Developing a Learning Progression for Place

Larsen, Thomas Barclay; Harrington, John A.

doi:10.1080/00221341.2017.1337212

Cited by 17 publications

(5 citation statements)

References 91 publications

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“…From this study, the authors created a proposed learning progression that was designed to facilitate an understanding of the cause and effect of haze pollution as it relates to anthropogenic issues, geographical location, and seasonal patterns distinctly for the northern region of Thailand. Learning progressions are widely recognized for enhancing conceptual understanding but continue to evolve as researchers contextualize progressions within place-based curricula (Larsen and Harrington 2018 ). Gregory Smith notes the beneficial aspects of place-based education in stating, “The opportunity to participate in learning activities that focus on real-world problem-solving can impart to children a sense of their own agency and collective capacity to alter their neighborhoods or communities for the better” (Smith et al 2007 , Lead, p.192).…”

mentioning

confidence: 99%

Enhancing place-based learning progression through epistemic agency: a response to toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailand

Taylor

Brand

2021

Cult Stud of Sci Educ

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Luecha Ladachart, Manus Poothawee, and Ladapa Ladachart take a unique approach in their study entitled, “Toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailand,” whereby they frame acquiring disciplinary knowledge within a place-based learning progression in response to regional issues related to air pollution. From this study, the authors created a proposed learning progression that was designed to facilitate an understanding of the cause and effect of haze pollution as it relates to anthropogenic issues, geographical location, and seasonal patterns distinctly for the northern region of Thailand. The purpose of this response article is to discuss the design of Ladachart, Poothawee, and Ladachart’s (2020) place-based learning progressions and to facilitate a discussion on enhancing place-based learning progressions through the development of identity, self-efficacy, and epistemic agency. Lastly, we will reflect on our research in the Mississippi Delta (USA) to engage a discussion on how anchoring learning progressions across epistemological dimensions enables students to advance cognitively and developmentally while experiencing the personal and social transformation that positions them as epistemic agents within their local communities.

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mentioning

confidence: 99%

Enhancing place-based learning progression through epistemic agency: a response to toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailand

Taylor

Brand

2021

Cult Stud of Sci Educ

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“…Despite a clear demand for it in curricula [9], a study conducted by Bette and Schubert [8] revealed that the extended understanding of space/place is only rarely used in geography lessons in Germany. Similarly, Larsen and Harrington [10] also observed that space/place is often not taught at all or only inadequately in the United States (cf. p. 112), partly due to a lack of conceptual knowledge on the teachers' part [29].…”

Section: State Of Researchmentioning

confidence: 95%

“…Furthermore, this gap extends to research in geography education: there is a notable scarcity of findings on the acquisition of key concepts in general and space and place in particular. While Fögele [3] demonstrated that teachers' conceptual orientations can be categorised into four distinct types, Larsen & Harrington [10] provided a theory-based approach to developing a large-scale learning progression for place. However, a significant gap persists in empirical evidence regarding the learning processes associated with complex geographical concepts [11].…”

Section: Introductionmentioning

confidence: 99%

Exploring German High School Students’ Conceptual Learning Pathways of Space and Place

Bienert

2024

Education Sciences

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Space and place, fundamental concepts in geography, uniquely contribute to the development of students’ geographical thinking. Despite this, these concepts are underrepresented in German geography classrooms, partly due to a distinct lack of empirical evidence concerning the learning processes associated with learning complex geographical concepts. This study employed videography to explore how n = 64 grade twelve students from various school types in Germany develop a more sophisticated understanding of space and place during a 90 min. teaching experiment. To delve into the micro-level of students’ learning processes, qualitative content analysis was employed to analyse the data. The subsequent detailed reconstruction of an individual learning pathway unveiled several pivotal moments. Notably, the concepts demonstrated significant potential for restructuring students’ existing knowledge into a more conceptual and systematic framework. Moreover, barriers to learning were identified as well. For example, conceptual interferences between the concepts of space/place and other geographical key concepts such as sustainability were observed, partially impeding the formation of a clear conceptual framework in students’ minds. The results provide insights for teaching implications, such as emphasising a single key concept to avoid conceptual interferences, and suggest further research avenues, including longitudinal studies to empirically derive learning progressions related to space and place.

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“…With the increasing complexity of the information that is taught at Geography lessons, the available scientific tools are gradually turning from instruments for comprehension of the world and global processes into a tool-hint, which contains most of the necessary factual information and allows to navigate in this bulk of information (for example, maps). In this regard, recommendations and general significance of the use of active and interactive teaching methods, the use by a teacher of various teaching techniques, as a rule, are aimed at increasing motivation, attracting attention and overcoming academic failure (Larsen, Harrington, 2018;Raath, Golightly, 2017). This tendency may indicate an increase in the interactivity of reproductive methods, which are designed to make classes more interesting.…”

Section: Literature Reviewmentioning

confidence: 99%

“Geography of Human Perspectives” Program as an Educational and Methodological Complex for Spatial Self-determination

Попов¹,

Glukhov²,

Averkov³

2021

TSNI 2021 - Textbook: Focus on Students’ National Identity

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The relevance of the issue. Today, special attention is paid to new literacy and skills of the 21st century as those define individual and activity-based acquisition of knowledge. Within the framework of new types of outcomes it is necessary to change not only the techniques and methods of teaching, but also to update the content, forms of learners' work, to change the types and nature of tasks that are stated in the syllabus of educational disciplines. The example of implementation of the program "Geography of Human Perspectives" as an elective course demonstrates the experience of a comprehensive revision of approaches to teaching economic geography. This paper presents some results of approbation of this program, which highlight the pros and cons of this kind of modernization of the educational process. The purpose of the study: to identify the structural and content elements of the elective educational program "Geography of Human Perspectives", which can be used to support the self-determination and development of high school students' interests. The dominant methodology / approach: ascertaining experiment accompanied by specially organized diagnostic procedures. Results: identification of successful methods of organizing educational activities, which are based on the individual interests of students; establishment of a mechanism for presenting the subject "geography" as a means of selfdetermination for high school students. Practical significance: this paper will serve as basis for elaboration of recommendations for the development of elective courses and programs of supplementary education for children.

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Developing a Learning Progression for Place

Cited by 17 publications

References 91 publications

Enhancing place-based learning progression through epistemic agency: a response to toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailand

Enhancing place-based learning progression through epistemic agency: a response to toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailand

Exploring German High School Students’ Conceptual Learning Pathways of Space and Place

“Geography of Human Perspectives” Program as an Educational and Methodological Complex for Spatial Self-determination

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