Kooperativer Bibliotheksverbund

UID:

Format: XXVIII, 255 p. 130 illus. , online resource.

Edition: 1st ed. 2024.

ISBN: 9783031548451

Content: This book presents the evolution of the Powerful Geography approach to teaching and learning in the United States and how the approach can be adapted and implemented in other countries. Powerful Geography acknowledges the remarkable diversity that exists in classrooms, the wide-ranging interests of modern students and the desire of these students to translate dynamic subject-matter into "useful" information and concepts, a process that is consistent with modern educational theory. For Powerful Geography to work in secondary and postsecondary education, teachers and university professors must adapt and teach geography as a critical training where individual students see opportunities to apply geography content, skills, and technology to real world problems that they care about. This book challenges geography educators at all levels to strengthen their applied curriculum in order to help students prepare for jobs and careers in broad areas such as climate change, migration, environmental protection, natural resources, energy development and use, transport planning, supply chain logistics, global trade, national security, and infrastructure.

Note: 1. Introduction: The Foundation and Evolution of Powerful Geography in K-12 Education (Richard G. Boehm, Joann Zadrozny, and Denise Blanchard-Boehm) -- 2. The Power of Geography Meets Powerful Geography with Pre-service Teachers in Australia (Susan Caldis) -- 3. Possibilities of Development and Application of Powerful Geography Approach in Geographical Education in Bosnia and Herzegovina (Milka Grmuša) -- 4. The Power of Geography for Education in Brazil (Rejane Rodrigues) -- 5. Empowering Canadian Geography Students and Faculty: New Approaches to Curriculum and Course Material Development using Generative AI as a Writing Assistant (Dr. Terence Day and Dr. Andrew J. Perkins) -- 6. Learning How to Become a Teacher in Climate Changed Geographies: A Powerful Geography Model for Climate Action in Chile (Victor Salinas Silva, Viviana Vargas Sandoval, and Paula Soto Lillo) -- 7. Student's Aspirations and Powerful Geography: a Practical Approach in Costa Rica's Higher Education (Alejandro CascanteCampos) -- 8. Powerful Geography Knowledge Development at the Upper Secondary School Level in Czechia (Martin Hanus, Radka Nedbalová, Dana Řezníčková, and Miroslav Marada) -- 9. Prospects for Powerful Geography in Japanese Schools: Practical Development Research on Japanese National Curriculum's Compulsory Subject "Geography" (Takashi Shimura, Suguru Takagi, Ryuta Yamamoto, and Yoshiyasu Ida) -- 10. Beyond the Geography Discipline: Applying the Powerful Geography approach in a College-level Data Science Curriculum in Singapore (Samuel C X Li, Kenneth Y T Lim, and Estella Y Y Tan) -- 11. Powerful Geography in Switzerland: Potential and Challenges (Ariane Jedelhauser and Regula Grob) -- 12. Thinking Geographically: Making Connections between School Geography and Future Careers in the United Kingdom (Dr. Emma Rawlings Smith and Gemma Collins) -- 13. Powerful Geography through Historical Geography: A Case Study of Social Studies Teacher Preparation in the United States (Andrew J. Milson & Charles B. Travis).

In: Springer Nature eBook

Additional Edition: Printed edition: ISBN 9783031548444

Additional Edition: Printed edition: ISBN 9783031548468

Additional Edition: Printed edition: ISBN 9783031548475

Language: English

DOI: 10.1007/978-3-031-54845-1

URL: https://doi.org/10.1007/978-3-031-54845-1

UID:

Format: XIV, 87 S. , Ill., graph. Darst., Kt.

Edition: 1. publ.

ISBN: 9781443874274 , 1443874272

Series Statement: GeoProgressions

Language: English

Subjects: Geography

UID:

Format: 1 Online-Ressource (XXVII, 174 p. 22 illus., 11 illus. in color)

ISBN: 9783319447179 , 9783319447162

Series Statement: International Perspectives on Geographical Education

Language: English

Subjects: Geography

Keywords: Geografieunterricht ; Didaktik ; Curriculum ; Internationaler Vergleich ; Lernpsychologie ; Soziologie

DOI: 10.1007/978-3-319-44717-9

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 Online-Ressource (XXVII, 174 p. 22 illus., 11 illus. in color).

ISBN: 978-3-319-44717-9 , 978-3-319-44716-2

Series Statement: International Perspectives on Geographical Education

Language: English

Subjects: Geography

Keywords: Geografieunterricht ; Didaktik ; Curriculum ; Internationaler Vergleich ; Lernpsychologie ; Soziologie

DOI: 10.1007/978-3-319-44717-9

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 Online-Ressource (XXVII, 174 p. 22 illus., 11 illus. in color).

ISBN: 978-3-319-44717-9 , 978-3-319-44716-2

Series Statement: International Perspectives on Geographical Education

Language: English

Subjects: Geography

Keywords: Geografieunterricht ; Didaktik ; Curriculum ; Internationaler Vergleich ; Lernpsychologie ; Soziologie

DOI: 10.1007/978-3-319-44717-9

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: 1 online resource (278 pages)

Edition: 1st ed.

ISBN: 3-031-54845-0

Note: Intro -- Preface -- Organization of the Chapters -- Chapter 1 - An Introduction to Powerful Geography -- Chapter 2 (Australia) -- Chapter 3 (Bosnia and Herzegovina) -- Chapter 4 (Brazil) -- Chapter 5 (Canada) -- Chapter 6 (Chile) -- Chapter 7 (Costa Rica) -- Chapter 8 (Czechia) -- Chapter 9 (Japan) -- Chapter 10 (Singapore) -- Chapter 11 (Switzerland) -- Chapter 12 (United Kingdom) -- Chapter 13 (United States) -- Contents -- Editors and Contributors -- About the Editors -- Contributors -- List of Figures -- List of Tables -- Chapter 1: The Foundation and Evolution of Powerful Geography in K-12 Education: An Introduction -- 1.1 Early Beginnings -- 1.2 Jobs and Careers Using Geography -- 1.2.1 Examples of Jobs and Careers Using Geography -- 1.3 The Three Periods of K-12 Education in the United States -- 1.3.1 Period 1 - Memorization -- 1.3.2 Period 2 - Standards/Prescribed Learning -- 1.3.3 Period 3 - The Concept of Powerful Geography -- 1.4 Systematic Barriers to K-12 Geography and the Acceptance of Powerful Geography -- 1.4.1 Federal Money -- 1.4.2 National Assessment for Educational Progress in Geography -- 1.4.3 Pre-service Teacher Training -- 1.4.4 Advanced Placement Human Geography -- 1.4.5 Class Time, Standards, and Requirements -- 1.4.6 Institutional Difficulties and Struggles -- 1.5 Powerful Geography -- 1.5.1 Foundation -- 1.5.2 Curriculum Framework -- 1.5.3 Application and Resources -- 1.6 The Path that Lies Ahead -- 1.6.1 Teacher Training in Powerful Geography -- 1.6.2 The Need for Responsible Research -- 1.7 Conclusion -- Appendix A -- Home Page -- The Main Menu -- K-12 Education -- Powerful Geography Questionnaires -- Lesson Plans -- Geography in Jobs and Careers Pages -- Interviews with Geographers -- Implementation Worksheets and Examples. -- Student Resources -- Appendix B -- Interview Protocol -- References. , Chapter 2: The Power of Geography Meets Powerful Geography with Pre-service Teachers in Australia -- 2.1 Introduction: Mapping out Geography Education in Australia -- 2.1.1 Powerful Geography and the Power of Geography as a Conceptual Frame -- 2.1.1.1 Theoretical Framing -- 2.2 Part 1: Aspirations Data - What Brings You to Geography? -- 2.3 Part 2: Applied Geography - Finding the Power in Geography Education -- 2.4 Part 3: Teaching and Learning - Showcasing the Power of Geography in Actual and Hypothetical Learning Experiences -- 2.5 Part 4: A Possible Research Future for Powerful Geography in Australia -- References -- Chapter 3: Possibilities of Development and Application of Powerful Geography Approach in Geographical Education in Bosnia and Herzegovina -- 3.1 Introduction -- 3.2 Career Aspirations of High School Students -- 3.3 Application of Geography in a Wide Range of Jobs and Careers -- 3.4 Lesson Plan According to the Powerful Geography Approach -- 3.5 Conclusion: The Future of the Powerful Geography Approach in Geographical Education in B& -- H -- References -- Chapter 4: The Power of Geography for Education in Brazil -- 4.1 Introduction -- 4.2 The Aspirations of Brazilian Students -- 4.3 On the Work of a Geographer Specialized in Mapping and Zoning -- 4.4 GeoCapabilites in Brazilian Education -- 4.5 Concluding Remarks -- References -- Chapter 5: Empowering Canadian Geography Students and Faculty: New Approaches to Curriculum and Course Material Development Using Generative AI as a Writing Assistant -- 5.1 Introduction -- 5.2 The Canadian Postsecondary Context -- 5.3 Methods -- 5.4 Student Survey Results -- 5.5 Expert Interview Results -- 5.5.1 The Professional Context -- 5.5.2 The Role of Knowledge -- 5.5.3 The Role of Technical Skills -- 5.5.4 The Role of Fieldwork -- 5.5.5 The Role of Soft Skills. , 5.6 Summary of the Results and Their Implications -- 5.7 The Use of Generative AI to Assist Development of New Course Materials -- 5.7.1 The Technical Option -- 5.7.2 The Business Application Option -- 5.7.3 The Public Outreach Option -- 5.8 Discussion, Reflections, and Conclusions -- References -- Chapter 6: Learning How to Become a Teacher in Climate Changed Geographies: A Powerful Geography Model for Climate Action in Chile -- 6.1 Powerful Geography: A Path Forward for Climate Change Education -- 6.2 Understanding Pre-service Teachers' Aspirations in Climate Changed Contexts -- 6.2.1 Understanding Our Students: Committing to a Career Path in Education -- 6.2.2 Adapting Career Paths in Teacher Education to Climate Change Challenges -- 6.3 Modelling Learning for Climate Action -- 6.3.1 Scaffolding Competences for a Career in Climate Changed Geographies -- 6.4 Conclusions: A Place for Powerful Geography within Ibero-American Traditions of Geography Teacher Education and Didactics -- References -- Chapter 7: Student's Aspirations and Powerful Geography: A Practical Approach in Costa Rica's Higher Education -- 7.1 Introduction -- 7.2 Powerful Geographic Knowledge and Instructional Practices in Higher Education -- 7.2.1 The Design of Instructional Practices by Faculty: An Approach Using Controlled Geo-Inquiry -- 7.3 Research Design -- 7.4 Results -- 7.4.1 Geography student's Professional Aspirations -- 7.4.2 Geographic Knowledge in Practice: Insights from a Professional Geographer -- 7.4.3 Powerful Geography Instructional Practice: Modelling Suitable Areas for Reforestation in Monteverde -- 7.5 Conclusion: Did Students Perceive the Relevance of Acquiring Powerful Geographic Knowledge? -- References -- Chapter 8: Powerful Geography Knowledge Development at the Upper Secondary School Level in Czechia -- 8.1 Introduction -- 8.1.1 Background -- 8.1.2 Sample. , 8.2 Students' Career Aspirations and Geography Knowledge -- 8.3 Geography Knowledge in the Professional Practice -- 8.4 Developing Powerful Geographical Knowledge at the Upper Secondary School -- 8.4.1 Lesson Overview -- 8.4.2 Time Required and Lesson Structure -- 8.4.3 Lesson Preparation -- 8.4.4 Opening the Lesson -- 8.4.5 Answering the Key Question -- 8.4.6 Concluding the Lesson -- 8.4.7 Bottlenecks -- 8.4.8 Reflection -- 8.5 Conclusion -- References -- Chapter 9: Prospects for Powerful Geography in Japanese Schools: Practical Development Research on Japanese National Curriculum's Compulsory Subject "Geography" -- 9.1 Introduction -- 9.2 The Japanese National Curriculum Revision System and Significance of This 2018 Revision -- 9.3 Research and Development of the Compulsory Subject Geography -- 9.3.1 Kobe University Secondary School (KUSS) as a Research and Development Experimental School (RDES) -- 9.3.2 Aims of the Developed Subject Geography -- 9.3.3 Teaching/Learning Contents of the Developed Subject Geography: Curriculum Aspect -- 9.3.4 Teaching/Learning Methods of the Developed Subject Geography: Pedagogical Aspect -- 9.4 Interview Survey of Geography Learners -- 9.4.1 Purpose and Method of Interview Surveys -- 9.4.2 Participants -- 9.4.3 Interview Content -- 9.4.4 Derived Categories/Concepts -- 9.4.5 Contents of Categories and Concepts -- Examples of Generation from Interview Remarks -- 9.4.6 Structural Diagram and Storyline -- 9.5 Discussion -- 9.5.1 Perspective from the GeoCapabilities Project -- 9.5.2 Perspective from a Real Achieved Career -- 9.6 Concluding Remarks -- References -- Chapter 10: Beyond the Geography Discipline: Applying the Powerful Geography Approach in a College-Level Data Science Curriculum in Singapore -- 10.1 Introduction -- 10.2 Literature Review -- 10.2.1 Distinguishing the Major Paradigms of Powerful Geography. , 10.2.2 Powerful Geography: The Singapore Experience -- 10.3 Methodology -- 10.3.1 Powerful Knowledge as Reflected in the Course Design of AGE08D 'Designing Learning Environments with the Internet of Things (IoT)' -- 10.3.2 Data Collection -- 10.4 Results and Discussion -- 10.4.1 Applicable, Transformative Everyday Knowledge -- 10.4.2 Increased Intrinsic Motivations, Stress-Free Learning Experiences -- 10.4.3 Pedagogical Expertise and Giving Students Attention - Hand in Hand with Curriculum Design -- 10.5 Conclusion -- References -- Chapter 11: Powerful Geography in Switzerland: Potential and Challenges -- 11.1 Student Aspirations -- 11.1.1 The Swiss Educational System at a Glance -- 11.1.2 Survey Questions and Student Sample Worked with in This Chapter -- 11.1.3 Results of the Student Survey -- 11.2 Applied Geography Examples -- 11.2.1 Findings from Interview with a Project Manager at a Geology and Engineering Company -- 11.2.2 Findings from Interview with a Spatial Planner -- 11.2.3 Findings from Interview with a Communication Manager -- 11.3 Teaching and Learning Activities -- 11.3.1 Activity on Natural Hazards -- 11.3.2 Activity on Spatial Planning -- 11.4 The Future of Powerful Geography -- 11.4.1 Developing Powerful Geography Teaching and Learning Activities -- 11.4.2 Towards the Implementation of the Powerful Geography Approach in Swiss Classrooms -- References -- Chapter 12: Thinking Geographically: Making Connections Between School Geography and Future Careers in the United Kingdom -- 12.1 Introduction -- 12.1.1 The Importance of Bridging School and Professional Geography -- 12.1.2 How Do we Integrate Professional Knowledge Into School Geography? -- 12.2 Cases Studies: A Pedagogic Tool to Develop Real-World Geography Knowledge -- 12.3 Student Aspirations Survey -- 12.3.1 Methodology -- 12.3.2 Research Findings. , 12.4 Applied Geography: The Onshore Wind Development Sector.

Additional Edition: ISBN 3-031-54844-2

Language: English

UID:

Format: xxvii, 174 Seiten : , Diagramme.

ISBN: 978-3-319-44716-2 , 978-3-319-83118-3

Series Statement: International perspectives on geographical education

Additional Edition: Erscheint auch als Online-Ausgabe ISBN 978-3-319-44717-9

Language: English

Subjects: Geography

Keywords: Lernpsychologie ; Soziologie ; Geografieunterricht ; Didaktik ; Curriculum ; Internationaler Vergleich ; Aufsatzsammlung

URL: Inhaltstext

URL: Inhaltsverzeichnis