Editorial

Slater, Frances; Graves, Norman; Lambert, David

doi:10.1080/10382046.2016.1155321

Cited by 26 publications

(11 citation statements)

References 8 publications

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“…2015; Lambert 2017). Huolimatta siitä, että oppiaineiden tärkeys ja merkityksellisen tiedon rooli on tunnustettu, muutamat maantieteen opetuksen tutkijat ovat kritisoineet keskustelua sen käsitteellisyydestä ja sen vuoksi soveltamisen vaikeudesta käytännön opetustyöhön (Slater & Graves 2016). On myös kritisoitu merkityksellisen tiedon käsitteen määrittelyssä tehtyä jyrkkää eroa oppiaineiden sisältämän abstraktin, tieteenaloihin perustuvan tiedon ja oppilaiden arkikokemuksiin perustuvan tiedon välillä (Catling & Martin 2011;Roberts 2014).…”

Section: Maantieteen Merkityksellisen Tiedon Piirteitäunclassified

Ylioppilaskirjoitukset ja maantieteen merkityksellinen tieto

Tani¹,

Cantell²,

Hilander³

2020

terra

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This article introduces the main ideas of ‘powerful knowledge’, which have recently been applied to geography education, for example, by Lambert (2011), Maude (2015), and Béneker and Palings (2017). Lambert et al. (2015) have described three levels of geographical knowledge that would enhance young people’s access to powerful geographical knowledge. The first level consists of deep and descriptive world knowledge, the second of relational understanding and geographical thinking, while the third level consists of the propensity to think through alternative social, economic, and environmental futures in specific locations and the ability to think critically. These three levels of knowledge are applied in the analysis of powerful geographical knowledge in the context of Finnish matriculation examinations. The empirical data set consists of 28 geography exams from 2006 to 2019, including 273 questions in total, 63 of which have been published in the form of the digital exams offered since the autumn of 2016. Digital exams have increased the amount of background material included in the questions, but they have also lead to the disappearance of tasks in which students should draw maps. The analysis shows how all three levels of powerful geographical knowledge are present in the matriculation questions. The number of simple first-level questions has been reduced, and the number of questions requesting relational understanding and geographical thinking has increased. However, value-based issues as well as questions requiring the student’s personal reasoning and ability to evaluate certain controversial themes are non-existent in the exams, even though they are described in the framework curriculum.

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Section: Maantieteen Merkityksellisen Tiedon Piirteitäunclassified

Ylioppilaskirjoitukset ja maantieteen merkityksellinen tieto

Tani¹,

Cantell²,

Hilander³

2020

terra

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“…As suggested by Refs. [19,20], the technology advancement has allowed for developing a new program to cross the interdisciplinary horizon of all sectors of Information Technology.…”

Section: Specific Needs For the Establishment Of Marine Geomatics Promentioning

confidence: 99%

Lessons Learned from the Establishments of the First Hydrographic Surveying Program in the Middle East

Abdalla¹,

Al-Harbi²

2019

Trends in Geomatics - An Earth Science Perspective

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The fast pace of technology development and voluntary adoption of international standards requires interdisciplinary and skill-based education. This chapter presents an approach for the development of an interdisciplinary, internationally recognized geomatics program, at King Abdulaziz University (KAU), using a multilevel approach that combined the international guidelines with the local stakeholders' needs being in line with the global demand for professionals in this field. The methodology of this study consisted of interviews with subject matter experts (SMEs), students survey and operational analysis, and observation was used to analyze the program challenges and opportunities. Results obtained showed that the transferability of the approach adopted in this research, along with the commonality of lessons learned from the process, contributes to faster execution for similar programs in various parts of the world. The program was successful to secure to international recognition within 10 years of its inception. The quality of learning outcomes supported by the high employability of graduates was among the key socioeconomic impact of the program.

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“…Crudely, this means access to the teaching of knowledge that is not characterized simply by the accumulation of facts (the banking model of education, known as Future 1), nor by a gross overemphasis of discreet generic competences said to support lifelong learning or learning to learn (the outcomes model, known as Future 2). Instead, GeoCapabilities advocates a Future 3 curriculum scenario based on the development with students of what is called 'powerful knowledge' (Young, 2008), summarized in Table 7.1 (see also Slater et al, 2016).…”

Section: Curriculum Futures and The Challenge For Teachersmentioning

confidence: 99%

How Geography Curricula Tackle Global Issues

Lambert¹,

Walshe

2018

International Perspectives on Geographical Education

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The late Doreen Massey recently urged teachers to 'take on the world' (Massey, 2014). Though we may see the everyday world as a mosaic of different places, nations or regions defined by their boundaries, a global understanding brings different perspectives: of flows and networks and interdependencies. If we take this seriously -if we do take on the worldthen young people need ideas in order to provide new ways of seeing and thinking. Geography in this sense is a disciplinary resource that provides access to a particular form of powerful knowledge: in short, the means to be able to 'think geographically'. This chapter opens up and presents this argument. In the first part we provide a platform in the form of analysis of geography curricula from three countries, identifying both the potentials and the challenges that teachers face. Where is 'the global', we ask, and in what ways do formal curriculum documents inspire or constrain us from 'taking on the world'? The second part seeks to develop a disciplinary view of the school subject, appealing to the sometimes beguiling notion of powerful knowledge. We end by introducing a capabilities approach to thinking about the school subject which demonstrates the responsibility that inevitably falls to well-prepared teachers to enact the curriculum.

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Editorial

Cited by 26 publications

References 8 publications

Ylioppilaskirjoitukset ja maantieteen merkityksellinen tieto

Ylioppilaskirjoitukset ja maantieteen merkityksellinen tieto

Lessons Learned from the Establishments of the First Hydrographic Surveying Program in the Middle East

How Geography Curricula Tackle Global Issues

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