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The History, Psychology, and Pedagogy of Geographic Literacy (Paperback)
Loot Price: R1,390
Discovery Miles 13 900
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The History, Psychology, and Pedagogy of Geographic Literacy (Paperback)
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There is widespread belief, confirmed by research, that geographic
literacy levels are unacceptably low. This book brings to teachers
and others concerned about enlivening the place of geography in the
school curriculum information in the several dimensions that must
be considered if the contribution of geography to one's general
education is to be reasonably understood. Included are (1) the
history of geography in the school curriculum, along with why and
how this strand has come to occupy the place it does in the modern
school curriculum; (2) information about the evolution of
modern-day geographic thinking (including a brief review of its
history as a unifying form of intellectual inquiry); (3) reviews of
research relating to the development of spatial abilities and the
ability to read maps; (4) discussion of the way the teaching of
geographic concepts may be incorporated across the curriculum; (5)
analyses of the problem of evaluating progress in teaching
geographic ideas and of the problems raised by recent technological
developments. Geographic literacy is not simply a desirable
educational goal but a most important one for today's schools. But
today's geography is much more than knowing the names and locations
of places around the world or facts about their importance,
knowledge that soon becomes out of date. Today's geography
emphasizes becoming knowledgeable about the interrelationships that
characterize the human occupancy of physical environments-it is
more a way of thinking about spatial interactions than it is of
specific bits and pieces of information which the passage of time
will make out of date. Educational caregivers-teachers, school
supervisors and administrators, school board members-will find here
a book that integrates our knowledge about the discipline of
geography over time, its place in the school curriculum, research
data about how students acquire spatial concepts, and how they
learn to read maps, providing throughout discussions of meanings
for teaching. Teachers teach what they know; they need up-to-date
information if they are to become more effective in teaching
students how to think about spatial interactions, to think
geographically. School leaders need to be sensitive to the nature
of geographic inquiry if they are to interpret to teachers and the
public what constitutes geographic literacy and, in the process,
assist teachers in becoming more effective in helping students
achieve the kind of knowledge a broad segment of society agrees is
important to citizenship in the 21st century.
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