Overview
- Written for teachers, scholars and policymakers about the development of learning progressions for primary and secondary geography education
- Includes steps to develop learning progressions in geography in the K-12 system
- Shows worldwide perspectives and examples in geography education
- First book available on this new research approach
- Includes supplementary material: sn.pub/extras
Part of the book series: International Perspectives on Geographical Education (IPGE)
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About this book
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 learningprogressions 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.
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 learningprogressions 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.
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Keywords
Table of contents (10 chapters)
Editors and Affiliations
About the editors
Osvaldo Muñiz Solari is a professor in the Department of Geography at Texas State University. His major research interests are new technologies for global collaboration, online learning methods, and international flows. He is member of the Commission of Geographical Education of the International Geographical Union and member of the US national section of the Pan American Institute of Geography and History.
Bibliographic Information
Book Title: Learning Progressions in Geography Education
Book Subtitle: International Perspectives
Editors: Osvaldo Muñiz Solari, Michael Solem, Richard Boehm
Series Title: International Perspectives on Geographical Education
DOI: https://doi.org/10.1007/978-3-319-44717-9
Publisher: Springer Cham
eBook Packages: Social Sciences, Social Sciences (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2017
Hardcover ISBN: 978-3-319-44716-2Published: 09 August 2016
Softcover ISBN: 978-3-319-83118-3Published: 12 June 2018
eBook ISBN: 978-3-319-44717-9Published: 30 July 2016
Series ISSN: 2367-2773
Series E-ISSN: 2367-2781
Edition Number: 1
Number of Pages: XXVII, 174
Number of Illustrations: 11 b/w illustrations, 11 illustrations in colour
Topics: Geography, general, Science Education, Sociology of Education