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Learning Progressions in Geography Education

International Perspectives

  • Osvaldo Muñiz Solari
  • Michael Solem
  • Richard Boehm

Table of contents

  1. Front Matter
    Pages i-xxvii
  2. Margaret Robertson, John Morgan, Jeana Kriewaldt
    Pages 1-17
  3. Péter Bagoly-Simó, Anke Uhlenwinkel
    Pages 19-34
  4. Mary Biddulph, David Lambert
    Pages 35-53
  5. Lena Molin, David Örbring
    Pages 55-74
  6. Yushan Duan, Jianzhen Zhang, Qian Gong, Liling Qin, Ya Li, Weiguo Zhou et al.
    Pages 75-90
  7. Rafael de Miguel González
    Pages 91-109
  8. Chew-Hung Chang
    Pages 111-123
  9. An Steegen, Joris Coppenholle, Arjan Goemans, Lieve Slegers
    Pages 125-138
  10. Aubrey Golightly, Christo P. van der Westhuizen
    Pages 139-156
  11. Ali Demirci, Fikret Tuna
    Pages 157-174

About this book

Introduction

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 research and practice. The different chapters explore how curriculum standards and frameworks in different countries portray progress and sophistication in the learning of geography. The book compares educational systems and how teachers and curriculum developers use the concept of “learning progression” to guide educational practices.

As an approach to educational research, learning progressions offer considerable potential for understanding how children develop understanding of geographic concepts and practices across grade bands and in relation to national geography standards. 

The book analyzes the general conditions of learning progressions within the context of a globalized world. Important themes are addressed such as: knowledge acquisition in formal education; measuring learning progressions in informal settings; learning progressions for one curriculum standard or several standards; conditions to assess progression in the learning of facts, concepts, and skills; and multiple pathways for understanding or learning geography.
 
The contributing authors are experienced scientists in the field from all around the world giving specific insights into the practices of their countries.

The book appeals to K-12 teachers, school administrators, policymakers, researchers in geography education, professors and lecturers at universities around the world. 

Keywords

Primary and Secondary Geography Education Understanding of Geographic Concepts Cognition in Geography Education Geography in School Curriculum Spatial thinking in Schools National Center for Education in Geography

Editors and affiliations

  • Osvaldo Muñiz Solari
    • 1
  • Michael Solem
    • 2
  • Richard Boehm
    • 3
  1. 1.Department of GeographyTexas State UniversitySan MarcosUSA
  2. 2.American Association of Geographers WashingtonUSA
  3. 3.Texas State University San MarcosUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-44717-9
  • Copyright Information Springer International Publishing Switzerland 2017
  • Publisher Name Springer, Cham
  • eBook Packages Social Sciences
  • Print ISBN 978-3-319-44716-2
  • Online ISBN 978-3-319-44717-9
  • Series Print ISSN 2367-2773
  • Series Online ISSN 2367-2781
  • Buy this book on publisher's site
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