Powerful Pedagogies for the School Geography Curriculum

Autor/in	Roberts, Margaret
Titel	Powerful Pedagogies for the School Geography Curriculum
Quelle	In: International Research in Geographical and Environmental Education, 32 (2023) 1, S.69-84 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roberts, Margaret)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2022.2146840
Schlagwörter	Geography; Geography Instruction; Teaching Methods; Learning Activities; Learner Engagement; Teacher Student Relationship; Classroom Environment; Discussion (Teaching Technique) + Suchen Sie Ihr Suchwort? Geografie; Geography education; Geography lessons; Geografieunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima
Abstract	Michael Young's concept of "powerful knowledge" has received widespread attention from many in geographical education. I use the claims Young has made about powerful knowledge as a starting point for considering how pedagogic practices could contribute to making geographical education powerful. I present three sets of pedagogic practices: connecting everyday knowledge with school knowledge; practising geography and debating and discussing geography. Each set of each practices is illustrated with examples of activities all of which involve the active engagement of students and the interactive support of teachers. I outline ways in which the three pedagogic practices are powerful and suggest the kinds of classroom culture that supports them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01