Geography Education Research Research Articles

Cartographic Competence in Higher Geographical Education Research: A Review of the Field

The formation of cartographic competence is an urgent task of higher geographical education. The purpose of the study is to review current trends, summarize the results of research available in the literature, characterize the subject field of cartographic competence research and identify gaps in scientific knowledge regarding cartographic competence. To achieve it, the following tasks were solved: to reveal the essence of the concept of “cartographic competence” and the concepts of “cartographic literacy” close to it, “skills of reading geographical maps”, “spatial thinking”; based on the analysis of the literature, identify the most researched issues and gaps in scientific knowledge in the field of cartographic competence; identify promising areas for further research. A review of research on the formation of cartographic competence was conducted on the basis of analysis and meta-analysis methods according to the PRISMA 2020 criteria by sampling literature by keywords. Research results: a review of research on the definitions of the concept of “cartographic competence” and related concepts was carried out; the most researched problems of cartographic competence and empirical data obtained within the framework of this topic were identified; gaps existing in scientific knowledge were identified; the most promising areas of further research in the field of cartographic competence were identified.

Priorities for Pan-American Geography Education: Needs and Trends

Geography education research in Latin America is uneven in terms of its thematic focus and country-level contributions. Research demonstrates the necessity for a region-wide prioritization of geography education themes that builds on existing scholarship and adapts to emerging needs and trends. The Pan-American Institute for Geography and History, a scholarly society, established a research team with a four-year charge of advancing geography education in the region. Titled “Geographic Literacy for the Countries of the Americas”, the initiative develops research agendas that encompass the diversity of definitions and criteria, scholarly activities, and curricular resources across countries. The purpose of this study is to follow the process of identifying geography education research priorities involving scholars representing most countries in the region; describe the priorities and activities identified by project team members; and discuss emerging long-term research agendas. The study uses a descriptive research design to describe the process in general and to specify the outcomes. Results show the prioritization of the four areas as follows: teaching geography online, teaching geography face-to-face, methodological foundations of geographic education, and connecting geography and education stakeholders. Activities and research agendas within these categories include both traditional, longstanding themes and emerging themes related to recent global crises and technological innovations.

Conceptual framework for the participation of children in local area planning decision-making processes through primary geography education

ABSTRACT According to Article 12 of the UNCRC, children have a legal right to have their views heard and acted upon as appropriate. In Ireland, this applies to local planning processes concerning children’s localities whereby legislation was specifically enacted to recognise children as a group who were entitled to participate in the local planning process. However, while provisions are being made at policy level, children’s participation in practice is extremely limited. Furthermore, recent research into the teaching of primary school geography in Ireland has found that didactic and text-book approaches are significant with teachers neglecting to teach about the local area and to use experiential learning methods such as fieldwork. Through a qualitative analysis of current research in primary geography education and children’s participation in the planning process, this research presents a conceptual framework which enables children to participate in the local area planning process in Ireland through primary school geography. This conceptual framework provides a systematic and coherent way of approaching children’s participation and the teaching of primary school geography. The key findings from this research centre around the positioning of schools and particularly the primary geography curriculum (PGC) to be the ‘space’ within which children’s participation can and should occur. Enabling children’s participation in planning processes to occur through the PGC serves to bridge the policy-practice gap pertaining to children’s participation, building their capacity to participate, and ensuring the broadest possible sample of the population are included. It also addresses the policy-practice gap in the teaching of geography by ensuring the teaching of lessons involving experiential methods focused on the local area. This conceptual framework sets out a stepped, progressional approach to enabling children to participate in local area planning decisions by carrying out geographical investigations of their localities.

The Use of Technology in Geography Education Research: A Bibliometric Analysis

In recent years, as well as in various other fields, developments in technology have gained a prominent place in the field of geography education. The purpose of this study is to identify the trends in the use of technology in research on geography education and to provide guidance to researchers in this field. In this regard, a detailed search was conducted for the studies published in the Web of Science database. As a result of the search, a total of 621 academic studies, which analyse the use of technology in geography education research, in Education Educational Research Category was accessed. The metadata of academic studies were downloaded from the Web of Science database and analysed with the software MS Excel and VOSviewer. The findings obtained from the study demonstrated an increase in the number of publications and citations over the years, and it was identified that the number of publications and citations increased more rapidly as of 2006 in comparison to previous years. When the geographical distribution of the studies was analysed, it was revealed that most of the studies were conducted in the UK, followed by the USA, Brazil, Australia, and China. According to keyword analysis, the most popular topics in recent years are geographic information technologies, online learning, virtual reality and visual communication technologies.

Research collaboration networks in Latin American geography education

The current development of science is characterized by a global trend of scientific collaboration (SC). However, this growth has been mostly linked to intra-national cooperation. Several factors including geographic, institutional, and social proximities have been identified as key for promoting or hinder collaboration among scholars. Based on these premises, the present study analyses the co-authorship and affiliation relationships among geography education researchers in Latin America, exploring through a general trend and social network analysis, the characteristics of SC in geography education. For this purpose, 1774 articles (922 co-authored) published within the region were included as part of the data used for understanding the structure of SC. The results showed an increasing and dominant pattern of co-authoring in the region, but mostly developed at the local and national scale, with scarce intra-regional research. Moreover, the network analysis showed that there are some institutions with a dominant role in the production of research, and a loose network structure of research that could foster diverse perspectives on the field. These findings offer opportunities for thinking about how to enhance future SC processes in the region to strengthen the development of geography education research based on a regional collaborative approach.

Language in primary and secondary geography education: a systematic literature review of empirical geography education research

Academic language in geography education has attracted attention due to the increasing linguistic heterogeneity in most classrooms. Considering that subject-specific language differs from the language students use in their everyday lives, language-aware geography education contributes to addressing subject-specific language demands. However, there seems to be little empirical research and no systematic overview available concerning this topic. Thus, the aim of this study is to systematically review publications that empirically researched language in geography education to provide a synthesized state of knowledge for future research in this field. In accordance with the PRISMA guidelines, a final selection of 38 studies from three literature databases–Web of Science, ProQuest, and Scopus–were analyzed in this study. The empirical studies were categorized with reference to their subject-specific themes, concepts of space, and working methods, as well as the examined language. The main findings showed that the studies primarily examined language at the text/discourse level and in the written language mode. Particularly, the studies predominately investigated reading skills. Furthermore, physical geographical themes were at the center of the set of publications. This systematic review has both theoretical and practical implications for future research on the role of language in geography education research.

Geographical education I: fields, interactions and relationships

Complex global challenges, rapid shifts in the mediation and distribution of information, rising inequalities and a toxic milieu of low-quality public reasoning make geography education more important than ever. This first progress report explores the nexus of geography education research, geography education practice and scholarship and the geographies of education. Conceptualising the fields through expansive understandings positions this report in an optimistic space, highlighting significant opportunities for geography and its contribution to public reasoning through deepening collaborations and attending to tensions in education’s ‘shadow and shine’: tensions between its complicity in maintaining unjust hierarchies against its potential for emancipatory transformation.

Latin American geography education research trends in open access journals from the twenty-first century

Recent projects, declarations, and articles around the globe addressed the status and development of geography education, where the discipline is standing, and what should be done to enhance the quality and quantity of research. Nevertheless, the paucity of research and limited approaches in Latin America about the type of studies published has made difficult the promotion and development of research lines, or even more an international comparative perspective. Therefore, the aim of the study is to show the spatiotemporal trends and existing research lines in geography education, extracted from 1880 articles published in 140 open access journals within the region from 2000 to 2019. The findings showed a consistent growth of research especially after 2010, just a few journals gathering most publications, and the intraregional disparity among countries on the evolution of the number and type of studies. Although Latin American researchers increased the number of publications in all research lines, the scientific production has been more prolific in five topics: theories, philosophy and debates, teacher education, teaching methodologies, instructional materials and resources, and student’s learning. In contrast, studies on assessment, technologies, fieldwork, research practices, history and educational policies have received less attention from scholars.

Discussion on the Application of Statistical Analysis Method in Geography Education Research —— Taking Drought and Snow Disaster in Xilingol League as an Example

Based on the statistical analysis method, this paper studies the temporal and spatial correlation between drought and snow Based on the statistical analysis method, this paper studies the temporal and spatial correlation between drought and snow disasters and El Nino/La Nina events in various counties of Xilingol League. According to the research results, it is found that the number of disasters in Xilingol League in El Nino/La Nina year accounts for 54% of the total number of disasters in Xilingol League. El Nino has more disasters than La Nina. In El Nino/La Nina years, the frequency of snow disasters in Xilingol League is higher than that of drought disasters. The areas with high frequency of El Nino disasters are East Ujimqin Banner, West Ujimqin Banner and Abaga Banner. The areas with high frequency of disasters in La Nina are Sonid Zuoqi, Erenhot, Xilinhot and Xianghuang Banner. Using statistical analysis method can accurately and effectively study whether there is obvious correlation between drought and snow disasters and El Nino/La Nina events in Xilingol League, and enrich the methods and contents in geography education and research, which is of great significance for monitoring and preventing drought and snow disasters in Xilingol League.

A Phenomenological Approach to Understanding the Meaning and Characteristics of Primary Geography Teacher-Researcher Identities

This study aimed to interpret the meaning of primary geography teacher-researcher identities (PGTRIs) using phenomenology according to van Manen. Four emerging themes explained the meaning and characteristics of PGTRIs. The participating primary geography teacher-researchers (PGTRs) developed particular identities as practitioner agents of primary geography education research. Based on their aspirations for geography education research and their awareness of the problems in primary geography education, the PGTRs aimed to innovate in primary geography education and primary classroom-embedded geography education research and to connect primary classrooms with the academic world. The results provide an in-depth understanding of the meaning of research and education for PGTRs and their identities.

Looking ahead to the future of GeogEd: Creating spaces of exchange between communities of practice

AbstractAs part of the special issue marking the transition of the Higher Education Research Group to the Geography and Education Research Group, in this final paper we argue that the reformed group has a key role to play in promoting spaces of exchange between the communities of practice that have a stake in the shared endeavours of geography and education. We draw on structured conversations from the group’s launch event, existing literature, and our particular vantage points to identify a range of influences – both heritages that we work with and challenges that we face – that shape the interplay of geography and education in our pedagogical contexts. We argue that the GeogEd Research Group can create spaces of productive exchange between three communities of practice: geographies of education research, geography education research, and pedagogic research. As the research group brings these communities of practice together, it facilitates dialogue, creates new avenues for research, and connects and enhances geography teaching practice across education levels.

PRODUÇÃO ACADÊMICA SOBRE ENSINO DE GEOGRAFIA:


 
 
 
 Este artigo apresenta atividades desenvolvidas no Laboratório de Estudos e Pesquisa em Educação Geográfica – LEPEG, sediado no Instituto de Estudos Socioambientais da Universidade Federal de Goiás, com o intuito de mostrar sua expressividade no campo da pesquisa do ensino de Geografia no Brasil. Nas três últimas décadas vários estudos têm apontado a ampliação e consolidação desse campo de pesquisa, qualificando-o e legitimando-o como campo relevante para a área. Nesse contexto, foi criado o LEPEG, um espaço de referência que tem se dedicado à formação inicial e continuada de professores, à pesquisa em diferentes temáticas do ensino de Geografia, à extensão de suas atividades para a sociedade, norteando-se pelos princípios do trabalho coletivo, crítico-colaborativo, pela integração entre teoria e prática, pela articulação efetiva e sistemática entre a Universidade e as escolas de Educação Básica. O grupo de profissionais que desenvolvem suas atividades nesse laboratório caracteriza-se pela especialidade na pesquisa sobre ensino de Geografia, dedicando-se a diferentes temáticas, como a Cartografia Escolar, o Ensino de Cidade e Cidadanias, fundamentos teórico-metodológicos do pensamento geográfico no ensino e o Ensino de temáticas físico-naturais.
 Palavras-chave
 Pesquisa e ensino, Formação de professores, Trabalho coletivo e colaborativo, Educação Básica
 
 
 

“SERÍAMOS A POLÍTICA QUE CRITICAMOS?”:


 
 
 
 A partir de diálogo com o campo do currículo na pesquisa em educação em geografia, destaco a importância da interlocução do campo disciplinar na produção de um texto mais amplo da política curricular. Como cenário, aproprio momentos da luta política pela definição da Base Nacional Comum Curricular (BNCC). Empiricamente, focalizo pareceres sobre o documento para Geografia. Busco compreender os sentidos articulados nas negociações, com vistas às identificações produzidas. Teoricamente, utilizo contribuições de Laclau e Derrida em uma abordagem pós-estrutural. Opero com a ideia de que a política é mobilizada por processos contextuais de tradução. Estes processos remarcariam a compreensão de que interpretações provisórias provocam subjetivações contingentes. Pondero os sentidos defendidos pelo povo da geografia como tensionando a produção da BNCC, através de argumentos crítico-reparadores e/ ou alinhados à defesa de currículos nacionais. Concluo defendendo que isto pode significar que a geografia constituída em resposta não visa somente criticar a Base, mas virtualmente produzir outra. Pontuo que o campo, na emergência do questionamento sobre uma BNCC em suas relações com a geografia, tende a operar com o pressuposto de que uma Base pode ser algo desejável, ainda que criticável.
 Palavras-chave
 Educação em geografia, Políticas de currículo, BNCC, Desconstrução, Povo disciplinar
 
 
 

Geography mentors’ written lesson observation feedback during initial teacher education

This paper explores geography mentors’ written lesson observation feedback by analysing data from across a one-year Initial Teacher Education (ITE) programme delivered through a university-school partnership in England, asking two main questions: in what ways is geography/geographical knowledge discussed in written lesson observation feedback given to beginning geography teachers? In what ways does research feature in the written lesson observation feedback given to beginning geography teachers? The paper offers one response to calls from geography education researchers for greater attention to be given to subject-specific issues in lesson feedback during ITE, set within wider discourses around research-engagement. The argument is made through empirical evidence suggesting an absence of explicit engagement with research in written lesson observation feedback, a position in principle for increasing the interactions between research and practice in teacher education, and analysis of the specific areas highlighted in the written lesson observation feedback. Suggestions are made for improving the attention given to geography and research evidence in lesson feedback, and to support these aims three possible priority areas for geography education research are offered: progress; explanation; and terminology.

Geography education research in Indonesia: retrospect and prospect

Geography Education Research has long been part of the development of Geography in Indonesia. So far there has been no research on the condition of Geography Education Research in Indonesia. This study explores articles about Geography Education Research that are sourced from journals produced by departments or faculties of Geography in Indonesia and have been indexed by SINTA. The results of the exploration are then analyzed to retrospect the research that has been done and try to look at the prospects of future geography education research.

What Kind of Geography Education Research is There?

The broad aim of this paper is to support teachers in the use of published research in improving geography instruction. Despite the promotion of research-based (or evidence-based) practices, not many teachers prioritise reading research. This is because making research-based instructional decisions can be fairly time consuming. Research findings need to be combined with teachers' value judgment, and their tacit understanding of students' needs. As such, the potential of GER to improve geography instruction remains largely untapped. This paper seeks to encourage geography teachers to read GER, by describing what kind of GER is available for what kind of improvements in geography education. Three high quality GER journals were identified using the CiteScore and Journal Impact Factor metrics. Peer-reviewed articles published between 2000 and 2016 in these three journals were analysed quantitatively and qualitatively. The results show that there is a large volume of GER that practitioners could consult. Although most GER scholars are based in a small number of English-speaking countries, GER covers cases from diverse parts of the world. Also, GER is most concerned with issues related to curriculum development and spatial thinking. These are topics relevant to both policymakers and classroom teachers. However, GER has not comprehensively evaluated the efficacy of different instructional approaches. As such, teachers may need to search beyond GER to achieve improvements in classroom instruction.

Field-based enquiry in geography: the influence of Singapore teachers’ subject identities on their practice

This qualitative study examines the influence of teachers’ subject identities on how four secondary school teachers in Singapore conduct field-based enquiry about water quality in geography. Given the complex interactions noted in the literature among teachers’ academic and school training, their academic subject specialisms and their practice, it also interrogated the influence of teachers’ subject specialisations on their practice. In general, it was found that the teachers shared concerns about water conservation and environmental sustainability in their practice of enquiry with their students. However, divergence in teachers’ emphases when conducting GI was also noted, which could be partly attributed to the influence of their other subject specialisations. This underscores the importance of attention to teachers’ subject identities in geography education research, as well as in pre-service and professional development courses for teachers.

A phenomenological study of the meaning of geography teacher-researcher identities

The purpose of this study was to interpret the meaning of geography teacher-researcher identities (GTRIs) using van Manen phenomenology. The raw data were obtained through in-depth interviews with nine South Korean geography teacher-researchers (GTRs). The meaningful and significant sentences and phrases were coded into 248 nodes and eventually classified into four themes to interpret the meaning of GTRIs. First, the GTRs continuously engaged in research as they appreciated the potential of academic methodologies and theories to improve the status of geography. Second, their professional identities encouraged the GTRs’ continuous engagement in academic activities. Third, the GTRs reported that they produced contextual knowledge and discussions of real contexts for geography education from the perspective of practitioners. Fourth, the GTRs strongly identified as geography teachers and engaged in research based on their teacher identities. The results of this study contribute to a renewed understanding of GTRs’ specific meaning and potential in geography teaching and geography education research.

The Rise of Powerful Geography

ABSTRACTThe Grosvenor Center for Geographic Education and National Center for Research in Geography Education propose a new framework for geography called Powerful Geography, which revolutionizes the traditional notion of standards in geography education. Combining Amartya Sen and Martha Nussbaum's principles of human capabilities, Michael Young's theory of powerful disciplinary knowledge, and Wesley Null's concept of a liberating curriculum, Powerful Geography offers a new conceptual approach to professional development for teachers. The approach aims to help teachers model geographic knowledge and skills that offer a diverse group of students the best preparation needed to attain personal and career goals and aspirations. This article argues the logic and value of Powerful Geography, sets up the rationale for Powerful Geography, describes how it builds on prior research, and presents a multiyear research and development plan involving social studies teachers.

세계 지리교육 연구의 최근 동향에 대한 언어 네트워크 분석

세계 지리교육 연구의 최근 동향에 대한 언어 네트워크 분석