Learning progressions in geography education : International Perspectives
This book informs an international audience of teachers, scholars and policymakers about the development of learning progressions for primary and secondary geography education in various countries and regions of the world.The book represents an important contribution to learning progressions researc...
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| Main Authors | , , |
|---|---|
| Format | eBook Book |
| Language | English |
| Published |
Cham
Springer
2017
Springer International Publishing AG Springer International Publishing |
| Edition | 1 |
| Series | International Perspectives on Geographical Education |
| Subjects | |
| Online Access | Get full text |
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Table of Contents:
- 7.5 Curriculum Making for LP in Climate Change -- 7.6 Conclusion -- References -- 8 Belgium -- Abstract -- 8.1 Introduction -- 8.2 The Organization of Secondary Education in Belgium -- 8.3 Current Learning Lines in Secondary Schools in Flanders -- 8.3.1 Learning Capacities in Geography -- 8.3.2 Research Competences in Secondary Science Education -- 8.4 Learning Progressions Within the Context of Flemish Educational Developments -- 8.5 Towards More Consistent Learning Progressions in Flanders? -- 8.6 Conclusion -- Acknowledgments -- References -- 9 South Africa -- Abstract -- 9.1 Introduction -- 9.2 Post-apartheid Geography Education -- 9.3 Curriculum and Assessment Policy Statement (CAPS) for Geography -- 9.4 Learning Progressions in the Geography CAPS -- 9.4.1 Coverage (Breadth) -- 9.4.2 Specification of Sequence -- 9.4.3 Depth and Progression -- 9.5 Empirical Data to Analyze the Development of Students' Knowledge and Skills -- 9.6 The Best Approach Towards Measuring Learning Progressions -- 9.6.1 Development of Learning Aims/Objectives and Assessment Standards for Geography (FET Phase) -- 9.6.2 Learner-Centered Teaching Strategies and Methods in Geography for Promoting Higher-Order Thinking -- 9.6.3 Assessment in Geography -- 9.7 The Major Barriers to Developing a Precise Understanding of Concepts and Skills -- 9.8 Main Recommendations for Interdisciplinary Research -- References -- 10 Turkey -- Abstract -- 10.1 Introduction -- 10.2 Brief Information About School System and Historical Overview of Geography Education -- 10.3 Teaching Geography in Primary and Secondary Education -- 10.4 Learning Progression in K12 Geography Education -- 10.4.1 LP in Curriculums -- 10.4.2 Learning Progression Research in Geography Education -- 10.4.3 Assessments and Instructions in LP in Geography Education -- 10.5 Conclusion
- 4.4 A New Curriculum Reform -- 4.4.1 National Tests in Geography for Years 6 and 9 -- 4.4.2 Status of the Geography Subject and Teachers' Teaching -- 4.4.3 Equal Assessment -- 4.4.4 Results Attained at National Tests in Years 6 and 9, 2013 -- 4.4.5 Results Attained at National Tests in Years 6 and 9, 2014 -- 4.5 Measuring Progression in the Geography Curriculum -- 4.6 The Major Barriers to Developing Precise Understanding of Concepts and Skills -- 4.7 Firmly Recommended for Interdisciplinary Research -- References -- 5 China -- Abstract -- 5.1 A Review of the Current Research on Learning Progressions in China -- 5.1.1 Introducing and Exploring Learning Progressions -- 5.1.2 Developing and Reflecting Learning Progressions -- 5.2 The Exploration of Geography Learning Progressions in China -- 5.2.1 The Main Problems of Secondary Geography Education in China -- 5.2.2 The Preliminary Exploration of Secondary Geography Learning Progressions with Chinese Characteristics -- 5.2.3 Challenges Encountered and Suggestions in the Development of Geography Learning Progressions in China -- 5.2.3.1 Challenges from Traditional Educational Research -- 5.2.3.2 Challenges of Geography Subject Characteristics -- References -- 6 Spain -- Abstract -- 6.1 Conceptual and Methodological Approaches to Learning Progressions -- 6.1.1 American Approach -- 6.1.2 Spanish Approach -- 6.2 Geography and History or Social Sciences Education? -- 6.3 Learning Progressions in Elementary School -- 6.4 Learning Progressions in Secondary School: Curriculum -- 6.5 Learning Progressions in Secondary School: Empirical Data -- 6.6 Learning Progressions in Spain: Prospects -- References -- 7 Singapore -- Abstract -- 7.1 Introduction -- 7.2 Background -- 7.3 Literature Review of LP in Climate Change -- 7.4 Learning Progression for Climate Change in Singapore School Geography
- Intro -- Preface -- Building a Foundation for International Collaborative and Comparative Research on Geography Learning Progressions -- Practical Applications for Learning Progression Research in Geography Education -- The Case in the United States -- The Value of International Perspectives -- References -- Contents -- Editors and Contributors -- List of Figures -- List of Tables -- 1 Australia and New Zealand -- Abstract -- 1.1 What Is 'Progress' in Geography? -- 1.2 Understanding Our World -- 1.3 New Zealand -- 1.3.1 Development and Context -- 1.3.2 Curriculum Structure -- 1.4 Australia -- 1.4.1 Development and Context -- 1.4.2 Curriculum Structure -- 1.5 Geography in Australia and New Zealand: Learning Progressions Aimed at the Post-consumerist Society -- References -- 2 Germany -- Abstract -- 2.1 Introduction -- 2.2 Progression: Past and Present -- 2.2.1 Exemplary Learning and Progression -- 2.2.2 Learning Goals and Competences -- 2.3 Empirical Studies -- 2.3.1 Students' Preconceptions -- 2.3.2 Learning Progressions -- 2.4 Prospects -- 2.4.1 Promising Innovative Approaches -- 2.4.2 Barriers to Developing Precise Understanding of Concepts and Skills -- 2.5 Conclusion -- References -- 3 England -- Abstract -- 3.1 Introduction -- 3.2 Progression Through the Curriculum -- 3.2.1 The Policy Context -- 3.2.2 The Assessment Context -- 3.2.2.1 From Statements of Attainment to Level Descriptions -- 3.2.2.2 From Levels to Insanity -- 3.2.2.3 From Insanity to Oblivion -- 3.2.2.4 From Measurement of Progress to Planning for Progression -- 3.2.3 The Curriculum Context -- 3.3 Prognosis -- 3.3.1 Thinking Geographically -- 3.3.2 The Geography Curriculum in England, Ages 5-19 -- 3.4 Conclusion -- References -- 4 Sweden -- Abstract -- 4.1 Introduction -- 4.2 Research on Geography Didactics in Sweden -- 4.3 Selective Traditions Control the Contents of Teaching
- 10.5.1 Understand Geography Education in the World and in Turkey -- 10.5.2 Understand, Develop, and Test LP -- 10.5.3 Create Sustainability for LP Research -- References