The role of geography’s concepts and powerful knowledge in a future 3 curriculum

Maude, Alaric

doi:10.1080/10382046.2020.1749771

Cited by 44 publications

(30 citation statements)

References 21 publications

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“…Furthermore, the framework delivered meaningful and reliable results and was able to reveal the differences between the textbooks and the curriculum contexts. The results emphasised that the UTS level does comprise essential thinking skills, which are key to the development of systematic knowledge and an important step towards higher order thinking (B eneker & Van der Vaart, 2020;Maude, 2020;Winch, 2013).…”

Section: Resultsmentioning

confidence: 99%

“…A powerful knowledge-based curriculum understands knowledge to be reliable and based on proof, but also recognises that knowledge is constructed, which allows for the possibility of change and the existence of multiple perspectives (Young, 2014). To realise powerful knowledge in what is called a Future 3 scenario, teachers should engage students with subject-specific knowledge that is on one hand concrete and real and on the other hand counterintuitive, abstract, theoretical and transcends the limits of their own experience in order to let them think in new and critical ways (Huckle, 2019;Lambert, B eneker, & Bladh, 2021;Maude, 2020). In this context, there are three important aspects to consider with respect to higher order thinking in geography education.…”

Section: Higher Order Thinking and Powerful Knowledge In Geography Edmentioning

confidence: 99%

“…Second, the development of powerful knowledge is seen as a process in which students increasingly engage with the abstract nature of knowledge and its complexity (Maude, 2020). This process is called epistemic ascent (Winch, 2013), where powerful knowledge is regarded as being of "high epistemic quality", which refers to an approach that knowledge can be fallible, and that stimulates critical and creative reasoning (Hudson, 2018;Winch, 2013).…”

Section: Higher Order Thinking and Powerful Knowledge In Geography Edmentioning

confidence: 99%

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Geography textbook tasks fostering thinking skills for the acquisition of powerful knowledge

Krause

Béneker

Tartwijk

2021

International Research in Geographical and Environmental Educat

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Tasks are essential in fostering students' learning processes, and thinking skills are considered to be of central importance to learning. In order to analyse how tasks promote the development of thinking skills in school geography, we need an instrument that looks beyond a simple distinction between lower and higher order thinking. It should be able to identify types of tasks based on distinctive elements on the way to acquiring powerful knowledge or knowledge of high epistemic quality. In this paper, we describe the development of an instrument based on the adaptation of existing categorisations and the use of Bernstein's recognition and realisation rules. The instrument distinguishes five levels of thinking: lower order thinking, use of thinking strategies, parts of higher order thinking, higher order thinking, and reflection. The instrument was employed to analyse tasks in geography textbooks used in the Netherlands and the German State North Rhine-Westphalia, with researchers and teacher educators in both states considering its efficacy both plausible and practicable. The results show that the instrument is sufficiently sensitive to identify differences in types of tasks and the extent to which access to powerful knowledge is fostered.

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Section: Resultsmentioning

confidence: 99%

Section: Higher Order Thinking and Powerful Knowledge In Geography Edmentioning

confidence: 99%

Section: Higher Order Thinking and Powerful Knowledge In Geography Edmentioning

confidence: 99%

See 1 more Smart Citation

Geography textbook tasks fostering thinking skills for the acquisition of powerful knowledge

Krause

Béneker

Tartwijk

2021

International Research in Geographical and Environmental Educat

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“…This in turn captures at least part of the subject's discipline" (Lambert & Morgan, 2010, p. 40). In the context of 'powerful knowledge', which enables students to analyse, explain and evaluate the world beyond their personal experience, the application of concepts has a double meaning: both to think in new ways, and to make generalizations and apply them in new contexts (Maude, 2020). Key concepts have valuable functions and properties.…”

Section: Key Conceptsmentioning

confidence: 99%

Skills in Geography and Economics Reflected in Austria’s Newly Developed Key Concepts and Competencies for the 2023/24 Curriculum

Fridrich¹

2021

Review of International Geographical Education Online

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The Austrian school subject Geography and Economics is taught throughout lower secondary level (grades 5 to 8). Following three subject-related didactic paradigm shifts since 1962, it has developed into an integrated, sociallyoriented subject in the social sciences tradition, and focuses on the person acting spatially and economically in social contexts. The central research question is: How can the goal of the subject of Geography and Economics, which is to enable young people to act in the "society-economy-politics-environment" framework, be pursued and supported at curricular level? In a Vienna-wide study (n = 527), assessments made of Geography and Economics teachers in respect of their teaching of the subject were collected in a triangulation design, using a questionnaire with open and closed questions. The evaluation of their responses used a mixed methodology of inductive category formation within the framework of qualitative content analysis (Mayring, 2000), as well as variance analyses and significance tests. At the centre of their teaching, teachers place the acquisition of knowledge, the human being acting in spatial, societal and economic contexts and man-environment systems, or precisely described skills; statistical correlations between teachers' years of service and level of education become apparent. The perception of the degree of integration of the two areas of Geography and Economics depends, among other things, on the teachers' attitude towards the economy. While the teachers' assessment of Geography and Economics as an integrated or combined subject is appropriate, the integration in the classroom could be further developed. For the new 2023/24 curriculum, integrated competenceoriented learning objectives and integrated key concepts were generated on the empirical basis of our results, and on the basis of subject-related didactic considerations and principles. This should further deepen the integration of geography and economics perspectives and how their integration is achieved in the classroom.

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“…2013). Takto vedená výuka může být předpokladem budování silného, trvalého a využitelného geografického vědění (powerful geographical knowledge -viz Maude 2018Maude , 2020Huckle 2019). Inovace geografického vzdělávání by se rovněž měla promítnout do kurikulárních dokumentů určených pro nižší stupně škol (včetně školních vzdělávacích programů -učitelé jsou mimo jiné i tvůrci školního kurikula), a také kurikula geografických pracovišť vysokých škol.…”

Section: úVodunclassified

The perspectives of geography, and geography teaching, in secondary pre-service teachers in Czechia

2020

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The position of geography in Czechia at all levels of education has been declining. In order to improve this situation, it is necessary to innovate university pre-service teachers’ training. It is necessary, however, to first examine Czech pre-service geography teachers’ perspectives of geography as a discipline – and their perspectives of geography teaching. The analytical framework of the study is based on Simon Catling’s typology of geography perspectives. The survey was conducted with 183 pre-service geography teachers at nine geography departments in eight Czech universities. In the questionnaire survey the respondents ranked seven statements belonging to the perspectives of geography as a discipline and to geography teaching. In general, the most commonly held perspectives of geography as a discipline were “Interactionist”, “Earthist”, and “Globalist”. The “Globalist” perspective predominantly concerns perspectives of geography teaching. Research findings are used to formulate recommendations for the remedy of the image of geography.

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The role of geography’s concepts and powerful knowledge in a future 3 curriculum

Cited by 44 publications

References 21 publications

Geography textbook tasks fostering thinking skills for the acquisition of powerful knowledge

Geography textbook tasks fostering thinking skills for the acquisition of powerful knowledge

Skills in Geography and Economics Reflected in Austria’s Newly Developed Key Concepts and Competencies for the 2023/24 Curriculum

The perspectives of geography, and geography teaching, in secondary pre-service teachers in Czechia

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