Developing a Learning Progression for Place: A Provocation and a Response

Autor/in	Lambert, David
Titel	Developing a Learning Progression for Place: A Provocation and a Response
Quelle	In: Journal of Geography, 117 (2018) 3, S.122-124 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1341
DOI	10.1080/00221341.2017.1421684
Schlagwörter	Stellungnahme; Place Based Education; Geography Instruction; Teaching Methods; Articulation (Education); Curriculum Development; Educational Objectives; Learning Processes; Criticism; National Standards; Elementary Secondary Education; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Articulation; Artikulation (Ling); Artikulation; Aussprache; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Learning process; Lernprozess; Kritik; Ausland; Großbritannien
Abstract	The purpose of this short article is to offer a critical perspective on Larsen and Harrington's ambitious and stimulating review article. It does so by drawing a distinction between teaching and learning and discussing how progression metaphors for describing the latter can distort the moral purpose of the former. My response to the provocation offered by the review article is to resist the temptation to urge yet more research effort on developing a learning progression for place and instead focus on what is required to teach about place effectively. This would need to be driven by clear teaching goals rather than some technical learning progression. [For "Developing a Learning Progression for Place" by Thomas B. Larsen and John A. Harrington Jr., see EJ1175719.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01