学校地理课程的强大教学法

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Research in Geographical and Environmental Education Pub Date : 2022-11-14 DOI:10.1080/10382046.2022.2146840

M. Roberts

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引用次数: 5

摘要

摘要杨的“强大知识”概念在地理教育中得到了广泛的关注。我以杨关于强大知识的主张为出发点，思考教育实践如何有助于使地理教育变得强大。我提出了三套教学实践：将日常知识与学校知识联系起来；练习地理，辩论和讨论地理。每一套实践都有活动实例，所有这些活动都涉及学生的积极参与和教师的互动支持。我概述了三种教学实践的强大方式，并提出了支持它们的课堂文化类型。

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Powerful pedagogies for the school geography curriculum

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.

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来源期刊

International Research in Geographical and Environmental Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

33.30%

发文量

期刊介绍： International Research in Geographical & Environmental Education publishes quality research studies within the context of geographical and environmental education. The journal endeavours to promote international interest and dissemination of research in the field, provides a forum for critique, and demonstrates the relevance of research studies to good professional practice.