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How do we understand conceptual development in school geography?
4 references·7 citing·40 second hop
How do we understand conceptual development in school geography? (2013)How do we understand conceptual developme…Teaching Geography 11-18: A Conceptual Approach (2010)Teaching Geography 11-18: A C…Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning (2005)Threshold concepts and troubl…Thinking through Geography (2003)Thinking through GeographyGeography 11-16 : rekindling good practice (1995)Geography 11-16 : rekindling …How teachers perceive innovations in education (2023)How teachers perceive innovat…What next for Geography Education? A perspective from the International Geographical Union – Commission for Geography Education (2017)What next for Geography Educa…Getting Back to Basics: Is the Knowledge of School Geography Powerful in Chile? (2017)Getting Back to Basics: Is th…Secondary Geography and the Australian Curriculum – directions in school implementation: a comparative study (2016)Secondary Geography and the A…Fragility of Pedagogical Content Knowledge in Geography (2016)Fragility of Pedagogical Cont…Geography teachers’ subject knowledge: an ethnographic study of three secondary school geography departments (2015)Geography teachers’ subject k…Příležitosti k rozvíjení kompetence k řešení problémů v učebnicích a ve výuce zeměpisu (2014)Příležitosti k rozvíjení komp…The Rites Of Passage (1961)The Ritual Process. Structure and Anti-Structure (1971)The Ritual Process: Structure and Anti-Structure (1976)Overcoming Barriers to Student Understanding (2006)Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge (2006)Feedback: focusing attention on engagement (2011)Situated Learning (1991)The theory of planned behavior (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Surveys in Social Research (1987)Qualitative research and case study applications in education (1998)Qualitative Research from Start to Finish (2010)Exploring comparative curricular research in geography education (2017)Playing on reality: do geomodels improve the perception of geographical terms? (2017)Naturalistic inquiry (1985)Communities of Practice (1998)Communities of practice learning, meaning, and identity (1999)A Typological Analysis of South Korean Primary Teachers' Awareness of Primary Geography Education (2017)Expandiendo la noción de profesionalidad docente desde la educación geográfica (2018)Toward a Typology of Changes in Primary Teachers' Awareness of Geography Based on Receiving Graduate Education (2018)Handbook of qualitative research (1999)Qualitative Data Analysis (2008)Professionalism: The Third Logic (2002)Geography teachers and curriculum making in “changing times” (2016)The Power of Geographical Thinking (2017)Translation urgency in our climate-challenged times: co-producing geographical knowledge on El Niño in Peru (2023)Navigating personal and disciplinary frontiers: engaging with undergraduate geography students’ reflections on their geographical education (2024)Orientations of Chinese Geography Teachers Towards Climate Change Education (2025)Expertise in mathematics instruction: Subject matter knowledge. (1985)Mixed emotions: teachers’ perceptions of their interactions with students (2000)Learning and unlearning: the education of teacher educators (2003)‘Philosophy for children’: a systematic review (2004)Frameworks for thinking : a handbook for teaching and learning. (2005)The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support (2015)English primary trainee teachers’ perceptions of geography (2012)A possibilist analysis of the geography national curriculum in England (2013)Subject knowledge and teacher preparation in English secondary schools: the case of geography (2015)The use of narrative in geography teaching (1998)UK high school pupils' conceptions of geography: research findings and methodological implications (2009)Concepts, Conceptualization, and Conceptions in Geography (2018)
this work references cited by second hop

References

  • 2005Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning1,541 cited
  • 2003Thinking through Geography125 cited
  • 2010Teaching Geography 11-18: A Conceptual Approach57 cited
  • 1995Geography 11-16 : rekindling good practice34 cited

Cited by

  • 2023How teachers perceive innovations in education18 cited
  • 2016Secondary Geography and the Australian Curriculum – directions in school implementation: a comparative study15 cited
  • 2016Fragility of Pedagogical Content Knowledge in Geography14 cited
  • 2014Příležitosti k rozvíjení kompetence k řešení problémů v učebnicích a ve výuce zeměpisu13 cited
  • 2017What next for Geography Education? A perspective from the International Geographical Union – Commission for Geography Education9 cited
  • 2017Getting Back to Basics: Is the Knowledge of School Geography Powerful in Chile?5 cited
  • 2015Geography teachers’ subject knowledge: an ethnographic study of three secondary school geography departments4 cited

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