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Continuity and Change in Geography Education: Learning and Teaching

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International Handbook on Geographical Education

Part of the book series: The GeoJournal Library ((GEJL,volume 73))

Abstract

Geography education has a rich heritage of content and teaching, a substantial background of theory and research in both geography and pedagogy, and opportunities to apply both practical fieldwork and electronic media with which to engage students in problem solving and inquiry. The “melding” of scientific theories in geography and the theories of education will continue to be important in geography education. This will result in continuity, since much of what we know about learning and teaching in general applies to geography education, and reflects a larger reservoir of evidence that can enhance the way geography is taught, on the one hand, and what is learned by students on the other. The changes in geography education are related to the application of new technology and more clearly refined techniques for selecting and using information to assist in making decisions. Four widely recognized principles of learning and teaching are discussed relative to geography education. They are curricular alignment; coherent content; thoughtful discourse; and practice and application.

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Authors
  1. Joseph P. Stoltman
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  2. Lisa De Chano
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Editors and Affiliations

  1. Faculty of Education, Health and Professional Studies, University of New England, 2351, Armidale, Australia

    Rod Gerber

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Stoltman, J.P., De Chano, L. (2003). Continuity and Change in Geography Education: Learning and Teaching. In: Gerber, R. (eds) International Handbook on Geographical Education. The GeoJournal Library, vol 73. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1942-1_9

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  • DOI: https://doi.org/10.1007/978-94-017-1942-1_9

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-90-481-6172-0

  • Online ISBN: 978-94-017-1942-1

  • eBook Packages: Springer Book Archive

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