International Research in Geographical and Environmental Education - 2002

Morgan, J. (2002) 'Teaching Geography for a Better World'? The Postmodern Challenge and Geography Education, International Research in Geographical and Environmental Education, 11:1, pp.15-29

This paper offers a discussion of the role of 'critical' geography education in the light of debates about postmodernism in geography and education. After a brief discussion of the features of 'critical' geography education, the paper discusses postmodernism. In particular, it focuses on the role of language, the postmodern concern with difference, and the implications of postmodernism for critical pedagogy. The paper then provides an example of how postmodernist ideas might inform the teaching of urban geography.

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┼hlberg, M. & Ahoranta, V. (2002) Two Improved Educational Theory Based Tools to Monitor and Promote Quality of Geographical Education and Learning, International Research in Geographical and Environmental Education, 11:2, pp.119-137

New improved educational tools are suggested to monitor and promote quality of geographical education. It is shown that in literature concept maps (Gowin, 1981; Novak, 1980; Novak & Gowin, 1984) and mind maps (Buzan, 1982, 1993) are not properly understood. The difference between concept maps and mind maps is made clear by constructing a mind map and a concept map using the same concepts from Geographical Education. It is shown that the concept map is an accurate representation of the main features of cognitive structure, while the mind map is an ordered association map open to multiple interpretations. Improved concept maps and Vee heuristics are presented as tools to monitor and promote meaningful, deep, creative geographical learning and metacognition. Values thinking is explicitly promoted by improved Vee heuristics. Empirical examples from a cases study of a geographical learning project are presented, and their usefulness for practical teaching and educational research is analysed and evaluated. Suggestions are made both for practice and further research.

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