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E-raamat: Power of Geographical Thinking

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In this book geography educators from around the globe discuss their research into the power of geographical thinking and consider successful strategies to implement, improve and advance geography education in research and practice. It addresses key topics in geography education, such as multicultural competence, the role of teachers, the geography curriculum, spatial thinking, geographic information systems, geocapabilities, and climate change. At a global level the contributors and editors bring together the most advanced collection of research and discussion surrounding issues in geography education. The book will be of interest to geography education researchers worldwide, including academics at university and teachers in schools, as well as professional geographers with an interest in education.

Arvustused

Each chapter effectively conveys ideas about, strategies for, and implications of geographical thinking for a given context. Whether a reader is a recent arrival to the scholarship around geographical thinking, or is very familiar with such work, this book provides an opportunity to confirm, deepen, extend, and challenge their understanding and practice. I encourage all who are involved in geography education to ensure The Power of Geographical Thinking becomes or remains priority reading. (Susan Caldis, Curriculum Perspectives, Vol. 41 (1), 2021)

Every once and a while you get a textbook and go Wow! That really is valuable to me and my students! Well, it is double wow! . It is not only a most valuable addition to the library of in service and preservice teachers, and academics, but a book really worth the investment of time to engage with as a valuable resource and use to further enhance our practices both in teaching and researching in geographical education. (Ken Purnell, Geographical Education, Vol. 31, 2018)

1 Introduction: Why Is It Timely to (Re) Consider What Makes Geographical Thinking Powerful?
1(12)
Clare Brooks
Graham Butt
Mary Fargher
Part I Theorising Geographical Thinking
2 Debating the Place of Knowledge Within Geography Education: Reinstatement, Reclamation or Recovery?
13(14)
Graham Butt
3 Applying the Concept of Powerful Knowledge to School Geography
27(14)
Alaric Maude
4 Geographical Thinking: Is It a Limitation or Powerful Thinking?
41(18)
Anke Uhlenwinkel
Part II Pedagogy and Geographical Thinking
5 Acquiring Powerful Thinking Through Geographical Key Concepts
59(16)
Janis Fogele
6 What Type of Geography Do We Teach? from Theoretical-Conceptual Weaknesses to Underestimation of Spatial Experience. Chilean Teachers' Views on Teaching Geography
75(16)
Andoni Arenas-Martija
Patrico Perez-Gallardo
Victor Salinas-Silva
Maria Jose Otero-Auristondo
7 Geographical Thinking and Its Role in Climate Change Education: The Case of Singapore
91(12)
Chew-Hung Chang
Liberty Pascua
8 Geographic Education for Sustailiability: Developing a Bi-national Geographical Thinking Curriculum
103(16)
Fabian Araya Palacios
Alex Oberle
Ximena Cortes Quezada
Mollie Ullestad
9 Using Weblogs to Determine the Levels of Student Reflection in Global Education
119(18)
Nina Brendel
10 Geographical and Spatial Thinking in the Swedish Curriculum
137(14)
David Orbring
11 GIS and the Power of Geographical Thinking
151(18)
Mary Fargher
Part III Recontextualising Geographical Thinking
12 International Differences in Thinking Geographically, and Why `the Local' Matters
169(12)
Clare Brooks
13 Getting Back to Basics: Is the Knowledge of School Geography Powerful in Chile?
181(18)
Victor Salinas-Silva
Andoni Arenas-Martija
Laura Ramirez-Lira
14 Teaching to Develop Geographical Thinking
199(12)
Felisbela Martins
15 English Geography Textbook Authors' Perspectives on Developing Pupils' Geographical Knowledge and Thinking
211(24)
Simon Catling
Jongwon Lee
Part IV Conclusion
16 Reflecting on What Makes Geographical Thinking Powerful
235
Clare Brooks
Graham Butt
Mary Fargher
Clare Brooks is Honorary Secretary of the International Geographical Union Commission for Geography Education, and a member of the International Steering Group. She is also Chair of the UK Committee of the Commission.  As Senior Lecturer in Geography Education at the UCL Institute of Education, she was worked on post-graduate programmes in geography education for fifteen years. Her research interests are in teachers use of their subject knowledge and how teachers geographical knowledge influences classroom practices.





Mary Fargher is a member of the UK Committee of the International Geographical Union - Commission for Geography Education. After six years working on post-graduate programmes, she now  leads the MA Geography in Education and Teach First geography programmes at UCL Institute of Education. Her research interests are in the use of geospatial technologies in supporting high quality teaching and learning in geography.<









Lesson Planning (3rd edition) (2008), Making Assessment Matter (2010) and, as editor, Geography, Education and the Future (2011) and MasterClass in Geography Education (2015). Graham is a long established member of the Geographical Association and an invited member of the UK Committee of the International Geographical Union (IGU).

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