Learning Progressions, Paradigms, and Geographic Thinking in the Anthropocene

Abstract

Learning progression research has the capability to connect thinking in the education sciences and geography. Learning progressions provide a map of the various pathways that students take to master a topic. The aim of this paper is to illustrate significant conceptual ties between learning progressions and disciplinary geography. Two construct paradigms overlap to form an entryway between educational and geographic thought: constructivism from education and possibilism within geography. The learning progression method can form a bridge between the two paradigms. Learning progression research in geography depends on being able to answer two questions. First, which geographic concepts should be tracked? Given the ongoing changes in global human-environmental systems, priority could be dedicated to the topics that stimulate synthesis thinking about the human-environment relationship in the Anthropocene, or "Age of Humans." Second, how should geographers track advancement in learning about human-environment concepts? Learning progression research provides a method to document multiple aspects of advancement in student learning. But, geographic learning does not exist solely in the confines of the classroom. Furthermore, school districts vary in the amount and quality of geography that they allow. New understandings would come from a mixed-methods approach that addresses geographic understandings by the lifelong learner in the context of both formal and informal geography education.

Implementation and evaluation of a preceptor educational development programme involving the health cluster colleges at Qatar University

“…Preceptors' self‐efficacy pretest and posttest overall scores in this study are similar to the public/community health nurses' self‐efficacy scores in Parsons' (2007) study 42 . Previous research also suggests that preceptor training increased preceptor self‐efficacy 46,47 . According to Bandura (1977), there are four sources of self‐efficacy: performance accomplishments, vicarious experience, verbal persuasion and emotional arousal 48 .…”

“…42 Previous research also suggests that preceptor training increased preceptor self-efficacy. 46,47 According to Bandura (1977), there are four sources of self-efficacy: performance accomplishments, vicarious experience, verbal persuasion and emotional arousal. 48 Although the training programme was delivered online, a variety of educational and training methods were applied to support preceptors learning.…”

Development Model for Environment-Based Learning to Improve Junior High School Students’ Geographical Skills

“…Through EBL, they find it easier to understand geography lessons by thinking scientifically, discussing with fellow students and teachers, seeking knowledge from books and the internet, and applying this knowledge to their surroundings. This type of thinking in geography skills must be pursued from an early age so that students appreciate geography education for the sake of civilization and the sustainability of their natural surroundings (Akkaya Yilmaz & Karakuş, 2018;Larsen & Harrington, 2019).…”