Geography Textbooks Research Articles

Comics as Engaging Tools for Teaching Geography

An educational comic is a graphic work that creates various characters focused on scientific elements as an approach to classroom learning. This study aimed to develop comics as a geography learning module for form four students on river formation and sustainability. This study employs two approaches: questionnaires for the quantitative method and document analysis for the qualitative method. The study analyzed two key documents: geography textbooks and the Curriculum Standard Documents and Assessment (DSKP). Distributing the questionnaire allowed the expert to validate and provide feedback on the applicability of comics. The analysis uses the content validity index (CVI) to evaluate content validity, while descriptive analysis (mean, standard deviation) was used to test the applicability of comics. The study showed that the five experts’ CVI analysis of module content, teaching design, and technical requirements is high. Findings showed that the comics’ level of applicability is high and can be used as teaching aids during the teaching and learning process in geography lessons. The implications of the study of comics produced enable geography teachers to diversify the construction of comics in other topics, according to DSKP Geography.

Content Analysis of Disaster Risk Reduction in Secondary School Geography Textbooks in China and the United States: Promoting Disaster Resilience through Geography Education

Geography education plays an important role in the promotion of disaster resilience; however, the relationship between geography education and disaster resilience has failed to attract systematic attention in China and the United States (US). This study compares the contents regarding disaster risk reduction in secondary school geography textbooks in China and the US to explore the contributions of geography education to promoting disaster resilience. These textbooks are analyzed using content analysis based on the Sendai Framework with four actions. This study finds that geography textbooks in China and the US include disaster risk reduction content; however, the contents are unevenly distributed, with “understanding disaster risk” and “enhancing disaster preparedness” accounting for a higher proportion, whereas “strengthening disaster risk governance” and “investing in disaster risk management to enhance resilience” account for a lower proportion. The results indicate that geography education plays an important role in enhancing disaster resilience and can strengthen students’ understanding and preparedness for disaster risks. Meanwhile, this study points out the shortcomings in current disaster risk reduction education and provides a reference for improving educational practice and policy formulation.

The spatiality of geography assessment questions: a case study of selected South African universities

ABSTRACT Spatial thinking is an essential skill for geographers and can be taught and learnt at any age. Spatial thinking should, therefore, form part of the Geography curriculum at every study level. An initial desktop study by the authors has indicated that the inclusion of spatial thinking in the undergraduate Geography curriculum at South African universities needs improvement. Up to now, published research papers have focused mostly on questions on spatiality included in Geography textbooks at the school and tertiary levels. None of these papers focused on the spatiality of assessment questions. This research aims to assess the spatiality of questions posed in formative and summative assessments of undergraduate geography modules at six selected South African universities. The taxonomy of spatial thinking was used to determine the spatiality of 2864 formative and summative assessment questions used at the first, second and third-year levels at six selected South African universities. The results indicate that the assessment questions, generally, do not reach a desirable level of spatiality and will, therefore, contribute towards developing students’ spatial thinking skills only in a limited way. Based on the results, recommendations are supplied to improve the spatiality of undergraduate Geography assessment questions using the taxonomy of spatial thinking.

Crafting a national identity: The role of geography textbooks in 1930s Turkey's nation‐building project

AbstractThis paper investigates geography textbooks of the 1930s in Turkey, contending that geographical knowledge played a pivotal role in shaping nationhood within a modernising state. This study's critical discourse analysis (CDA) of the early republican geography textbooks showcases how (1) Turkey's spatial formation was reimagined in 1930s; (2) defining markers of Turkishness and the Turkish nation were forged through erasures and breakups of minority groups, and (3) the new national identity was “bridged” to the geography of the newly founded Republic. This paper posits that a nation's portrayal of its geography and global positioning is not merely a factual recording, but also a reflection of ideological and political choices. Such portrayals are complete social constructs, inherently influenced by power dynamics and disputes. Beneath the ostensibly impartial depictions of space and spatial relations, invisible power dynamics and assertions underlie the assignments of specific meanings to geographic areas.

The photography of José Gómez de la Carrera and the construction of the territorial image of the early Republic of Cuba

This article studies the group of photographs by José Gómez de la Carrera, active in Cuba between 1885 and 1909, which entered the University of Navarra Museum Collection in 2018. With a multidisciplinary approach (heritage studies, art history, visual studies, and history of education), the article addresses the photographs as a visual testimony of important technical, political and cultural changes. After presenting the biography of the photographer – a pioneer of photojournalism and an outstanding war journalist – we study the material, technical and visual characteristics of the subgroup of photographs taken when he accompanied Carlos de la Torre on his scientific expeditions in Cuba. The essay describes the historical and cultural role of these images, which became part of the visual repertoire of the time through educational projects. Taken in a context of struggle for independence, and visually reliant on parameters forged in Romanticism, eventually these photos were featured widely in the first geography textbook of the island for use in primary schools, which, through multiple editions, contributed to the formation of the territorial image of the new Republic.

Resource review: Environmental problem solving in an age of climate change: Volume one: Basic tools and techniques (Springer textbooks in earth sciences, geography and environment) Springer Champ: Switzerland, 2024, xv+180 pp.: ISBN 9783031487620. €67.40 (e-book)

Resource review: Environmental problem solving in an age of climate change: Volume one: Basic tools and techniques (Springer textbooks in earth sciences, geography and environment) Springer Champ: Switzerland, 2024, xv+180 pp.: ISBN 9783031487620. €67.40 (e-book)

Land dispossession and reform: An optic into South African Grade 12 Geography textbooks

Land dispossession and reform: An optic into South African Grade 12 Geography textbooks

Mikä aiheuttaa ilmastonmuutoksen?

This article discusses the transformation of climate change science from scientific knowledge to Finnish upper secondary school geography curricula and textbooks from 1985 to 2023. Scientific knowledge transforms into teachable knowledge through the transformation process at the societal, institutional, and classroom levels. In our analysis, we apply the idea of powerful knowledge and use three levels of geographical powerful knowledge, including geographical knowledge, critical and conceptual knowledge, and propensity to imagine alternative futures. The research material consists of five framework curricula from 1985 to 2019 and a total of thirteen upper secondary school geography textbooks that are based on the curricula. Our findings suggest that climate science knowledge has transformed slowly into societal curricula. However, in textbooks, scientific knowledge has transformed more rapidly. According to our results, the transformation may not necessarily occur linearly, first at the societal level and finally in classrooms.

Feasibility Analysis of Geography Textbooks for Class X Semester 2 Hydrosphere Material

Feasibility Analysis of Geography Textbooks for Class X Semester 2 Hydrosphere Material

Diversity unveiled: a critical analysis of geography textbooks and their global representation

Educational frameworks emphasize to students the importance of gaining differentiated worldviews and being open-minded toward other cultures. As a primary medium in class, textbooks should accurately represent diversity to help students develop intercultural awareness and critical thinking. This study aims to analyze geography textbooks’ of Hesse (Germany) on their representation of diversity dimensions across different countries and continents using a multidimensional approach to superdiversity. For the analysis, a qualitative content analysis is initially conducted. Then, the representation of the continents is compared using network analysis. Our findings reveal a biased portrayal across all continents, leading to homogenization within the teaching material. This inconsistency contradicts the curricular requirements of Hessian geography and suggests that the textbook approval process is not sufficiently rigorous in ensuring that the standards are met.

The transformative potential of textbooks

Education is recognized as crucial in addressing unsustainable practices, such as food waste. One of the aims of interdisciplinary food education in basic education is to promote sustainable food waste behavior, which can be promoted by transformative learning. This study examined how food waste is addressed in nine Finnish basic education textbooks. The content related to food waste and the pedagogical style of the texts were analyzed from home economics, biology, and geography textbooks designed for secondary level education (grades 7–9, age 13–16). The results were analysed to assess their potential to promote transformative learning. All of the textbooks approached the topic of food waste from the perspective of their own subject, and none presented it as an interdisciplinary phenomenon. Home economics textbooks focused on students' perspectives, emphasizing food waste reduction and waste sorting. Geography textbooks frequently explored the topic in the context of the food supply chain or at a global level, while biology textbooks primarily addressed the sorting of food waste. The textbooks primarily used a neutral text style focusing on information transmission. In some contexts, a persuasive style was employed to encourage critical thinking and action. The participative style, which encourages active student engagement, was utilized the least in all textbooks, and primarily for exercises. By integrating learning-supportive text styles (such as participative and persuasive), including student tasks related to food waste, and fostering an interdisciplinary understanding of food waste, textbooks have the potential to transform student learning and engagement in sustainable food practices.

언어네트워크 분석을 활용한 제주 지역화 교과서의 해녀 내용 분석과 시사점

The objective of the present research is to analyse the portrayal of ‘Haenyeo’ in local textbooks in Jeju by employing the semantic network analysis approach and derive meaningful conclusions. The analysed texts were specific textbooks created and delivered to elementary school pupils by Jeju City and the Jeju City Office of Education. The texts that focused on ‘Haenyeo’ in these local textbooks were extracted and then analysed using semantic network analysis. The investigation demonstrated the significance of Jeju local textbooks in incorporating indigenous knowledge, values, and attitudes of Jeju haenyeo into the formal curriculum. Previously, the informal curriculum concealed and transmitted these aspects. However, the Jeju local textbooks failed to recognise the sustainable lifestyle and liberal communitarianism of the Jeju Haenyeo culture, which are important principles for kids to acquire in order to promote a sustainable future. Hence, it is imperative that future Jeju local textbooks enhance and reinforce the sustainable lifestyle and liberal communitarian citizenship of the Haenyeo culture and effectively impart these principles to pupils through the formal curriculum. Moreover, the secondary geography textbooks, which merely mention the term ‘haenyeo’ briefly, should actively adopt the principles of haenyeo culture as outlined in these Jeju local textbooks.

Outdated? The phase model of the double invasion-succession cycle in German-language gentrification research

Phase models of gentrification play a prominent role in German-language urban geography textbooks and in shaping discussions on urban gentrification. Their empiric validity however, remains a topic for debate. To contribute to this debate, we conduct a comprehensive literature review of English- and German-language gentrification research over the past 40 years, with a specific focus on phase models. We examined 4,262 papers on gentrification, employing keyword searches and forward citation to pinpoint those that reference the phase models. Out of these, 223 papers mentioned the phase models or relevant key terms, but upon closer examination, only 56 directly addressed the model, forming the basis for our qualitative content analysis. We then assess the evolution of scientific discourse on phase models and their empirical validation. Despite their widespread reference, our study reveals that only a small fraction of gentrification research explicitly engages with these models, with limited empirical evidence to support their comprehensive validity. We argue that, although these models offer a framework for understanding gentrification, they are not universally applicable and neglect important elements such as, amongst others, supply-side factors and the diversity of gentrification trajectories. We advocate for a more nuanced approach to gentrification studies, calling for empirical research that encompasses a wider array of socio-ecological factors and recognizes the heterogeneity of gentrification patterns. Furthermore, there is a need for improved integration of urban research findings into educational materials, proposing a more critical presentation of gentrification models in school textbooks to reflect their limitations and the complex realities of urban development.

Analysis of Geography Textbook for Class XII Prescribed by Mizoram Board of School Education

In this study the researcher aims to analyze Geography textbook for class XII ,a new syllabus prescribed by the Central Board of Secondary Education (CBSE) and The National Council of Educational Research and Training .The prescribed Geography textbook is fully adopted by Mizoram Board of School Education .As regard the textbook the study consider the quality of textbook in terms of its physical feature and academic aspects of the book. It is found that the textbook is good enough for higher level of secondary education. The textbook is still relevant according to the level of learners and learners’ experience, behavior of the learners .The textbook is also recommended for further learning in terms of its physical aspects and academic point of views.

Study of the effectiveness of teaching cultural geography in a school’s geography course

The experience of countries with developed education and the work of scientists who have conducted research in this area indicate that cultural geography is the most important factor in the formation of the worldview of students. However, an analysis of the state of teaching cultural geography in secondary schools in Kazakhstan has shown that it is insufficiently studied. The cultural geography components of geography are included in school geography textbooks, although they are not specifically taught as an independent subject or course. Therefore, an elective course on Cultural Geography was developed to fill this gap, and its effectiveness was studied through experimental research. The general secondary education school in Almaty City was chosen as the base of the experiment. The experiment, in which a total of 50 students voluntarily participated, was conducted from September 2021 to the end of May 2022. In order to determine the educational levels of students after the course, three stages of monitoring were conducted and 15 tasks of different levels were given. The experiment's findings demonstrated the significance of the elective "Cultural Geography" course in helping students develop their subject competencies and the value of implementing it in regular secondary schools.

Projection of Bosai Culture in Natural Disasters: The Case of the Turkish Republic of North Cyprus

Since the existence of the world, several destructive disasters have been experienced that have shaped the earth and threatened the existence of mankind in this world. Events such as landslides, floods, earthquakes, avalanches, wars, industrial accidents and epidemics, which occur almost on a daily basis in different geographies, have caused a very high number of casualties and property losses. These destructive events are classified into two according to their sources, namely natural and human disasters. Natural disasters began to take place long before man existed on the planet and they will probably continue until the end of the world. Each natural disaster affects the lives of societies and people from physical, sociological and economic aspects. Disasters such as earthquakes, floods, hurricanes, storms, forest fires, volcanic eruptions and landslides are of natural origin and they cause loss of life or property. In addition, people also experience psychological and sociological devastation. Millions of people lost their lives and billions of dollars of economic losses occurred due to disasters in the last century. Therefore, the development level of countries plays a critical role in terms of their preparedness for disasters and their relationship with resilience. Earthquake is a natural disaster of high importance in terms of the area it affects and the destruction it causes. As in every sector of the countries exposed to earthquakes, deep wounds can be inflicted in their education system. Since living with an earthquake brings with it several problems and phenomena, the issue of education stands out as a concept that countries should take precautions and study. For example, its ability to adapt to and make investments in innovations, to pay attention to pre-disaster education, and to learn from past mistakes has raised Japan to the level of the country with the highest disaster preparedness in the world. At this point, with the correct methods it applies and the precautions it takes, Japan sets a good example for a country with a high earthquake risk, such as the Turkish Republic of Northern Cyprus. Therefore, using a literature review, this paper focuses on the extent to which the reality of earthquakes is included in the secondary school geography curriculum of public schools in TRNC, which is located in the first-degree earthquake zone. According to the findings, Social Studies and Geography textbooks were examined at all levels, and only 6th grade Social Studies and 9th grade Geography textbooks found information about earthquakes. However, it has been observed that this information needs to be more extensive on earthquake preparation, earthquake time, and what to do after the earthquake, and no application is included. As a result, earthquake is a natural phenomenon, which is turned into disaster due to lack of education and knowledge. From this perspective, in order to prevent economic and human capital losses, the country’s population must be prepared at all levels of education for the steps to take before, during and after the earthquake.

Spatial Acumen in the Digital Age: The Transformative Power of STEM-Enriched Mobile Textbooks in Geography

Integrating technology into learning has become a pivotal necessity in the digital age. This underscores the imperative for educators, serving as facilitators, to organize and implement digital technology within instructional processes adeptly. Central to this application is educators’ perceptions of the utilization of mobile digital textbooks. Crucially, this study, rooted in a qualitative research design, sought to elucidate teachers’ perceptions regarding the employment of the Mobile Digital Textbook, integrated with a STEM approach, to enhance students’ spatial thinking and Higher-Order Thinking Skills (HOTS). Data collection was meticulously executed through semi-structured interviews involving fifteen geography educators from eight East Java, Indonesia, secondary institutions. With the aid of NVIVO software, the data were systematically organized and categorized based on pre-established criteria. The findings revealed a predominantly positive perception among the fifteen participants towards using the Mobile Digital Textbook with the STEM approach in fostering students’ spatial thinking and HOTS. The implications of this research underscore the significance of continuous training and support for educators in assimilating digital technology, particularly mobile digital textbooks, to elevate instructional quality and cultivate students’ advanced cognitive abilities.

Cartographies of Region and Empire: Scaling Le tour de la France par deux enfants (and its Afterlives)

ABSTRACT Augustine Fouillée's (alias G. Bruno's) Le tour de la France par deux enfants, a children's geography textbook initially published in 1877, has long been considered a nation-building tool in the Third Republic. This essay draws on critical approaches to cartography in order to show how the contradictory modes of mapping throughout the Tour can clarify its generic complexity. Such forms of spatial knowledge would take on new resonances through the book's travels, adaptations, and remediations in a colonial context, from Indochina to French West Africa. Tracing these migrations offers a dialectical, transnational approach to the spatial analysis of literary narrative.

Ortaöğretim Coğrafya Ders Kitaplarında Küreselleşmenin Yer Alma Durumu

Bu araştırmada, 2021-2022 eğitim-öğretim yılında 9., 10., 11. ve 12. sınıflarında okutulan Coğrafya ders kitaplarındaki içerik ve görsellerde küreselleşme olgusunun yer alma durumunun tespit edilmesi amaçlanmıştır. Nitel bir çalışma olan bu araştırmada doküman incelemesi yöntemi kullanılmıştır. Araştırmada, Millî Eğitim Bakanlığı (MEB) tarafından 2021 yılında hazırlanan Coğrafya 9, Coğrafya 10, Coğrafya 11 ve Coğrafya 12 ders kitapları temel alınmıştır. İncelenen Coğrafya ders kitaplarında küreselleşmenin bilim-teknoloji, çevre, eğitim, ekonomi, siyasi, sosyokültürel ve görsel boyutları temel alınmıştır. Araştırma sonucunda küreselleşmenin sırasıyla en fazla 12., 11., 10. ve 9. sınıf Coğrafya ders kitaplarında yer aldığı tespit edilmiştir. Coğrafya ders kitaplarındaki içeriklerde küreselleşmenin ekonomi, sosyokültürel ve bilim-teknoloji boyutlarına daha fazla yer verildiği sonucuna ulaşılmıştır. Küreselleşmeyle ilişkili görsellerin ise sırasıyla en fazla 11., 12., 10. ve 9. sınıf Coğrafya ders kitaplarında yer aldığı tespit edilmiştir. Ders kitaplarındaki “Doğal Sistemler” ile “Çevre ve Toplum” ünitelerinde küreselleşmenin boyutlarına daha fazla yer verilmesi, “Beşerî Sistemler” ünitelerinde küreselleşmenin eğitim boyutuna ağırlık verilmesi ve küreselleşmenin Coğrafya ders kitaplarında yer alma durumuna farklı açılardan bakan çalışmaların yapılması önerilerinde bulunulmuştur.

Suitability of Geography Textbooks for the Development of Critical Thinking of Lower Secondary School Students, Based on Bloom's Taxonomy

The Geography textbook for the 8th grade has been drawn up based on the program of the Ministry of Education, Science, Technology and Innovation, in different years, with the aim that the students acquire geographical knowledge, reinforces this knowledge in everyday life situations, integrating the cause-effect relationships of natural and human phenomena and processes with geographical research methods. According to the content of the curriculum, regional geography and other eco-continents will be taught in the eighth grade, as well as the submission of questions is covered at the end of each topic in the text. This text deals with interesting issues for several continents, countries, and we will analyse the approaches of the authors, the clearest elaboration for the student on the topics and the questions posed to the students with the goal; remembering, understanding, and applying. A special care and attention has been shown to preserve the right ratios between informative and non-formative material, theoretical and factual, historical and contemporary, respecting the scientific and didactic criteria. We will base the research on Bloom’s taxonomy, beginning with knowledge, understanding, application, analysis, synthesis and evaluation, with the aim of better reflecting the state, analyse the revised taxonomy and we will also present the students’ recollection, understanding and application in everyday life.