What is “evidence-based practice” in geography education?

Roberts, Margaret

doi:10.1080/10382046.2010.482184

Cited by 15 publications

(3 citation statements)

References 25 publications

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“…This complements the discourse provided by qualitative research about the meanings pupils have constructed in actual teaching situations thus contributing to evidence-based practice in the field of geography education (Roberts, 2010). Additionally, one objective was to test the narrative inquiry approach among middle school students.…”

Section: Relevance Of the Studymentioning

confidence: 99%

Narratives of inquiry learning in middle-school geographic inquiry class

Kuisma

2017

International Research in Geographical and Environmental Educat

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This study aimed at modifying a teaching and learning model for a geographic inquiry to enhance both the subject-related skills of geography and so-called 21 st century skills in middle school students (14-15 years old). The purpose of this research is to extend our understanding of the user experiences concerning certain tools for learning such as maps and information and communication technology when they are used alongside the inquiry learning model by examining the narratives produced by the students in one compulsory middle school geography course. The data comprised interviews with students from three different classes in the same school. The narrative of the "negotiating master of self-regulation" was identified as the dominant narrative of the experiences of the progressive inquiry model. This narrative depicts a learner who benefits from progressive inquiry and has the appropriate communication and collaboration skills to cope and succeed in the 21 st century. Two counter-narratives-the "solo learner in need of support" and "solo master of self-regulation" narratives-in which the skills for self-regulated learning and negotiation varied from high to low, were also identified. The results also indicate experiences of under-using the available technological applications.Keywords: collaborative inquiry learning; geographic inquiry; inquiry learning; narrative inquiry; progressive inquiry; technology enhanced learning IntroductionOne of the key features of geography as a school subject is that it provides content that can mediate attainment of the higher-order thinking skills such as analyzing, making synthesis, and problem solving (Leat, 1997;Nagel, 2008;Pauw, 2015), which have been considered to be among the skills that are mostly needed in a world of rapid technological changes and increased globalization of economies. For example, creativity, innovativeness, critical thinking, problem-solving, decision-making, and metacognition have been found to be the most essential 21 st century skills of thinking, and communication and collaboration skills have been identified as the most necessary working skills (Binkley et al., 2012;Pauw, 2015;Soulé & Warrick, 2015). Further, information literacy and information and communication technology (ICT) literacy have been found to be the most crucial skills relating to work.Progressive inquiry is an inquiry learning approach to teaching and learning which is aimed at enhancing the subject-related skills and knowledge as well as the aforementioned 21 st century skills (Hakkarainen, 2004;Muukkonen, Hakkarainen, & Lakkala, 1999). The aim of progressive inquiry is to introduce a new way of creating knowledge to learners that resembles the scientific inquiry process, hence it suggests that inquiry is a question-driven process of understanding that can lead to knowledge creation (Paavola & Hakkarainen, 2005). Progressive inquiry is based on the knowledge-building theory of intentional learning and expertise (Bereiter, 2002;Scardamalia, 2002;Scardamalia & Bereiter, 1994). It un...

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Section: Relevance Of the Studymentioning

confidence: 99%

Narratives of inquiry learning in middle-school geographic inquiry class

Kuisma

2017

International Research in Geographical and Environmental Educat

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“…Hence, the information sources used can be classified into national publications (research institutes, university...) (see Komlenović, 2004;Rajović, 1997;Rajović, 2001;Rajović & Bulatović, 2002;Rajović & Bulatović, 2002;Rajović, 2003;Rajović, 2003;Komlenović, 2007;Komlenović, 2008;Radović, 2011;Teodorović, 2012;Radović, 2013;Simić, 2015;Teodorović, Milin, & Vujačić (2016);Baucal & Pavlović -Babić, 2016) and into non -governmental sources (independent publications) (see Inclusive Education -Road Development, 2008; Publications -Center for Education Policy, 2015; Educational Forum -Long -Term Development of Modern Education in Serbia, 2015). A special place in the study takes text from the international literature (see Downs, 1994;Lai, 1999;Corney, 2000;Sutton & Wheatley, 2003;Trigwell, 2006;Lambert, 2010;Butt, 2011;Guoa, 2014;Krechetnikov, Pestereva, Rajović, 2016;Romanova, Maznichenko, Neskoromnyh, 2016) based on similar studies. As the data on "Geography Education Research in Serbia: a Teacher's Perspective" very few, the research results are based on a series of mainly qualitative analyses, on the one hand, and on a series of logical rationales, on the other hand.…”

Section: Figmentioning

confidence: 99%

“…Hargreaves (1998), Roberts (2000) and Butt (2003) suggest that supposed to establish a connection between geography education research and teaching. According to Roberts (2010) teachers have little opportunity or time to read most of the research published in scientific journals or books. Hollowell et al (1998) and Slater (2003) point out that teachers do not use enough geography education research.…”

Section: Introduction Considerationsmentioning

confidence: 99%

Geography Education Research in Serbia: a Teacher’s Perspective

2017

European Journal of Contemporary Education

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In all European Union countries have harmonized attitudes on the need and improving the quality geographic of education and his innovating. Modernization of geographic education is unthinkable without quality professional and personal development of teacher's geography. Renewal, modernization and supplement professional knowledge and skills acquired in framework of the initial of geographic education it is considered imperative of contemporary education. This paper analyzes the geographical education research on the example of Serbia, from the perspective of geography teachers, and makes an attempt to determine the extent to which teacher's geography use geography education research in their courses and which possible barriers prevent them use the results of geography education research in Serbian classroom environment. The results showed that 26 % of teachers reported that they subscribe to academic journals about geography education research, while 62.4 % of them said that they just follow the publications geography education research. More than 87.6 % of respondents believe that the use of geography education research improves learning, students' motivation and quality of courses, and almost half of the respondents does not think that it is time and excessive class sizes, a reason not to use geography education research in their courses. Geographic education research is a multidimensional concept and cannot be easily estimate only on the basis one study, and solutions should be sought in advocating for one multimodal approach, in which the quality of geographic education research defined through larger number of different, relevant determinants.

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Research Publications’ Impact on Geography Teachers’ Conceptions and Practices

Schulman

2022

Geography Teacher Education and Professionalization

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What is “evidence-based practice” in geography education?

Cited by 15 publications

References 25 publications

Narratives of inquiry learning in middle-school geographic inquiry class

Narratives of inquiry learning in middle-school geographic inquiry class

Geography Education Research in Serbia: a Teacher’s Perspective

Research Publications’ Impact on Geography Teachers’ Conceptions and Practices

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