Literaturnachweis - Detailanzeige
Autor/in | Kidman, Gillian |
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Titel | School Geography: What Interests Students, What Interests Teacher? |
Quelle | In: International Research in Geographical and Environmental Education, 27 (2018) 4, S.311-325 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1038-2046 |
DOI | 10.1080/10382046.2017.1349374 |
Schlagwörter | Student Interests; Learner Engagement; Geography Instruction; Teacher Attitudes; Curriculum Design; Foreign Countries; Interest Inventories; Secondary School Students; Secondary School Teachers; Human Geography; Social Problems; Land Use; Hazardous Materials; Skills; Australia Studieninteresse; Geography education; Geography lessons; Geografieunterricht; Lehrerverhalten; Lehrplangestaltung; Ausland; Interest profile; Interessenprofil; Sekundarschüler; Humangeografie; Social problem; Soziales Problem; Bodennutzung; Hazardous substance; Gefahrstoff; Skill; Fertigkeit; Australien |
Abstract | There is evidence indicating that students are rarely asked about what they want to learn, but when they are asked, the students readily identify topics of personal relevance with a hands-on component. They want topics that are curiosity-based and not knowledge based. This paper draws on data that gave voice to 199 students studying geography and their teachers. A short survey explored students' interest in a variety of topics commonly found in geography curriculum documents. Interviews were used to increase reliability and validity. The analysis of the survey followed a "Whole Group Mean Score" and allowed for the generation of a ranked order of topics from which zones of High Interest, Low Interest, and Ambivalence were determined. The central issue that this paper addresses is that there is a misalignment in the topics that students find of interest to learn about, and those that their teachers find of interest to teach about. It is postulated that a better fit between curriculum and students' interests could lead to improved cognitive and affective geographical learning outcomes, as well as an increase in geography enrolments. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |