A multinational study of authors’ perceptions of and practical approaches to writing geography textbooks

Lee, Jongwon; Catling, Simon; Kidman, Gillian; Bednarz, Robert S.; Krause, Uwe; Martija, Andoni Arenas; Ohnishi, Koji; Wilmot, Di; Zecha, Stefanie

doi:10.1080/10382046.2020.1743931

Cited by 12 publications

(7 citation statements)

References 15 publications

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“…Text books continue to be used as a predominant teaching resource in both primary and post-primary classroom (Krause, Béneker, and van Tartwijk 2021;Lee et al 2021). From existing research in Ireland, although limited and somewhat dated, the teaching methods employed in geography lessons in Irish primary schools are generally lead by didactic textbook-based methods involving rote-learning with teachers and pupils failing to see its relevance to everyday life outside the classroom.…”

Section: Current Practices In Primary Geography Educationmentioning

confidence: 99%

Covid-19: teaching primary geography in an authentic context related to the lived experiences of learners

Usher

Dolan²

2021

Irish Educational Studies

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The Covid-19 pandemic is an unanticipated event that has exposed human fragility in an interconnected and interdependent world. While impacts are of a global magnitude, they have been felt at the most local of levels. Across the world pupils' daily lives and experiences have been directly impacted by government-imposed measures and restrictions taken to address the pandemic. Existing research on the teaching of primary geography in Ireland, although both dated and limited, indicates the prevalence of didactic, textbook-based methods involving rote-learning. This points to a policy-practice gap whereby teaching methods are not aligned with those advocated by the curriculum. Primary teachers and student primary teachers have been found to hold knowledge-based encyclopaedic images of geography, failing to recognise the subject's relevance to the real-world lived experiences of pupils. This paper frames the Covid-19 as an authentic learning experience that can form the foundation for effective geography education. Pupils learn best and are more motivated to engage in a problem or issue that affects them or that they are connected to. By investigating Covid-19 through geography in the primary classroom, this paper argues that both pupils and teachers can recognise the relevance of geography to their lives and the wider world.

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Section: Current Practices In Primary Geography Educationmentioning

confidence: 99%

Covid-19: teaching primary geography in an authentic context related to the lived experiences of learners

Usher

Dolan²

2021

Irish Educational Studies

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“…Pedagogic materials development research has highlighted the formative connection between teaching experience and textbook production. The 71 geography textbook writers from seven countries who participated in J. Lee et al’s (2021, p. 64) survey research, for example, consistently cited teaching experience as a necessary precursor for textbook development, and Hatch (2007) described how her organizational theory textbook grew out of her course notes and the feedback she received from students on her pedagogic materials, which helped to boost their intelligibility.…”

Section: The Influences Of Teaching and Other Professional Experience...mentioning

confidence: 99%

“…Materials development research has established the effects of other-domain work on textbook creation (see, e.g., Hatch, 2007; J. Lee et al, 2021; Reid, 1995; Sternberg & Hayes, 2018), but few studies, apart from Atkinson (2021a), have indicated how this work impacts ongoing textbook production, and few have tracked authors’ processes during open textbook-writing episodes (see Atkinson & Corbitt, 2022, for an exception).…”

Section: Conclusion and Implications For Materials Developmentmentioning

confidence: 99%

Tracing the Influences of Praxis on the Development of an Open Corequisite Writing Textbook

Atkinson

Corbitt

2023

Written Communication

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Although retrospective project reports are common in the materials development literature, accounts of textbook writing sessions are rare; so too are accounts of open textbook production. Open textbooks are learning resources that are free to use and oftentimes adapt by virtue of their copyright permissions. The authors used concurrent verbalization and interviews to document writing episodes while preparing their first book, an open textbook devised for corequisite technical writing courses. Corequisite designs pair content courses with explicit skill-building modules as a means to support underprepared learners in higher education in the United States. Qualitative content analysis of the data revealed how teaching and other praxis influenced the open textbook’s composition: in the authors’ applications of technical writing principles, pedagogical reasoning skills, and nonteaching work. The findings may encourage open textbook writers to exploit their established composing practices and knowledge bases to proceed with textbook production. In addition, the article highlights the usefulness of concurrent verbalization to textbook research and identifies the various materials development opportunities open textbook projects provide. It also contributes to the underresearched area of textbook production by exposing the complexities of open textbook development and how two novice authors negotiated them during writing episodes.

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“…The work does not focus on the textbooks themselves but rather the motivations, perspectives, and influences of those with the complex task of transposing the requirements of the national curriculum to effective instruments for classroom use. In the same vein, Lee [47] presented a more complete study on primary and secondary geography textbooks in seven countries across five continents. Beyond the difficulties and heterogeneity of perspectives, a common vision was found, reflected in the books, and adapted to the circumstances of the individual countries.…”

Section: State Of the Research Fieldmentioning

confidence: 99%

Characterization of Environmental Education in Spanish Geography Textbooks

González

Palencia²,

Ondoño

2021

Sustainability

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Environmental problems endanger the sustainability and survival of our planet. A way to raise awareness of the seriousness of the current environmental situation among future citizens and instill proactive behaviors that place the environment at the center of decision-making is environmental education. This study analyzes nine primary and secondary education textbooks in order to see what environmental education students receive as part of the subject of geography across the years of compulsory education in Spain. These textbooks are published by three different and main companies, which are a good example of the adaptation of the official curriculum. The study was conducted using the design and development of a coding sheet combining analysis of format (quantitative) and content (qualitative). The results show much room for improvement there is in environmental education in Spain. This improvement should start from the organization of the curriculum and its subsequent transposition into the textbooks. Thus, many changes are needed if we wish to build a society capable of effectively solving the threat of the environmental problems that surround us.

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A multinational study of authors’ perceptions of and practical approaches to writing geography textbooks

Cited by 12 publications

References 15 publications

Covid-19: teaching primary geography in an authentic context related to the lived experiences of learners

Covid-19: teaching primary geography in an authentic context related to the lived experiences of learners

Tracing the Influences of Praxis on the Development of an Open Corequisite Writing Textbook

Characterization of Environmental Education in Spanish Geography Textbooks

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