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Learning Progressions in Geography Education

International Perspectives

  • Book
  • © 2017

Overview

Editors:
  1. Osvaldo Muñiz Solari

    1. Department of Geography, Texas State University, San Marcos, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. Michael Solem

    1. American Association of Geographers , Washington, USA

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    You can also search for this editor in PubMed   Google Scholar

  3. Richard Boehm

    1. Texas State University , San Marcos, USA

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    You can also search for this editor in PubMed   Google Scholar

  • 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

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-xxvii
    Download chapter PDF

  2. Australia and New Zealand

    • Margaret Robertson, John Morgan, Jeana Kriewaldt
    Pages 1-17

  3. Germany

    • Péter Bagoly-Simó, Anke Uhlenwinkel
    Pages 19-34

  4. England

    • Mary Biddulph, David Lambert
    Pages 35-53

  5. Sweden

    • Lena Molin, David Örbring
    Pages 55-74

  6. China

    • Yushan Duan, Jianzhen Zhang, Qian Gong, Liling Qin, Ya Li, Weiguo Zhou et al.
    Pages 75-90

  7. Spain

    • Rafael de Miguel González
    Pages 91-109

  8. Singapore

    • Chew-Hung Chang
    Pages 111-123

  9. Belgium

    • An Steegen, Joris Coppenholle, Arjan Goemans, Lieve Slegers
    Pages 125-138

  10. South Africa

    • Aubrey Golightly, Christo P. van der Westhuizen
    Pages 139-156

  11. Turkey

    • Ali Demirci, Fikret Tuna
    Pages 157-174
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Keywords

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. 



Editors and Affiliations

  • Department of Geography, Texas State University, San Marcos, USA

    Osvaldo Muñiz Solari

  • American Association of Geographers , Washington, USA

    Michael Solem

  • Texas State University , San Marcos, USA

    Richard Boehm

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

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