The Power of Geographical Thinking

237 Pages·2017·3.425 MB·English

by  Clare Brooks, Graham Butt, Mary Fargher (eds.)

International Perspectives on Geographical Education
Clare Brooks
Graham Butt
Mary Fargher Editors
The Power of
Geographical
Thinking
International Perspectives on Geographical
Education
Series editors
Clare Brooks, UCL Institute of Education, London, UK
J.A. van der Schee, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
This series is under the editorial supervision of the International Geography
Union’sCommissiononGeographicalEducation.Ledbytheprioritiesandcriteria
set out in the Commission’s Declaration on Geography Education Research, the
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international geography education community. The series seeks to support the
development of early career researchers in publishing high quality, high impact
research accounts.
More information about this series at http://www.springer.com/series/15101
Clare Brooks Graham Butt
(cid:129)
Mary Fargher
Editors
The Power of Geographical
Thinking
123
Editors
ClareBrooks Mary Fargher
UCLInstitute ofEducation UCLInstitute ofEducation
London London
UK UK
Graham Butt
Faculty of Humanities andSocial Science
Schoolof Education
Oxford BrookesUniversity
Oxford
UK
ISSN 2367-2773 ISSN 2367-2781 (electronic)
International Perspectives onGeographical Education
ISBN978-3-319-49985-7 ISBN978-3-319-49986-4 (eBook)
DOI 10.1007/978-3-319-49986-4
LibraryofCongressControlNumber:2016960311
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Contents
1 Introduction: Why Is It Timely to (Re) Consider What
Makes Geographical Thinking Powerful?.... .... .... ..... .... 1
Clare Brooks, Graham Butt and Mary Fargher
Part I Theorising Geographical Thinking
2 Debating the Place of Knowledge Within Geography Education:
Reinstatement, Reclamation or Recovery?.... .... .... ..... .... 13
Graham Butt
3 Applying the Concept of Powerful Knowledge
to School Geography.... ..... .... .... .... .... .... ..... .... 27
Alaric Maude
4 Geographical Thinking: Is It a Limitation
or Powerful Thinking? .. ..... .... .... .... .... .... ..... .... 41
Anke Uhlenwinkel
Part II Pedagogy and Geographical Thinking
5 Acquiring Powerful Thinking Through Geographical
Key Concepts.. .... .... ..... .... .... .... .... .... ..... .... 59
Janis Fögele
6 What Type of Geography Do We Teach? from
Theoretical-Conceptual Weaknesses to Underestimation
of Spatial Experience. Chilean Teachers’ Views
on Teaching Geography . ..... .... .... .... .... .... ..... .... 75
AndoniArenas-Martija,Patrico Peréz-Gallardo,Victor Salinas-Silva
and María José Otero-Auristondo
7 Geographical Thinking and Its Role in Climate Change
Education: The Case of Singapore.. .... .... .... .... ..... .... 91
Chew-Hung Chang and Liberty Pascua
v
vi Contents
8 Geographic Education for Sustainability: Developing
a Bi-national Geographical Thinking Curriculum . .... ..... .... 103
Fabián Araya Palacios, Alex Oberle, Ximena Cortés Quezada
and Mollie Ullestad
9 Using Weblogs to Determine the Levels of Student Reflection
in Global Education .... ..... .... .... .... .... .... ..... .... 119
Nina Brendel
10 Geographical and Spatial Thinking in the Swedish Curriculum ..... 137
David Örbring
11 GIS and the Power of Geographical Thinking .... .... ..... .... 151
Mary Fargher
Part III Recontextualising Geographical Thinking
12 International Differences in Thinking Geographically,
and Why ‘the Local’ Matters.. .... .... .... .... .... ..... .... 169
Clare Brooks
13 Getting Back to Basics: Is the Knowledge of School
Geography Powerful in Chile?. .... .... .... .... .... ..... .... 181
Victor Salinas-Silva, AndoniArenas-Martija andLauraRamírez-Lira
14 Teaching to Develop Geographical Thinking . .... .... ..... .... 199
Felisbela Martins
15 English Geography Textbook Authors’ Perspectives
on Developing Pupils’ Geographical Knowledge
and Thinking.. .... .... ..... .... .... .... .... .... ..... .... 211
Simon Catling and Jongwon Lee
Part IV Conclusion
16 Reflecting on What Makes Geographical Thinking Powerful . .... 235
Clare Brooks, Graham Butt and Mary Fargher
List of Figures
Figure 2.1 Concepts of Future 1, 2 and 3 curricula
(after Hammond 2015) ... .... .... .... .... .... ..... .. 19
Figure 5.1 Key concepts in German educational standards for
geography. Source DGfG (2012, p. 11)... .... .... ..... .. 63
Figure 5.2 Possible assumptions using the four space concepts.
Source Author’s illustration.... .... .... .... .... ..... .. 69
Figure 5.3 Excerpt from a reflective discussion with teachers.
Source Author’s survey... .... .... .... .... .... ..... .. 71
Figure 6.1 Reference theoretical framework and pre-existing
relationship categories (Source Prepared by the authors)... .. 81
Figure 6.2 Relationship between existing categories and emerging
categories (results) (Source Prepared by the authors). ..... .. 82
Figure 6.3 Diagram of geographical places from the teaching module
for multi grade rural schools (Source Education Ministry
2014 p. 3).... .... ..... .... .... .... .... .... ..... .. 83
Figure 6.4 Three different sources of geographical knowledge
(Source Prepared by the authors).... .... .... .... ..... .. 88
Figure 7.1 The misconception that gases trap heat from the sun.
Source Chang and Pascua (2015), p. 6 ... .... .... ..... .. 94
Figure 7.2 A layer traps heat. Source Chang and Pascua (2015), p. 7 . .. 95
Figure 7.3 Gases destroy the Ozone layer. Source Chang and Pascua
(2015), p. 7... .... ..... .... .... .... .... .... ..... .. 95
Figure 7.4 Heat destroy the Ozone layer. Source Chang and Pascua
(2015), p. 8... .... ..... .... .... .... .... .... ..... .. 96
Figure 8.1 Front page overview of web quests that focus on the
common theme of hazards in each of the two countries ... .. 112
Figure 9.1 Levels of reflective thinking per lesson in class A and C .. .. 126
vii
viii ListofFigures
Figure 9.2 Sustainability square, adapted from Appelt and Siege
(2008, p. 28).. .... ..... .... .... .... .... .... ..... .. 130
Figure 14.1 Scheme of the Didactic Unit “Mobility of the population”
under the aggregating educational situation
“A World on the Move” .. .... .... .... .... .... ..... .. 207
List of Tables
Table 5.1 Geographical concepts of space/place with exemplar
questions .. .... .... ..... .... .... .... .... .... ..... .. 66
Table 6.1 Analysis categories: significance of what is geographical
and geography.. .... ..... .... .... .... .... .... ..... .. 80
Table 8.1 Sustainability themes and focus area by country. .... ..... .. 111
Table 9.1 Reflection scale by Bain et al. (1999, p. 60) and revised by
Chen et al. (2009, p. 286).. .... .... .... .... .... ..... .. 122
Table 9.2 Study design ... .... ..... .... .... .... .... .... ..... .. 125
Table 10.1 Jackson’s (2006) key concepts, as applied to the Swedish
geography syllabus .. ..... .... .... .... .... .... ..... .. 145
Table 10.2 Conceptofgeographicaladvantage,asappliedtotheSwedish
geography syllabus .. ..... .... .... .... .... .... ..... .. 145
Table 11.1 Spatial querying in GIS (after Rhind 1992). .... .... ..... .. 153
Table 11.2 Steps in enquiry-based learning with GIS
(after Malone et al. 2005) .. .... .... .... .... .... ..... .. 153
Table 11.3 Classification of GIS geography knowledge
(after Mark 1993) ... ..... .... .... .... .... .... ..... .. 154
Table 13.1 Characterisation of teachers in the sample.. .... .... ..... .. 186
Table 13.2 Emerging categories.. ..... .... .... .... .... .... ..... .. 186
ix