This book results from the work of the Commission on Geographical Education of the International Geographical Union. Part 1 focuses on the distinctive traditions of school geography. Part 2 reviews the state of school geography on a broad continental basis, including national case studies by local experts. The final chapters extrapolate from the present and point to likely future developments in the subject, again with examples drawn from various countries.
This book is an initiative presented by the Commission on Geographical Education of the International Geographical Union. It focuses particularly on what has been learned from geospatial projects and research from the past decades of implementing geospatial technologies (GST) in formal and informal education. The objective of this publication is to inform an international audience of teachers, professionals, scholars, and policymakers about the state of the art and prospects of geospatial practices (GPs) as organized activities that use GST and lessons learned in relation to geographical education. GST make up an advanced body of knowledge developed by practitioners of geographic information systems (GIS), remote sensing (RS), global positioning systems, (GPS), and digital cartography (DC). GST have long been applied in many different sectors; however, their first use in higher education began in the early 1980s and then diffused to secondary schools during the 1990s. Starting with GIS and RS, it evolved into a much broader context, as GST expanded to include GPS and DC with new communication technologies and Internet applications. GST have been used around the world as a combination of tools and special techniques to make research, teaching, and learning more effective.
Geography Education in the Digital World draws on theory and practice to provide a critical exploration of the role and practice of geography education within the digital world. It considers how living within a digital world influences teacher identity and professionalism and is changing young people’s lives. The book moves beyond the applied perspective of educational technology to engage with wider social and ethical issues of technology implementation and use of digital data within geography education. Situated at the intersection between research and practice, chapters draw on a wide range of theory to consider the role, adoption and potential challenges of a range of digital technologies in furthering geographical education for future generations. Bringing together academics from the fields of geography, geography education and teacher education, the book engages with four key themes within the digital world: Professional practice and personal identities. Geographical sources and connections. Geospatial technologies. Geographical fieldwork. This is a crucial read for geographers, geography educators and geography teacher educators, as well as those engaging with existing and new technologies to support geographical learning in the dynamic context of the digital world. It will also be of interest to any students, academics and policymakers wanting to better understand the impact of digital media on education.
IN QUESTO NUMERO Sirpa Tani, National cases, international collaboration – an example from Finland Joop van der Schee, Looking for an international strategy for geography education Andrea Favretto, Scale factor and image resolution: some cartographic considerations Judit Ütő-Visi, Educational landscape and possibilities – Geography education (in the light of a survey) Lorena Rocca, Cristina Minelle, Francesco Bussi, Building geographical knowledge together: the case of a Geography teaching on line course THE LANGUAGE OF IMAGES, Edited by Elisa Bignante and Marco Maggioli MAPPING SOCIETIES, Edited by Edoardo Boria TEACHING FROM THE PAST
IN QUESTO NUMERO Joseph P. Stoltman, Geography Education in the United States: Initiatives for the 21st Century Joseph J. Kerski, Understanding Our Changing World through Web-Mapping Based Investigations Margherita Azzari, Paola Zamperlin, Fulvio Landi, GIS in Geography Teaching Giuseppe Borruso, Web 2.0 and Neogeography. Opportunities for teaching geography Stefano Malatesta, Jesus Granados Sanchez, A Geographical issue: the contribution of Citizenship Education to the building of a European citizenship. The case of the VOICEs Comenius network The language of images, Edited by Elisa Bignante and Marco Maggioli Mapping societies, Edited by Edoardo Boria Geographical notes and (practical) considerations Teachings from the past Referred papers for remote sensing, Edited by Alberto Baroni and Maurizio Fea
In the infosphere era, the philosophy of education must evolve to address new methods of learning and knowledge communication. The infosphere era is characterized by the presence of data and rapid technological advancements, calling for a reevaluation of traditional educational frameworks. It recognizes the importance of developing digital literacy, fostering adaptability, and nurturing skills for navigating an ever-changing educational landscape. Education must now prepare learners to thrive in a complex, interconnected world where the boundaries between information, technology, and human experience are increasingly blurred. Philosophy of Education in the On-Life Era: The Journey Towards a New Conceptualization of Learning offers a comprehensive view of the transformation of the philosophy of education in the infosphere age. It uses Luciano Floridi's of transforming educational process ideas, as well as Heideggrian phenomenology and pragmatism to highlight aspects of contemporary philosophy of education and perspectives for effective solutions. This book covers topics such as educational technologies, information literacy, and pedagogy, and is a useful resource for philosophers, education professionals, professors, teachers, academicians, scientists, and researchers.
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 learning progressions 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.
No work has ever been produced previously that shows how historically geography has been constructed as a subject for the senior years of secondary schooling in Western Australia from 1917 to 1997. In doing so, this book contributes to the existing corpus of international research on the history of curriculum and particularly the history of geography as a senior secondary school subject. Much of it is based on primary sources, including the textbooks and atlases used, along with syllabus manuals and geography examination papers. It also provides a framework for investigating the construction of senior secondary school geography curricula in other constituencies, and could act as a model for engaging in further research in curriculum history for other school subjects state-wide, nationally and internationally. The book also makes an important contribution to the fields of curriculum design, curriculum development and curriculum innovation. It will be of great interest to historians of education, comparative educationists, education leaders, policy makers and librarians.
2016 International Charter on Geographical Education Joop van der Schee Sustainability and Geography EducationGuy Mercier Le répertoire sémantique du mot paysageTu Lan, Christian Sellar, Shuang Cheng The transnational investment promotion community between Italy and China: an example of post Washington consensus neoliberalismTimothy Tambassi Rethinking Geo-Ontologies from a Philosophical Point of View Katie Oost, Bregje de Vries, Joop van der Schee Preparing and debriefing geography fieldwork: a scenario for open classroom dialogue around a core curriculumFerrara Graziella, Francisco EbelingBarros Technology clusters: A cross-national analysis of geographical differences THE LANGUAGE OF IMAGES (Edited by Elisa Bignante and Marco Maggioli) Matteo Puttilli, Raffaele Cattedra, M’Hammed Idrissi Janati, Rosi Giua geographies of everyday life. Methodological notes from a project of p hotographic storytelling in Fez MAPPING SOCIETIES (Edited by Edoardo Boria) Sara Luchetta Teaching geography with literary mapping: A didactic experiment GEOGRAPHICAL NOTES AND (PRACTICAL) CONSIDERATIONS Monica De Filpo “Defend this little planet called Earth. Human rights and environmental safeguard”, Adolfo Pérez Esquivel. Rome, 6th June 2016 REFERRED PAPERS FOR REMOTE SENSING (Edited by Alberto Baroni and Maurizio Fea) Maurizio Fea, Gino De Vecchis, Cristiano Pesaresi Remote sensing and interdisciplinary approach for studying Dubai’s urban context and development
