Geography in Secondary Schools
Researching Pupils' Classroom Experiences
Seiten
2012
Continuum Publishing Corporation (Verlag)
978-1-4411-9908-9 (ISBN)
Continuum Publishing Corporation (Verlag)
978-1-4411-9908-9 (ISBN)
Gaining a better sense of how pupils conceive school geography is crucial if we are to understand the ways in which their ideas and values mediate learning processes. This book explores how pupils experience geography lessons in secondary schools, what they think geography as a school subject is about, and what it means to them.
Gaining a better sense of how pupils conceive school geography is crucial if we are to understand the ways in which their ideas and values mediate learning processes. Geography in Secondary Schools explores how pupils experience geography lessons, what they think geography as a school subject is about, and what it means to them. School geography aims to help young people think about the world and their place in it in a distinctive - geographical - way, however very little is known about the kinds of thinking and values they associate with the subject. Researchers are increasingly taking young people's ideas seriously as important and worthy of investigation in their own right and in this book Nick Hopwood takes this approach to explore the relationships between pupils and geography as a school subject.He follows six pupils through their geography lessons for a period of three months, discussing their learning experiences in depth with them. Their participation in class, written work, and comments made in interviews form the basis for a detailed investigation of their ideas.
Gaining a better sense of how pupils conceive school geography is crucial if we are to understand the ways in which their ideas and values mediate learning processes. Geography in Secondary Schools explores how pupils experience geography lessons, what they think geography as a school subject is about, and what it means to them. School geography aims to help young people think about the world and their place in it in a distinctive - geographical - way, however very little is known about the kinds of thinking and values they associate with the subject. Researchers are increasingly taking young people's ideas seriously as important and worthy of investigation in their own right and in this book Nick Hopwood takes this approach to explore the relationships between pupils and geography as a school subject.He follows six pupils through their geography lessons for a period of three months, discussing their learning experiences in depth with them. Their participation in class, written work, and comments made in interviews form the basis for a detailed investigation of their ideas.
Nick Hopwood is Chancellor Post Doctoral Research Fellow at the University of Technology, Sydney, Australia. He is also Honorary Research Felow in the Department of Education at the University of Oxford, UK.
Acknowledgements; Introduction; 1. School Geography in England; 2. Building on Prior Research; 3. Springfield School: Lisa and Bart; 4. Belmont School: Sara and Matt; 5. Cedar Grove School: Jenie and Ryan; 6. Describing and Valuing School Geography; 7. Thematic Analysis of Pupils' Conceptions; 8. Conclusions; References; Index.
| Erscheint lt. Verlag | 23.8.2012 |
|---|---|
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 458 g |
| Themenwelt | Schulbuch / Wörterbuch |
| Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II | |
| Sozialwissenschaften ► Soziologie | |
| ISBN-10 | 1-4411-9908-X / 144119908X |
| ISBN-13 | 978-1-4411-9908-9 / 9781441199089 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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