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InternationalPerspectivesonGeographicalEducationClareBrooksGrahamButtMaryFargherEditorsThePowerofGeographicalThinkingInternationalPerspectivesonGeographicalEducationSerieseditorsClareBrooks,UCLInstituteofEducation,London,UKJ.A.vanderSchee,VrijeUniversiteitAmsterdam,Amsterdam,TheNetherlandsThisseriesisundertheeditorialsupervisionoftheInternationalGeographyUnionsCommissiononGeographicalEducation.LedbytheprioritiesandcriteriasetoutintheCommissionsDeclarationonGeographyEducationResearch,theseriesplaysanimportantroleinmakinggeographyeducationresearchaccessibletotheglobalcommunity.Publicationswithintheseriesaredrawnfrommeetings,conferencesandsymposiumssupportedbytheCommission.IndividualbookeditorsareselectedforspecialeditionsthatcorrespondtotheCommissionsongoingprogrammeofworkandfromsuitablesubmissionstotheserieseditors.Inthisway,researchpublishedrepresentsimmediatedevelopmentswithintheinternationalgeographyeducationcommunity.Theseriesseekstosupportthedevelopmentofearlycareerresearchersinpublishinghighquality,highimpactresearchaccounts.Moreinformationaboutthisseriesat/series/15101ClareBrooksGrahamButtMaryFargherEditorsThePowerofGeographicalThinking123EditorsClareBrooksUCLInstituteofEducationLondonUKGrahamButtFacultyofHumanitiesandSocialScienceSchoolofEducationOxfordBrookesUniversityOxfordUKMaryFargherUCLInstituteofEducationLondonUKISSN2367-2773ISSN2367-2781(electronic)InternationalPerspectivesonGeographicalEducationISBN978-3-319-49985-7ISBN978-3-319-49986-4(eBook)DOI10.1007/978-3-319-49986-4LibraryofCongressControlNumber:2016960311SpringerInternationalPublishingAG2017Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpartofthematerialisconcerned,specicallytherightsoftranslation,reprinting,reuseofillustrations,recitation,broadcasting,reproductiononmicrolmsorinanyotherphysicalway,andtransmissionorinformationstorageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilarmethodologynowknownorhereafterdeveloped.Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,hispublicationdoesnotimply,evenintheabsenceofaspecicstatement,thatsuchnamesareexemptfromtherelevantprotectivelawsandregulationsandthereforefreeforgeneraluse.Thepublisher,theauthorsandtheeditorsaresafetoassumethattheadviceandinformationinthisbookarebelievedtobetrueandaccurateatthedateofpublication.Neitherthepublishernortheauthorsortheeditorsgiveawarranty,expressorimplied,withrespecttothematerialcontainedhereinorforanyerrorsoromissionsthatmayhavebeenmade.Printedonacid-freepaperThisSpringerimprintispublishedbySpringerNatureTheregisteredcompanyisSpringerInternationalPublishingAGTheregisteredcompanyaddressis:Gewerbestrasse11,6330Cham,SwitzerlandContents1Introduction:WhyIsItTimelyto(Re)ConsiderWhatMakesGeographicalThinkingPowerful?.ClareBrooks,GrahamButtandMaryFargher1PartITheorisingGeographicalThinking2DebatingthePlaceofKnowledgeWithinGeographyEducation:Reinstatement,ReclamationorRecovery?.GrahamButt133ApplyingtheConceptofPowerfulKnowledgetoSchoolGeography.AlaricMaude274GeographicalThinking:IsItaLimitationorPowerfulThinking?.AnkeUhlenwinkel41PartIIPedagogyandGeographicalThinking5AcquiringPowerfulThinkingThroughGeographicalKeyConcepts.JanisFgele596WhatTypeofGeographyDoWeTeach?fromTheoretical-ConceptualWeaknessestoUnderestimationofSpatialExperience.ChileanTeachersViewsonTeachingGeography.AndoniArenas-Martija,PatricoPerz-Gallardo,VictorSalinas-SilvaandMaraJosOtero-Auristondo757GeographicalThinkingandItsRoleinClimateChangeEducation:TheCaseofSingapore.Chew-HungChangandLibertyPascua91vvi89ContentsGeographicEducationforSustainability:DevelopingaBi-nationalGeographicalThinkingCurriculum.103FabinArayaPalacios,AlexOberle,XimenaCortsQuezadaandMollieUllestadUsingWeblogstoDeterminetheLevelsofStudentReectioninGlobalEducation.119NinaBrendel10GeographicalandSpatialThinkingintheSwedishCurriculum.137Davidrbring11GISandthePowerofGeographicalThinking.151MaryFargherPartIIIRecontextualisingGeographicalThinking12InternationalDifferencesinThinkingGeographically,andWhytheLocalMatters.169ClareBrooks13GettingBacktoBasics:IstheKnowledgeofSchoolGeographyPowerfulinChile?.181VictorSalinas-Silva,AndoniArenas-MartijaandLauraRamrez-Lira14TeachingtoDevelopGeographicalThinking.199FelisbelaMartins15EnglishGeographyTextbookAuthorsPerspectivesonDevelopingPupilsGeographicalKnowledgeandThinking.211SimonCatlingandJongwonLeePartIVConclusion16ReectingonWhatMakesGeographicalThinkingPowerful.235ClareBrooks,GrahamButtandMaryFargherListofFiguresFigure2.1Figure5.1Figure5.2Figure5.3Figure6.1Figure6.2Figure6.3Figure6.4Figure7.1Figure7.2Figure7.3Figure7.4Figure8.1ConceptsofFuture1,2and3curricula(afterHammond2015).KeyconceptsinGermaneducationalstandardsforgeography.SourceDGfG(2012,p.11).Possibleassumptionsusingthefourspaceconcepts.SourceAuthorsillustration.Excerptfromareectivediscussionwithteachers.SourceAuthorssurvey.Referencetheoreticalframeworkandpre-existingrelationshipcategories(SourcePreparedbytheauthors).Relationshipbetweenexistingcategoriesandemergingcategories(results)(SourcePreparedbytheauthors).Diagramofgeographicalplacesfromtheteachingmoduleformultigraderuralschools(SourceEducationMinistry2014p.3).Threedifferentsourcesofgeographicalknowledge(SourcePreparedbytheauthors).Themisconceptionthatgasestrapheatfromthesun.SourceChangandPascua(2015),p.6.Alayertrapsheat.SourceChangandPascua(2015),p.7.GasesdestroytheOzonelayer.SourceChangandPascua(2015),p.7.HeatdestroytheOzonelayer.SourceChangandPascua(2015),p.8.Frontpageoverviewofwebqueststhatfocusonthe.196369718182838894959596Figure9.1commonthemeofhazardsineachofthetwocountries.LevelsofreectivethinkingperlessoninclassAandC.112.126viiviiiFigure9.2Figure14.1ListofFiguresSustainabilitysquare,adaptedfromAppeltandSiege(2008,p.28).130SchemeoftheDidacticUnit“Mobilityofthepopulation”undertheaggregatingeducationalsituation“AWorldontheMove”.207ListofTablesTable5.1Geographicalconceptsofspace/placewithexemplarquestions.66Table6.1Table8.1Table9.1Table9.2Table10.1Table10.2Table11.1Table11.2Table11.3Table13.1Table13.2Analysiscategories:signicanceofwhatisgeographicalandgeography.Sustainabilitythemesandfocusareabycountry.ReectionscalebyBainetal.(1999,p.60)andrevisedbyChenetal.(2009,p.286).Studydesign.Jacksons(2006)keyconcepts,asappliedtotheSwedishgeographysyllabus.Conceptofgeographicaladvantage,asappliedtotheSwedishgeographysyllabus.SpatialqueryinginGIS(afterRhind1992).Stepsinenquiry-basedlearningwithGIS(afterMaloneetal.2005).ClassicationofGISgeographyknowledge(afterMark1993).Characterisationofteachersinthesample.Emergingcategories.86.186ixChapter1Introduction:WhyIsItTimelyto(Re)ConsiderWhatMakesGeographicalThinkingPowerful?ClareBrooks,GrahamButtandMaryFargherKnowledgeispower.Informationisliberating.Educationisthepremiseofprogress,ineverysociety,ineveryfamily.KoAnnan.AtthestartofabookwhichiscondentlytitledThePowerofGeographicalThinkingitisperhapsappropriatethattheeditorsexpanduponwhytheybelievethatgeographicalthinkingcanbedescribedinthisway.Wealsoassertthatlinkedwiththisexplanationshouldbesomeclearstatementsaboutwhyweconsiderittimelyforthequestionofwhethergeographicalthinkingispowerfultobeaskedagainnow.Aseriesofpoints,manyofwhichhavevalidityacrossnationalboundaries,canberaisedtolocateandpositionthekeythemesbothofthischapterandofthebook.Thesetakeintoconsiderationthecurrentnatureofeducationpolicyandpracticebothnationallyandinternationally,theformandfunctionofgeographyasadis-ciplinarysubject,therecentdebatesaboutpowerfulknowledgeandwhethergeo-graphicalknowledgemightalsobeconsideredtobepowerful,andwhatitmeanstothinkgeographically.Eachofthesepointsisexplored,toagreaterorlesserextent,inthetextthatfollows.Letusrehearsewhythestudyofgeographyisstillimportantinstateschools:aquestionwhichcanbestbeansweredifoneknowssomethingaboutthewaysinwhicheducationpolicyandpracticehasshiftedindifferentcountriesoverthepastdecade(seeButtandLambert2014).Inpoliticalandeducationforums(inEngland)duringthisperiodtherehavebeenconcernsaboutwhetherthemostappropriateformsofprimaryandsecondaryeducationarereallythosethatfavourtheteachingC.Brooks(&)M.FargherUCLInstituteofEducation,London,UKe-mail:c.brooksucl.ac.ukM.Farghere-mail:m.fargherucl.ac.ukG.ButtOxfordBrookesUniversity,Oxford,UKe-mail:gbuttbrookes.ac.ukSpringerInternationalPublishingAG2017C.Brooksetal.(eds.),ThePowerofGeographicalThinking,InternationalPerspectivesonGeographicalEducation,DOI10.1007/978-3-319-49986-4_112C.Brooksetal.Itiseasytocompilealistofissuesthatyoungpeoplewillface,andforwhichgeographyoffersofliteracy,numeracyandgenericthinkingskills(Butt2011,p.4emphasisintheoriginal).Politically,againwithparticularreferencetoEngland,therehasbeensomethingofarediscoveryoftheimportanceofsubjectknowledgeintheprovisionofstateschooleducation.WiththeelectionofaConservative-ledcoalitionin2010,andthereturnofafullyConservativeadministrationin2015,thefocusonsubjectteachinghassharpened.ThiswassoonhighlightedbythenewConservativegovernmentthroughthepublicationoftheirWhitePaperTheImportanceofTeaching(2010),whichmovedtheeducationagendaawayfromthepreviousLabourgovernmentsconcernsabouttheprocessesofteachingandlearning.Theassociateddevelopmentofskillsandcompetencesbystudentswasdownplayedinfavourofthegainingofessentialknowledgethroughacurriculumframedbytraditionalsubjects.HerewemightlegitimatelyconsiderHirschianconceptsofcoreknowledge,Youngsinsistencethatschoolsshouldbebringingknowledgebackin(Young2008),andKress(2000)beliefthatinstitutionaleducationandcurriculashouldnolongerseekculturalreproduction,butequipyoungpeoplewiththenecessaryknowledgeandskillstocopewiththeirincreasinglyunstablefutures.Theinternationalauthorshipofthisvolumewillseektoidentifytheextenttowhichsuchaknowledgeturnisalsoapparentinthestateeducationsystemsintheirowncountries.Theargumentforcurriculatoembracethetargetedandmeaningfulcontribu-tionsofsubjectdisciplines(ibid.,p.4)isnowstrong,withgeographybeingabletomakeclaimsfordevelopingpowerfulthinkingthroughitsconsiderationandcon-ceptualisationofcontemporaryandfutureglobalissues.1Manygeographyeduca-tionistsintentionsaretoeducateouryoungpeopleforactiveandresponsibleglobalcitizenshiphelpingtomouldfuturecitizenswhoareempoweredtounderstandandapproach(geographical)challengeswithcondence,whetherthesearelocalorglobal.Thefuturesdimensionisimportant,representinganelementofthepowerfulwaysinwhichanenlightenedgeographyeducationcanassistthedevelopmentofouryoungpeople.Thenatureofthelearnersexperienceofgeographywilltoalargedegreereectwhetherornotthesubjectdemands,inspiresorindeedignorestheapplicationofpowerfulthought.Thetraditionalrotelearningofcapesandbays,wewouldargue,didlittletocreatepowerfulthinkingthroughgeographywhereasthemorefuturesoriented,decisionmakingapproacheswhichfocusonreallifeissuesoftendoes.Questionsofwhatiseducationallyworthwhilefromwithintheparentdis-cipline,asreectedinthesubjectcurriculumanddeliveredthroughdifferentmodes1powerfulwaysofthinking,including:populationgrowth,globalization,informationmovement,climatechange,shiftingpatternsofemployment,migration,sustainability,interdependence,etc.AsRoberts(2011)assertsitispreciselybecauseofits(thefutures)unpredictabilitythatitisworththinkingabout(p.245)hereissuesthathaveageographicalexpressioncanbejudged,acteduponandmediated.Nonethelesswiththesuper-complexityofsomeproblemswemustacknowledgethatgeographersmayneedtoworkinaninter-disciplinarywaytoaddressthemsuccessfully.1Introduction:WhyIsItTimelyto(Re)Consider3ofteachingcometothefore.Itisherethatworkneedstobedoneamongarangeofeducationstakeholdersnotonlyparents,students,andteachersbutalsoemployers,politiciansandthegeneralpublictoclarifythemessageandpromiseofgeographyeducationatschoollevel.Ournalpointissosignicantthatitwarrantsaseparatesection.1.1TheNatureofGeographicalThoughtForyoungpeoplegeographyeducationiswellpositionedtospeakdirectlyaboutmanycurrentandfutureissues,andcanprovidepowerfulwaysofthinkingaboutthem.AsRoberts(2011)remindsus,ouryoungsters:areentitledtohaveaccesstothewaysinwhichgeographyseestheworld,wayswhichwillhelpthemmakesenseofboththeirownpersonalgeographiesandalsoinformationandideasabouttheworldanditspeoplethattheywillencounterinthefuture(p.248).This,inpart,makesacaseforthecontinuedinclusionofgeographyintheschoolcurriculuminthetwenty-rstcentury.Enablingstudentstothinkgeographicallyisimportant,especiallyifwecanidentifyandjustifyhowthisthinkingispowerfulinhelpingthemtoseetheworldindifferentwaysparticularlybecausethepowerfulbigideasofgeographycantransformthewayyoungpeopleseetheworld(p.249).LambertandJones(2013)makeasimilarpointwhentheyobservethatthecurrentfashionforteacherstobecriticallyreectiveaboutwhattheyteach(andweseenothingwrongwiththis,inmoderation)mayultimatelybelimiting;to
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