What might powerful geographical knowledge look like?

Maude, Alaric

doi:10.1080/00167487.2016.12093987

Cited by 107 publications

(66 citation statements)

References 20 publications

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“…Comparison tasks are frequent in textbooks: comparing is fundamental for human reasoning and enables learning [9] (p. 103). For example, comparison produces changes in mental representations and knowledge by making it possible to classify elements and/or create categorisation systems [6] (p. 12). Comparison also allows general rules to be abstracted from concrete cases [10] (p. 31), [11] (p. 45) and then applied to new cases or situations [12] (p. 211).…”

Section: Comparison As a Competencymentioning

confidence: 99%

“…Furthermore, little has been written in geography education on comparison as a competency. Moreover, as a subject-specific method that can help students not only form generalisations and use and reflect on concepts, but also gain knowledge about their own knowledge, [6] (p. 74), comparison is one of the necessary tools for the acquisition of powerful knowledge in schools [6,34]. In addition, fostering comparison as a competency in geography education can help develop the students' geographical skills, their maturity and autonomy towards geography as a science.…”

Section: Comparison As a Competencymentioning

confidence: 99%

“…Finally, it seems fundamental not to only consider the links between comparison and geographical knowledge. Developing comparison competency means developing content-related knowledge, but also procedural knowledge and knowledge about one's own knowledge via the "epistemic tools" used in the discipline [6] (p. 75). Therefore, in the following, we propose a competency model for comparison in geography education (see Table 1).…”

Section: A Competency Model For Comparison In Geography Educationmentioning

confidence: 99%

“…Argumentation serves to justify the choices made in the comparison process and to reflect on the process itself, but moreover, it is an essential tool for developing other geographical competencies [40] (pp. [15][16][17] and contributes to students' scientific literacy [6] (p. 75), [41] via the comparison process.…”

Section: Students Can Compare Two or More Comparison Units Using One mentioning

confidence: 99%

“…Therefore, fostering comparison competency is crucial to enhance students' autonomous, reflected, procedural and disciplinary knowledge. It is also a way to promote knowledge that allows them to participate and build their opinion in significant debates [6] (p. 75) such as sustainability issues or spatial inequalities.…”

Section: Introductionmentioning

confidence: 99%

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How Geography Textbook Tasks Promote Comparison Competency—An International Analysis

Simon

Budke

2020

Sustainability

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Comparison is an important competency for gaining and linking knowledge. It can be learned in geography classes to help students understand complex concepts and develop autonomous geographical thinking. However, we do not currently have any model to assess comparison as a competency in geography classes. In addition, little is known about how textbook tasks promote comparison competency. Therefore, in this study, a competency model for comparison in geography education was developed. It consists of four dimensions of comparison competency, which relate either to the mastering of comparison processes or to content-related elements of comparisons. Then, via a qualitative content analysis and descriptive statistics, the competency model was used to assess which dimensions of comparison competency were featured in 981 tasks from 20 German, English and French textbooks. Results showed that comparison tasks largely failed to promote autonomous and argumentative comparison process planning. However, numerous tasks performed better on the content-related aspects of comparison. Thus, the competency model presented in this study is a valuable tool to assess and enhance comparison competency in geography education and to promote students’ autonomous geographical thinking.

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Section: Comparison As a Competencymentioning

confidence: 99%

Section: Comparison As a Competencymentioning

confidence: 99%

Section: A Competency Model For Comparison In Geography Educationmentioning

confidence: 99%

Section: Students Can Compare Two or More Comparison Units Using One mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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How Geography Textbook Tasks Promote Comparison Competency—An International Analysis

Simon

Budke

2020

Sustainability

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Crossing boundaries: Exploring the theory, practice and possibility of a ‘Future 3’ curriculum

Pountney

McPhail

2019

British Educational Res J

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In this article, we examine a case of innovation in curriculum and pedagogy at a new school in the UK. We begin by outlining the 3 Futures model, which we use as a methodological heuristic in the case study of the school that appears to be both knowledge‐led and learner‐engaged; characteristics of the Future 3 scenario. In considering the school's curriculum, we also draw on a number of concepts from the work of Basil Bernstein: classification, framing and the idea of open schools, and a curriculum integration model developed by us to consider the degree of epistemic emphasis in the school's predominantly interdisciplinary curriculum. Together, these concepts provide the means to examine the organising principles of practice operating in the school, as links are drawn between the 3 Futures model, Bernstein's concepts and the data. We theorise this as a form of ‘opening up’, suggesting that even within the context of an interdisciplinary curriculum, access to powerful knowledge may be maintained in a whole‐school approach where the demands of both knowledge and knowers are brought into balance. The school's approach and the theorisation we offer may provide insights for other schools embarking on a futures model for education and for twenty‐first‐century educational discourses more generally.

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Could Legitimation Code Theory offer practical insight for teaching disciplinary knowledge? A case study in geography

Vernon¹

2021

The Curriculum Journal

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This article explores the relationship between disciplinary knowledge and subject pedagogy, utilising Maton's Legitimation Code Theory (LCT). It suggests ways that LCT could help facilitate deeper communication both within and between subject communities, providing a conceptual framework that gets beneath empirical manifestations to identify epistemic and semantic principles that generate those modalities. LCT's potential to represent systematised concepts diagrammatically may also enable wider communication. Following this, a small-scale case study is presented exploring the nature of the knowledge in the core topic Changing Places in the new geography A-Level (UK). This argued that what could be understood as a mismatch of expectations and dispositions by teachers and students can be understood more fundamentally as a contradiction (a 'code clash') regarding what counts as the 'rules of the game' within geography. The article ends by outlining implications for school geography rooted in the logic of the knowledge being pedagogically preinscribed, that is, that different knowledges' distinct epistemologies have real implications for how that knowledge should be recontextualised, reproduced and evaluated. It concludes that the exam board's recontextualisation of | 627

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What might powerful geographical knowledge look like?

Cited by 107 publications

References 20 publications

How Geography Textbook Tasks Promote Comparison Competency—An International Analysis

How Geography Textbook Tasks Promote Comparison Competency—An International Analysis

Crossing boundaries: Exploring the theory, practice and possibility of a ‘Future 3’ curriculum

Could Legitimation Code Theory offer practical insight for teaching disciplinary knowledge? A case study in geography

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