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‘Organising concepts in geography education: A model’

Dessen Jankell, Lotta, Sandahl, Johan, Örbring, David·2021·Geography
DOI 10.1080/00167487.2021.1919406
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Abstract

This article presents a model for organising geographical concepts that aims to support teachers’ choices of what to teach and how to organise a cohesive and appropriate teaching plan for school geography. The model is a result of a collaborative research process between researchers and Swedish teachers. The purpose was to explore how the core concepts of geography, which are implicit in the Swedish syllabus (Örbring, 2017 Örbring, D. (2017) ‘Geographical and spatial thinking in the Swedish curriculum’ in Brooks, C., Butt, G. and Fargher, M. (eds) The Power of Geographical Thinking. Cham: Springer International Publishing, pp. 137–50.[Crossref] , [Google Scholar]), can be used in teaching as powerful tools for learning (Brooks, 2018 Brooks, C. (2018) ‘Understanding conceptual development in school geography’ in Jones, M. and Lambert, D. (eds) Debates in Geography Education (2nd edition). Abingdon: Routledge, pp. 103–14. [Google Scholar]) and to develop epistemic teaching practices for school geography to counterbalance the traditional focus on content (Eriksson and Lindberg, 2016 Eriksson, I. and Lindberg, V. (2016) ‘Enriching “learning activity” with “epistemic practices” – enhancing students’ epistemic agency and authority’, Nordic Journal of Studies in Educational Policy, 1, article 32432. https://doi.org/10.3402/nstep.v2.32432 [Google Scholar]; Knorr-Cetina, 1999 Knorr-Cetina, K. (1999) Epistemic Cultures: How the sciences make knowledge. Cambridge, MA: Harvard University…

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Crossref · 10.1080/00167487.2021.1919406

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  • In curriculum-making the teacher is an 'active professional who does not just deliver central content, but instead makes conscious and considered choices' that shape teaching and learning practices.

    “We would, however, argue that in curriculum-making the teacher is an 'active professional who does not just deliver central content, but instead makes conscious and considered choices' that shape teaching and learning practices (Dessen Jankell et al., 2021: 66).”

    From Methodologies for decolonising geography curricula in the secondary school and in initial teacher education (2022) · cites this paper as Dessen Jankell et al., 2021

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Research works printed but not linked: 39

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  4. Brooks C. (2007) ‘Towards Understanding the Influence of Subject Knowledge in the Practice of “Expert” Geography Teachers’. Unpublished PhD thesis. London: University of London.
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Metadata

Authors
Dessen Jankell, L., Sandahl, J., & Örbring, D.
ORCID
Dessen Jankell, Lotta
Venue
Geography
Publisher
Informa UK Limited
Published
2021-05-04
Volume
106
Issue
2
Pages
66-75
ISSN
  • 0016-7487
  • 2043-6564
DOI
10.1080/00167487.2021.1919406
Cited by
15
References
0
Language
en

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