School Geography Textbooks Research Articles

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.

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.

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.

EDUCATION FOR SUSTAINABLE DEVELOPMENT IN GEOGRAPHY TEACHING ON THE BASIS OF COMPETENCE-BASED APPROACH

The article analyzes the possibilities of implementing a competency-based approach to education for sustainable development in the process of teaching geography. The authors summarize UNESCOʼs approach to the formulation of the objectives of education for sustainable development, which are the formation of key interdisciplinary competencies and special competencies. Among the key competencies are the following: systemic thinking; prognostic; regulatory; strategic and innovative; teamwork; critical thinking; self-awareness; and integrated problem solving. Special competencies take into account the specifics and context of each of the 17 global sustainable development goals and are divided into educational, cognitive, socio-emotional and behavioral components. A contextual analysis of geography programs in general secondary education has shown that school geography has the best conditions for incorporating sustainable development ideas into the educational process. The cross-cutting content area “Environmental Safety and Sustainable Development” in the primary school geography course focuses geography teachers mainly on the formation of knowledge about sustainable development, to a lesser extent on the formation of behavior adequate to the principles of sustainable development (behavioral and activity component), and in general, insufficient attention is paid to the emotional and value component. Sustainable development issues are most fully covered in the content of the 9th and 11th grade geography curricula, which complete the geographic education of students in primary and high school. The survey of geography teachers of the Poltava amalgamated territorial community showed a high level of understanding of the essence of education for sustainable development and its differences from environmental education, insufficient coverage in the content of school geography textbooks, the need to encourage geography teachers to receive professional training in the context of sustainable development and to increase their motivation to implement a school-wide approach to the implementation of education for sustainable development.
 Keywords: education; sustainable development; competence approach; teaching geography; environmental education; competence; components of education; special competences for sustainable development.

The Role of Maps in Japanese High School Geography Textbooks

The Role of Maps in Japanese High School Geography Textbooks

Climate Change in School Geography Textbooks (Spain) in the Era of the ICTs: Perception and Teaching According to Teachers

Climate change has become one of the major themes in the academic world, as it constitutes a socio-environmental challenge faced by society in the twenty-first century. The objectives of this study, based on the opinions of geography teachers (secondary education and baccalaureate, Spain), were to analyze the frequency of use of school textbooks in geography classes, to examine how climate change is addressed in these resources, to study how teachers impart these contents, and to review the importance of teaching global warming according to the opinions of the teachers. Based on a sample of 96 teachers surveyed between 2019 and 2022, the results show a disparity of opinions regarding textbook use, a not-altogether-adequate treatment of this phenomenon with these resources (the sum of the responses with values of 1 and 2 amounted to 44.8%), and a predominance of an explanation of climate change by teachers through everyday cases in the students’ environment (35.4%) and talks and workshops given in class by experts (27.1%). Knowing the use made by teachers of the traditional textbook in the era of the ICTs, their perception of the adequacy of the contents on climate change in these resources, and how this phenomenon is taught is highly relevant to raising awareness and educating the youngest cohorts about one of the main challenges faced by society today.

FEATURES OF TEACHING SCHOOL GEOGRAPHY IN KAZAKHSTAN (from 2000 to 2022)

The article compares the characteristics of changes in the teaching of school geography courses in the Republic of Kazakhstan, the similarities and differences between traditional programs and modernized programs, focusing on changes in the state of modernization in all spheres of society's life today. The direction of the chronological development process of the textbooks of the school geography courses that have switched to the updated system and changed in the new format, is provided. A comparative analysis was made between the components of the content of school geography textbooks of the new model and the features of the geography courses of the world countries. The content and structure of modern geographical education has expanded from the perspective of individual-oriented training and features of geography classes, and looking at the world from an emotional-value attitude, we can clearly see that school geography and academic geography are completely and uninterruptedly connected in the teaching of geography. In this regard, the article shows the essential importance of school geography courses in the formation of new directions and new views among students.

Die Darstellung von (Un-)Sicherheiten zum Thema Klimawandel in Schulbuchtexten für den Geografieunterricht

Werden gesicherte Erkenntnisse sowie Unsicherheiten zum Thema Klimawandel in Schulbüchern adäquat kommuniziert und bilden sie den aktuellen Diskurs ab? Im Rahmen der Studie werden Klimawandelkapitel in Schulbüchern analysiert und Vorschläge zu Gestaltung und Struktur von Schulbüchern entwickelt.Uncertainties are transparently presented and communicated in the Assessment Reports from the Intergovernmental Panel on Climate Change (IPCC). This study examines the extent to which textbooks reflect this discourse, in the sense of the Nature of Science. The aim is to identify the representation of both virtually certain findings and uncertainties on the topic of climate change in textbooks. For this purpose, climate change chapters in lower and upper secondary school geography textbooks were analyzed, using qualitative content analysis with deductive-inductive category formation according to Philipp Mayring. It was discovered that uncertainties are represented predominantly by linguistic means (e. g., subjunctive), while technical terminology (such as that of the IPCC) is hardly used. Similar results can be seen for virtually certain findings.

A Study on Teaching Strategies of High School Geography Centered on the “Problem Study” Section of the New Textbook

The new high school geography textbook continues to use the “problem study” section, which has an important status 
 and role in teaching. This paper first discusses the characteristics of the “Problem Study” section of the new textbook, and then 
 focuses on the teaching strategies based on the “Problem Study” section of the new high school geography textbook, aiming to 
 provide effective reference for front-line teachers to carry out high school geography teaching.

Shaping a viewpoint: colonization in secondary school geography textbooks (1873-1951)

Les manuels scolaires de géographie peuvent être considérés comme des discours iconographiques et textuels qui véhiculent des représentations du monde. Celles-ci sont à la base d’une culture scolaire en géographie, partie de la culture collective. L’étude des espaces colonisés par la France en Afrique dans dix-sept manuels de géographie du secondaire publiés entre 1873 et 1951 met en évidence une adhésion presque sans réserve à la colonisation qui reprend tous les clichés savants et populaires de l’époque. Ainsi l’action de la France dans les colonies paraît une évidence et une nécessité fondée sur un regard franco-centré et des représentations naturalisées des indigènes et des Occidentaux.

Изучение облаков в начальном курсе географии

The aim of the research is to solve the methodological problem of studying clouds in the school Geography course for grades 5-6 by analyzing “classical” school textbooks, as well as by interviewing students and Geography teachers. The survey results show that the vast majority of students demonstrate cognitive interest to studying the shapes of clouds, but there is little information on this topic in school Geography textbooks. The article suggests ways to solve this methodological problem, which the author has been implementing in practice during the twenty years of observing and studying clouds with students. The scientific originality of the research consists in formulating the guidelines to study clouds in the basic Geography course. As a result of a pedagogical experiment carried out in St. Petersburg, as well as in Leningrad and Nizhny Novgorod regions, positive dynamics in the implementation of formulated guidelines has been revealed.

高校地理教科書における「人種」に関する記述の問題点―差別・偏見を生まない地理教育に向けて―

高校地理教科書における「人種」に関する記述の問題点―差別・偏見を生まない地理教育に向けて―

일본 중학교 지리 교과서의 독도 관련 기술 연구 - 2020년도 검정통과본 내용 분석과 기술 배경 검토를 중심으로 -

This study has analyzed the description of Dokdo on Japanese Middle School Geography Textbooks authorized by the Japanese Government in 2020. For this purpose, this study has compared Japanese Middle School Geography Textbooks authorized in 2015 and 2020. First, the quantity of the description of Dokdo in the new textbooks were generally similar to those 2015. Second, while the description of Dokdo in new textbooks published by 'Kyoiku Shuppan', 'Nihon Bunkyou Shuppan', 'Tokyo Syoseki' was similar to 2015 textbooks, the description of Dokdo in new textbooks published by ‘Teikoku Shoin' has been solely reinforced to some extent. Third, the use of visual materials such as photos and maps on Dokdo in the new textbooks were generally similar to the 2015 textbooks. Fourth, while the description of Dokdo in Japanese Middle School Geography Textbooks Authorized in 2015 significantly was enhanced compared with the previous versions, the new textbooks in 2020 show little change. This was because of the characters of ‘middle school geography’ and the learning process of social studies textbooks.

高校地理教科書における「人種」の記述に関する一考察

高校地理教科書における「人種」の記述に関する一考察

An Analysis of French Elementary School Geography Textbooks According to The Revised Curriculum

An Analysis of French Elementary School Geography Textbooks According to The Revised Curriculum

A multinational study of authors’ perceptions of and practical approaches to writing geography textbooks

Like all school textbooks, geography textbooks are authored. Almost all textbook research in and beyond geography has neglected their authors. This questionnaire-based multinational research project investigated the perceptions of 71 primary and secondary school geography textbook authors from seven countries in five continents. Though not intended as a definitive study, the findings identified several values and areas of expertise which many textbook authors in different countries held to be important for their work. While there were variations across country contexts, there was much that was shared by the authors. Authors valued enabling students to develop geographical perspectives, knowledge and skills and informed attitudes about the world when learning in real world contexts and making connections with everyday life. It was notable that the focus of authors on subject knowledge, the pedagogy of textbooks and the students who will use the textbooks aligned with these same key elements which are central to curriculum making. Authors can be said to perceive their role as creating a geography curriculum, albeit externally to any specific geography classroom, through their textbooks

Estudo da escala do tempo geológico em livros didáticos de geografia do ensino médio

Este trabalho tem por objetivo analisar como se apresenta o Tempo Geológico em livros didáticos de Geografia da 1ª série do Ensino Médio. A proposta é observar se a apresentação do tema nos livros é clara e isenta de equívocos, possibilitando abordagens interdisciplinares que fomentem a consolidação das habilidades e competências propostas nos Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM). Para tanto, foram 11 livros didáticos que o Programa Nacional do Livro e do Material Didático (PNLD) 2018 ofereceu às escolas públicas brasileiras no triênio 2018-2020. Os resultados mostraram a presença de erros conceituais, desatualizações e falta de aplicações práticas que comprometem o ensino de um tema relevante que permite estudar de forma interdisciplinar fatos do presente e do futuro do planeta. Dessa forma, busca-se incentivar, com esta pesquisa, trabalhos que observem detalhadamente as informações disponibilizadas nos materiais destinados aos professores e alunos na Educação Básica.

O ensino de geografia e as relações étnico-raciais nos livros didáticos no ensino fundamental

O presente trabalho tem como objetivo é identificar e analisar como os conteúdos referentes as relações étnico-raciais é abordada em uma coleção do livro didático de geografia do ensino fundamental utilizada por uma escola da rede Municipal de ensino de Marabá-PA. A metodologia utilizada para a produção deste artigo é de cunho qualitativo nos livros a partir do estudo realizado com base no referencial teórico trabalhado. Foi selecionada a coleção Para Viver Juntos da 4ª edição da editora SM de 2015. De acordo com a proposta de análise da pesquisa, apresenta-se poucos conteúdos que podem ser trabalhados na abordagem racial no ensino de Geografia. Contudo, em relação as figuras/imagens referentes às questões étnico-raciais, não contribuem efetivamente para a construção de um conhecimento crítico sobre as relações étni co-raciais no mundo em que o aluno vive. Os livros didáticos voltados para o ensino de geografia na educação básica fazem pouca referência às abordagens e especificidades do campo das relações étnico-raciais e essas ausências de discussões sobre as questões envolvendo as relações étnico-raciais no ensino de geografia podem ocasionar o desconhecimento, a criticidade na área de conhecimento da geografia humana e cultural.

『서유견문』 1~2편의 전거와 유길준의 세계지리 인식

Despite habitual descriptions such as the first ever Korean student in the United States, Yu Kilchun’s thought reflected in Seoyu gyeonmun (Observations of a journey to the West) has oftentimes been considered as an understanding of Modern knowledge with a ‘Japanese filter,’. In other words, his comments in Seoyu gyeonmun are usually considered as a result of learning about the West not in its original form but with ‘Japanese-translated’ works. A major portion of Seoyu gyeonmun does show translations of Japanese writings, while traces of his own consulting of English-language sources are rather scarce. That led to scholars to consider the possibility of his study in U.S. having any sort of real bearing or influence on his thinking as ‘minimal’ or ‘probably’ at best.BR Yet an extensive examination of all the sources of Yu’s references made in the first and second chapters of Seoyu gyeonmun reveals that Yu Kilchun did consult U.S. High School Geography textbooks at least in his writing on World Geography. Six out of nine parts of Seoyu gyeonmu n’s first two chapters were translation of David Warren’s An Elementary Treatise on Physical Geography. Yu Kilchun studied modern geography using the same textbook alongside U.S. students at Dummer Academy, and apparently integrated the results of his study into the first two chapters of Seoyu gyeonmun. In other words, contents of these two chapters were not a rehash of a Japanese interpretation of the same source. It was a result of Yu’s own seeing, hearing and studying of U.S. contents during his stay in the country. The fact that he translated a textbook at Dummer shows us that his stay in the U.S. not only provided him with an opportunity to hone his English or superficially experience the Western culture, but also prompted him to embrace modern knowledge rather directly, and not using any Japanese proxy or media.

У истоков испанской русистики: материалы Рюрика Павловича Коцебу в архиве Дома русского зарубежья им. А. Солженицына

Архивно-музейные фонды Дома русского зарубежья им. А. Солженицына постоянно пополняются, позволяя по крупицам восстановить историю русского послереволюционного рассеяния и осмыслить характер русского присутствия в мире. Поступивший на хранение из Мадрида компактный личный архив Рюрика Коцебу поражает невероятным разнообразием представленных в нем материалов, от разрисованного подростком гимназического учебника географии до генеалогического древа, восходящего к легендарному Сиду, и первых опытов компаративных русско-испанских исследований. В статье прослежены жизненные перипетии русского эмигранта – потомка разветвленного рода Коцебу, немца и грека по крови, православного по вероисповеданию, русского патриота-националиста по убеждениям, швейцарского доктора права, руководителя русского хора, переводчика и исследователя Пушкина, заложившего основы преподавания русского языка в Испании.