Language in primary and secondary geography education: a systematic literature review of empirical geography education research

Heidari, Neli; Feser, Markus Sebastian; Scholten, Nina; Schwippert, Knut; Sprenger, Sandra

doi:10.1080/10382046.2022.2154964

Cited by 2 publications

(3 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For E2, it is "a big thing" to make connections between different geographical topics across different sessions. Despite various expressions, all four educators' intention seemed to be to convey to their TTs that the principle of "geographical thinking" is to develop "a holistic understanding of geographical processes" concerning the human-environment relation (Heidari et al, 2023). Although to a different degree between Japanese and English programs, topics such as climate change, sustainability and disaster preparedness function as "a connector" that underpins the holistic understanding.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Learning and Teaching of Climate Change, Sustainability and Disaster Risk Reduction in Teacher Education in England and Japan

Kitagawa

2023

Journal of Teacher Education for Sustainability

View full text Add to dashboard Cite

This paper reports the study which explored the learning and teaching of the topics of climate change, sustainability and disaster risk reduction in secondary-level teacher education programs in England and Japan. Through interviewing teacher educators, the study particularly probed how teacher education programs used local knowledge and collaboration in discussing the above topics. Geography tends to be the main subject area for these global agendas, but its crammed curriculum is “an ongoing challenge” for teacher education. Some researchers demonstrate that university-based initial teacher education has “ignored” training teachers on how to implement environmental and sustainability education at schools. Besides, the inquiries into how initial teacher education equips geography teachers for the learning and teaching of disaster risk reduction are still scarce. This paper aims to fill this gap by bringing together the fields of geography education, climate change and sustainability education, disaster risk reduction education and initial teacher education.

show abstract

Section: Discussionmentioning

confidence: 99%

“…Geography encompasses a wide variety of topics (Heidari et al, 2023;Puttick & Cullinane, 2022). Consequently, its status and scope in educational curricula are diverse across the world (Brooks et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Learning and Teaching of Climate Change, Sustainability and Disaster Risk Reduction in Teacher Education in England and Japan

Kitagawa

2023

Journal of Teacher Education for Sustainability

View full text Add to dashboard Cite

show abstract

“…Recently, political aspects have gained importance in the literature on geography education [ 16 , 17 ]. The impact of language and design on the learning process and learning outcomes is also one of the main topics in academic research, e.g., [ 18 , 19 , 20 ]. However, the impact of different types of texts on the learning process has not been investigated so far.…”

Section: Introduction—texts In Geography Lessonsmentioning

confidence: 99%

“It’s Easy to Put Oneself in the Shoes of Others.” Results of a School Study in Geography Lessons on Working with Authentic Personal Narratives in Comparison to Factual Texts

Lütje

Budke

2023

EJIHPE

View full text Add to dashboard Cite

Texts represent the most frequently used medium in geography teaching, although they do not belong to leading subject-specific media. Despite their undisputed didactic importance, they have not yet been sufficiently researched. In this article, we consider the use of authentic and personal narratives in geography lessons. We first show their theoretical potential for realistic, multi-perspective and motivating teaching. Then, we present a school study in which the use of authentic, personal narratives was investigated in comparison to a factual text. The areas of investigation were the students’ understanding of the content of a geographical topic, their memory performance and their motivation to work. The results show that authentic, personal narratives are better suited than factual texts to convey a topic to pupils in a multi-perspective and differentiated way. They also confirm their potential to empathise better with other people and to understand their actions through changes in perspective. Regarding recall performance, however, the results show no difference between the two groups. Finally, the results of the school study are considered in the context of forming suggestions for the use of authentic, personal narratives in geography lessons.

show abstract

Language in primary and secondary geography education: a systematic literature review of empirical geography education research

Cited by 2 publications

References 53 publications

Learning and Teaching of Climate Change, Sustainability and Disaster Risk Reduction in Teacher Education in England and Japan

Learning and Teaching of Climate Change, Sustainability and Disaster Risk Reduction in Teacher Education in England and Japan

“It’s Easy to Put Oneself in the Shoes of Others.” Results of a School Study in Geography Lessons on Working with Authentic Personal Narratives in Comparison to Factual Texts

Contact Info

Product

Resources

About