachers through their transition from university to school. This qualitative study provides beneficial insights on geography trainee teachers’ school practice from an expert point of view. Twenty-three teacher trainers from twelve different German states were interviewed. The data material was analysed with Mayring’s qualitative content analysis. It was found that trainee teachers’ preconditions vary massively, especially in terms of geography didactical knowledge (PCK). However, their average PCK preconditions seem to have improved over the last years. The teacher trainers perceive several subject-specific difficulties in the beginners’ lessons, e.g. didactic reduction or applying geography didactical theory. Furthermore, the empirical data reveals the experts’ perspectives on competencies of excellent geography trainee teachers. A need for a greater focus on actual teaching in initial teacher training as well as discrepancies between the different phases of geography teacher education are addressed at the end of the article.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48764357","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":"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":null,"pages":null},"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}

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

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

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

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

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