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The Power of Geographical Thinking.

Av: Medverkande: Materialtyp: TextSerie: Utgivningsuppgift: Cham : Springer International Publishing AG, 2017Datum för upphovsrätt: ©2017Utgåva: 1st edBeskrivning: 1 online resource (237 pages)Innehållstyp:
  • text
Medietyp:
  • computer
Bärartyp:
  • online resource
ISBN:
  • 9783319499864
Ämnen: Genre/form: DDK-klassifikation:
  • 910.71
Onlineresurser:
Innehåll:
Intro -- Contents -- List of Figures -- List of Tables -- 1 Introduction: Why Is It Timely to (Re) Consider What Makes Geographical Thinking Powerful? -- 1.1 The Nature of Geographical Thought -- 1.2 Structuring a Response -- 1.3 Conclusions -- References -- Theorising Geographical Thinking -- 2 Debating the Place of Knowledge Within Geography Education: Reinstatement, Reclamation or Recovery? -- 2.1 Introduction -- 2.2 The New Sociology of Education -- 2.3 Social Realism -- 2.4 Powerful Knowledge, Geography and Geography Education -- 2.5 Conclusions -- References -- 3 Applying the Concept of Powerful Knowledge to School Geography -- 3.1 Introduction -- 3.2 Powerful Knowledge -- 3.2.1 Analytical Concepts -- 3.2.2 Explanatory Concepts -- 3.2.3 Geographical Generalisations -- 3.2.4 Criticisms of Type 2 Powerful Knowledge -- 3.3 Is Powerful Knowledge in Schools the Same as Academic Knowledge? -- 3.4 Conclusion -- References -- 4 Geographical Thinking: Is It a Limitation or Powerful Thinking? -- 4.1 Introduction -- 4.2 Geography: A Limitless Subject? -- 4.3 Geographical Thinking -- 4.4 Powerful Thinking in the Geography Classroom -- 4.4.1 An Argument Using the Concept Space -- 4.4.2 An Argument Using the Concept Place -- 4.4.3 An Argument Using the Concepts of Place, Space and Scale -- 4.5 Limitations as a Way to Strengthen Decision Making Capabilities -- 4.6 Conclusion -- References -- Pedagogy and Geographical Thinking -- 5 Acquiring Powerful Thinking Through Geographical Key Concepts -- 5.1 Introduction -- 5.2 Geographical Key Concepts -- 5.3 Overview of Key Concepts and the Need for Further Development -- 5.3.1 Human-Environment Systems -- 5.3.2 Structure
5.5 Practical Implementation of the Four Concepts of Space/Place: The Climate in London (Two Examples) -- 5.5.1 Exercise Without Geographical Concepts of Space/Place -- 5.5.2 Exercise with Geographical Concepts of Space/Place -- 5.6 Outlook -- References -- 6 What Type of Geography Do We Teach? from Theoretical-Conceptual Weaknesses to Underestimation of Spatial Experience. Chilean Teachers' Views on Teaching Geography -- 6.1 Introduction -- 6.2 Research Approaches -- 6.3 Research and Theoretical Framework -- 6.4 Research Design -- 6.5 Research Methods -- 6.6 Research Findings -- 6.6.1 Scientific Traditions of Geography and Methodological Models -- 6.6.2 Social Value of Geographical Knowledge -- 6.6.3 Branch Themes of Geography, Categories of Analysis and Geographical Concepts -- 6.6.4 Categories of Analysis, Geographical Concepts and Epistemological Paradigms of Geography -- 6.6.5 Categories of Analysis and Geographical Concepts, Methodological Models and Social Value of Geographical Knowledge -- 6.7 Conclusion -- References -- 7 Geographical Thinking and Its Role in Climate Change Education: The Case of Singapore -- 7.1 Introduction -- 7.2 Misconceptions and Faulty Knowledge -- 7.3 Apathy, Assessment and Geographical Thinking -- 7.4 Conclusions -- Acknowledgements -- References -- 8 Geographic Education for Sustainability: Developing a Bi-national Geographical Thinking Curriculum -- 8.1 Introduction -- 8.2 Geographical Thinking -- 8.3 Geographical Thinking in Chile -- 8.4 How Teachers Support Geographical Thinking -- 8.5 The Bi-national Project -- 8.6 Geographical Thinking About Sustainability -- 8.7 Developing Students' Geographical Thinking About Sustainability -- 8.8 Conclusions and Recommendations for Future Research -- Acknowledgements -- References -- 9 Using Weblogs to Determine the Levels of Student Reflection in Global Education.
9.1 Introduction -- 9.2 Theoretical Models on Reflective Thinking and Reflective Practice -- 9.3 Weblogs Used for Reflective Journal Writing -- 9.4 Study Design and Methods -- 9.5 Selected Findings -- 9.6 The Power of Everyday Knowledge on Geographic Reflection -- 9.7 Key Concepts in Geography to Promote Reflection -- 9.8 The Effects of Gender -- 9.9 The Relevance of Learning Environments -- 9.10 Benefits for Educators -- References -- 10 Geographical and Spatial Thinking in the Swedish Curriculum -- 10.1 Introduction -- 10.2 Views of Knowledge in the Swedish Curriculum -- 10.3 Structure of the Swedish Curriculum -- 10.4 The Representation of Student Abilities in the Swedish Curriculum -- 10.5 Abilities in Geography -- 10.6 Thinking Geographically -- 10.7 Thinking Geographically in the Swedish Curriculum -- 10.8 Spatial Thinking -- 10.9 Spatial Thinking in the Swedish Curriculum -- 10.10 Conclusions -- References -- 11 GIS and the Power of Geographical Thinking -- 11.1 Introduction -- 11.2 Constructing Geographical Knowledge in GIS -- 11.3 Critical GIS: A Review -- 11.4 Geographical Thinking Through New Geospatial Technologies -- 11.5 Geographical Thinking Through Public Participatory GIS -- 11.6 Conclusions -- References -- Recontextualising Geographical Thinking -- 12 International Differences in Thinking Geographically, and Why 'the Local' Matters -- 12.1 Introduction -- 12.2 The Relationship Between Disciplines and School Subjects -- 12.3 Subjects as Recontextualised Knowledge -- 12.4 Exploring How Geography Is Defined -- 12.5 Competing Discourses -- 12.6 The Influence of the School Context -- 12.7 Conclusions -- References -- 13 Getting Back to Basics: Is the Knowledge of School Geography Powerful in Chile? -- 13.1 Introduction -- 13.2 Powerful Knowledge: Lost in Translation? -- 13.3 Methods -- 13.3.1 Data Collection -- 13.3.2 Data Analysis.
13.4 Findings -- 13.4.1 What Is Geography? -- 13.4.1.1 The Nature of Geography -- 13.4.1.2 Divisions Within Geography -- 13.4.1.3 What Is Studied in Geography? -- 13.4.1.4 Geography for Social Change -- 13.4.1.5 Boundaries of Geography -- 13.4.2 How Is Geography Understood in Chile? -- 13.4.2.1 Reduction to a Thematic Area -- 13.4.2.2 An Insular Knowledge and Subject -- 13.4.2.3 An Iconic Product: Maps -- 13.4.2.4 Chile's Geographical Characteristics -- 13.4.2.5 Our Understanding of Geography Is Shaped by Our Individual Experiences -- 13.4.3 What Are the Main Influences on School Geography? -- 13.4.3.1 Between Meaningful Learning and Behavioural Practices -- 13.4.3.2 From Descriptive Learning to Analytical Learning -- 13.4.3.3 Geographical Localisation as a Basic Skill -- 13.5 Discussion -- 13.6 Conclusions -- References -- 14 Teaching to Develop Geographical Thinking -- 14.1 Introduction -- 14.2 The Curriculum and Its Design by Teachers -- 14.3 Teachers as Curriculum Development Managers Versus Their Qualifying Professional Development -- 14.4 Teachers and the Teaching Practice -- 14.5 Training Geography Teachers with a View to the Development of Geographical Thinking -- 14.6 Final Considerations -- Acknowledgements -- References -- 15 English Geography Textbook Authors' Perspectives on Developing Pupils' Geographical Knowledge and Thinking -- 15.1 Introduction -- 15.2 A Question of Knowledge and Thinking in Geography Textbooks -- 15.3 Investigating Geography Textbook Authors' Perspectives -- 15.4 Authors' Intentions in Writing Geography Textbooks -- 15.5 To Develop Pupils' Geographical Knowledge and Thinking -- 15.6 The Effect of Textbook Authors' Knowledge -- 15.6.1 Subject Knowledge -- 15.6.2 Pedagogical Knowledge and Approaches -- 15.6.3 Developing Geographical Thinking Progressively -- 15.7 Two Emergent Matters.
15.7.1 Textbooks and Geographical Thinking -- 15.7.2 Textbooks for Use -- 15.8 Conclusion -- Acknowledgments -- References -- Conclusion -- 16 Reflecting on What Makes Geographical Thinking Powerful -- References.
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Intro -- Contents -- List of Figures -- List of Tables -- 1 Introduction: Why Is It Timely to (Re) Consider What Makes Geographical Thinking Powerful? -- 1.1 The Nature of Geographical Thought -- 1.2 Structuring a Response -- 1.3 Conclusions -- References -- Theorising Geographical Thinking -- 2 Debating the Place of Knowledge Within Geography Education: Reinstatement, Reclamation or Recovery? -- 2.1 Introduction -- 2.2 The New Sociology of Education -- 2.3 Social Realism -- 2.4 Powerful Knowledge, Geography and Geography Education -- 2.5 Conclusions -- References -- 3 Applying the Concept of Powerful Knowledge to School Geography -- 3.1 Introduction -- 3.2 Powerful Knowledge -- 3.2.1 Analytical Concepts -- 3.2.2 Explanatory Concepts -- 3.2.3 Geographical Generalisations -- 3.2.4 Criticisms of Type 2 Powerful Knowledge -- 3.3 Is Powerful Knowledge in Schools the Same as Academic Knowledge? -- 3.4 Conclusion -- References -- 4 Geographical Thinking: Is It a Limitation or Powerful Thinking? -- 4.1 Introduction -- 4.2 Geography: A Limitless Subject? -- 4.3 Geographical Thinking -- 4.4 Powerful Thinking in the Geography Classroom -- 4.4.1 An Argument Using the Concept Space -- 4.4.2 An Argument Using the Concept Place -- 4.4.3 An Argument Using the Concepts of Place, Space and Scale -- 4.5 Limitations as a Way to Strengthen Decision Making Capabilities -- 4.6 Conclusion -- References -- Pedagogy and Geographical Thinking -- 5 Acquiring Powerful Thinking Through Geographical Key Concepts -- 5.1 Introduction -- 5.2 Geographical Key Concepts -- 5.3 Overview of Key Concepts and the Need for Further Development -- 5.3.1 Human-Environment Systems -- 5.3.2 Structure

5.5 Practical Implementation of the Four Concepts of Space/Place: The Climate in London (Two Examples) -- 5.5.1 Exercise Without Geographical Concepts of Space/Place -- 5.5.2 Exercise with Geographical Concepts of Space/Place -- 5.6 Outlook -- References -- 6 What Type of Geography Do We Teach? from Theoretical-Conceptual Weaknesses to Underestimation of Spatial Experience. Chilean Teachers' Views on Teaching Geography -- 6.1 Introduction -- 6.2 Research Approaches -- 6.3 Research and Theoretical Framework -- 6.4 Research Design -- 6.5 Research Methods -- 6.6 Research Findings -- 6.6.1 Scientific Traditions of Geography and Methodological Models -- 6.6.2 Social Value of Geographical Knowledge -- 6.6.3 Branch Themes of Geography, Categories of Analysis and Geographical Concepts -- 6.6.4 Categories of Analysis, Geographical Concepts and Epistemological Paradigms of Geography -- 6.6.5 Categories of Analysis and Geographical Concepts, Methodological Models and Social Value of Geographical Knowledge -- 6.7 Conclusion -- References -- 7 Geographical Thinking and Its Role in Climate Change Education: The Case of Singapore -- 7.1 Introduction -- 7.2 Misconceptions and Faulty Knowledge -- 7.3 Apathy, Assessment and Geographical Thinking -- 7.4 Conclusions -- Acknowledgements -- References -- 8 Geographic Education for Sustainability: Developing a Bi-national Geographical Thinking Curriculum -- 8.1 Introduction -- 8.2 Geographical Thinking -- 8.3 Geographical Thinking in Chile -- 8.4 How Teachers Support Geographical Thinking -- 8.5 The Bi-national Project -- 8.6 Geographical Thinking About Sustainability -- 8.7 Developing Students' Geographical Thinking About Sustainability -- 8.8 Conclusions and Recommendations for Future Research -- Acknowledgements -- References -- 9 Using Weblogs to Determine the Levels of Student Reflection in Global Education.

9.1 Introduction -- 9.2 Theoretical Models on Reflective Thinking and Reflective Practice -- 9.3 Weblogs Used for Reflective Journal Writing -- 9.4 Study Design and Methods -- 9.5 Selected Findings -- 9.6 The Power of Everyday Knowledge on Geographic Reflection -- 9.7 Key Concepts in Geography to Promote Reflection -- 9.8 The Effects of Gender -- 9.9 The Relevance of Learning Environments -- 9.10 Benefits for Educators -- References -- 10 Geographical and Spatial Thinking in the Swedish Curriculum -- 10.1 Introduction -- 10.2 Views of Knowledge in the Swedish Curriculum -- 10.3 Structure of the Swedish Curriculum -- 10.4 The Representation of Student Abilities in the Swedish Curriculum -- 10.5 Abilities in Geography -- 10.6 Thinking Geographically -- 10.7 Thinking Geographically in the Swedish Curriculum -- 10.8 Spatial Thinking -- 10.9 Spatial Thinking in the Swedish Curriculum -- 10.10 Conclusions -- References -- 11 GIS and the Power of Geographical Thinking -- 11.1 Introduction -- 11.2 Constructing Geographical Knowledge in GIS -- 11.3 Critical GIS: A Review -- 11.4 Geographical Thinking Through New Geospatial Technologies -- 11.5 Geographical Thinking Through Public Participatory GIS -- 11.6 Conclusions -- References -- Recontextualising Geographical Thinking -- 12 International Differences in Thinking Geographically, and Why 'the Local' Matters -- 12.1 Introduction -- 12.2 The Relationship Between Disciplines and School Subjects -- 12.3 Subjects as Recontextualised Knowledge -- 12.4 Exploring How Geography Is Defined -- 12.5 Competing Discourses -- 12.6 The Influence of the School Context -- 12.7 Conclusions -- References -- 13 Getting Back to Basics: Is the Knowledge of School Geography Powerful in Chile? -- 13.1 Introduction -- 13.2 Powerful Knowledge: Lost in Translation? -- 13.3 Methods -- 13.3.1 Data Collection -- 13.3.2 Data Analysis.

13.4 Findings -- 13.4.1 What Is Geography? -- 13.4.1.1 The Nature of Geography -- 13.4.1.2 Divisions Within Geography -- 13.4.1.3 What Is Studied in Geography? -- 13.4.1.4 Geography for Social Change -- 13.4.1.5 Boundaries of Geography -- 13.4.2 How Is Geography Understood in Chile? -- 13.4.2.1 Reduction to a Thematic Area -- 13.4.2.2 An Insular Knowledge and Subject -- 13.4.2.3 An Iconic Product: Maps -- 13.4.2.4 Chile's Geographical Characteristics -- 13.4.2.5 Our Understanding of Geography Is Shaped by Our Individual Experiences -- 13.4.3 What Are the Main Influences on School Geography? -- 13.4.3.1 Between Meaningful Learning and Behavioural Practices -- 13.4.3.2 From Descriptive Learning to Analytical Learning -- 13.4.3.3 Geographical Localisation as a Basic Skill -- 13.5 Discussion -- 13.6 Conclusions -- References -- 14 Teaching to Develop Geographical Thinking -- 14.1 Introduction -- 14.2 The Curriculum and Its Design by Teachers -- 14.3 Teachers as Curriculum Development Managers Versus Their Qualifying Professional Development -- 14.4 Teachers and the Teaching Practice -- 14.5 Training Geography Teachers with a View to the Development of Geographical Thinking -- 14.6 Final Considerations -- Acknowledgements -- References -- 15 English Geography Textbook Authors' Perspectives on Developing Pupils' Geographical Knowledge and Thinking -- 15.1 Introduction -- 15.2 A Question of Knowledge and Thinking in Geography Textbooks -- 15.3 Investigating Geography Textbook Authors' Perspectives -- 15.4 Authors' Intentions in Writing Geography Textbooks -- 15.5 To Develop Pupils' Geographical Knowledge and Thinking -- 15.6 The Effect of Textbook Authors' Knowledge -- 15.6.1 Subject Knowledge -- 15.6.2 Pedagogical Knowledge and Approaches -- 15.6.3 Developing Geographical Thinking Progressively -- 15.7 Two Emergent Matters.

15.7.1 Textbooks and Geographical Thinking -- 15.7.2 Textbooks for Use -- 15.8 Conclusion -- Acknowledgments -- References -- Conclusion -- 16 Reflecting on What Makes Geographical Thinking Powerful -- References.

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