000 04163nam a22004695i 4500
001 978-1-4020-4807-4
003 DE-He213
005 20251006084514.0
007 cr nn 008mamaa
008 100301s2006 ne | s |||| 0|eng d
020 _a9781402048074
020 _a99781402048074
024 7 _a10.1007/1-4020-4807-6
_2doi
082 0 4 _a910
_223
100 1 _aLidstone, John.
_eeditor.
245 1 0 _aGeographical Education in a Changing World
_h[electronic resource] :
_bPast Experience, Current Trends and Future Challenges /
_cedited by John Lidstone, Michael Williams.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2006.
300 _aXV, 250 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aThe GeoJournal Library,
_x0924-5499 ;
_v85
505 0 _aTraditions In School Geography -- Researching Change and Changing Research in Geographical Education -- Messages from the Past -- Turning Points in Geographic Education -- Changing Philosophies in Geographical Education from the 1970s to 2005 An International Perspective -- Changing Learning and Teaching -- Changing Assessment -- Contemporary School Geography -- School Geography and International Trends -- Geography in Europe -- Geographical Education in North America (Canada and the United States of America) -- Geography in Australasia -- Geographical Education in East Asia -- Geographical Education in South America -- The Future Of School Geography -- Whither School Geography? -- Geography and New Technologies -- Geography and Sustainability The Future of School Geography? -- Discerning Citizenship in Geography Education -- Promoting Lifelong Learning through Geographical Education.
520 _aThe status of geography in school curricula varies across the globe. Geography, as a discrete subject, has, in some countries, established a strong position in both primary and secondary schools while in others it has a weaker position, often a component of integrated and cross-curricular arrangements. Globally, the trend is for geography's status to be challenged. A central theme of this book is the location of geography in school curricula with particular reference to centrality and marginality. A second theme relates to the subject status of geography. A third theme relates to the spirit and purpose of school geography and the traditions that underpin the subject and how these are changing. A fourth theme relates to the way geography is being seen by curriculum planners as contributing to the achievement of governmental aims for society in general. A fifth theme concerns the human and material resources infrastructure. Finally, what of the future? The underpinning assumption is that experiences gained in one country will be of real interest to educators in another. The book, is part of the work of the Commission on Geographical Education of the International Geographical Union. Part 1, written in a global context, focuses on the distinctive traditions of school geography. Part 2 reviews the contemporary state of school geography on a broad continental basis with each chapter including national case studies, written by experts drawn from those countries. The final parts comprises chapters that extrapolate from the present and point to likely future developments in the subject, again with examples drawn from various countries.
650 0 _aGEOGRAPHY.
650 0 _aCURRICULUM PLANNING.
650 0 _aEDUCATION AND STATE.
650 1 4 _aGEOGRAPHY.
650 2 4 _aGEOGRAPHY (GENERAL).
650 2 4 _aCURRICULUM STUDIES.
650 2 4 _aEDUCATIONAL POLICY.
700 1 _aWilliams, Michael.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781402048067
830 0 _aThe GeoJournal Library,
_x0924-5499 ;
_v85
856 4 0 _uhttp://dx.doi.org/10.1007/1-4020-4807-6
_zVer el texto completo en las instalaciones del CICY
912 _aZDB-2-EES
942 _2ddc
_cER
999 _c61015
_d61015