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Scholars have become increasingly interested in identifying a more effective set of core teaching practices for developing teacher education and professional development programs. Although they have conducted many investigations within this realm over the past two decades, these efforts have focused mainly upon science, language arts, math, and music. The existing body of academic literature contains only a few studies that examine the social studies context, and this deficiency ignores the field of geography. The current study addressed this gap in the literature by exploring the core practices of geographic inquiry. A Delphi method was used to identify the core practices for teaching geographic inquiry. The findings were derived from a three-round Delphi panel survey involving 27 experts in the geography education field, helping to build consensus around a set of core secondary school geography teaching practices. The results revealed that experts considered eight practices to be core for facilitating geographic inquiry: (1) use geographic questions; (2) explain geographic concepts, principles, and processes; (3) select and adapt geographic sources; (4) use geographic/spatial representation and geospatial technology tools; (5) develop geographic reasoning; (6) evaluate sources and employ geographic evidence; (7) construct geographic explanations and predictions; and (8) develop informed-geographic action. These eight core practices for facilitating geographic inquiry do not function separately; rather, they operate simultaneously and in an interconnected manner in which more than one practice works to facilitate inquiry.

This study aims to examine the views of preservice social studies teachers on the use of Quizlet in a physical geography course. The participants of the study consisted of 56 preservice social studies teachers who were secondyear students in the social studies education program of the educational faculty of a state university and were taking the "physical geography of Turkey" course. At the end of a 5-week-long application of Quizlet, the qualitative data were collected using a questionnaire consisting of open-ended questions that were designed by the researcher. Participants' responses to the open-ended questions on the questionnaire were analyzed using qualitative descriptive analysis. Results showed that preservice social studies teachers found the use of Quizlet in the physical geography course as useful mostly because it was instructive and easy to use, allowed revising and permanence of knowledge, and the presentation of geography terms with visuals in Quizlet sets helped them to learn geography concepts. The most preferred modes among the categories in Quizlet sets by the participants were "flashcards", and their "match" in the games category. The majority of the participants did not have any problems when using the Quizlet study sets, but concerning the modes, some students had problems with the device, and they had problems with the internet connection. Based on the results of this research, using Quizlet in teaching the physical geography course and for teaching geography concepts are recommended.

Recruiting undergraduate students is a significant challenge for undergraduate geography programs. Few students have robust exposure to geography in secondary school and the major has low name recognition for entering first year students. In fact, geography is often a "found" major on many campuses with students coming to the major after a general education course. But, does it need to be this way? Can geography programs take a more proactive role in building a pipeline of prospective students that is not solely tied to supporting AP Human geography teachers? In this paper, we describe an alternative path for university departments to build strong recruiting pathways, sharing the successes and challenges of building the connections and the learning advantages that students gain through early exposure to geospatial technologies. We focus on the Geospatial Semester, a dual enrollment program between James Madison University and participating school districts in Virginia (and beyond) that began in 2005. We share how departments can build a successful partnership with high schools and the process of sustaining such a program within a university setting. We will also describe the research we have done on the learning gains the Geospatial Semester provides to participating students and how extended use of geospatial technology bolters students' spatial thinking skills.

A key responsibility of academic scholarship is to further develop the field under investigation and to critically evaluate how it is responding to challenges from both inside and outside of the field of enquiry. This article offers an overview of whether the scholarship published in geography education (GE) from the perspective of the Commission for Geography Education (CGE) Springer book series is sufficiently engaging with contemporary global challenges and education discourses. Guided by the 2022 IGU-CGE Rennes Conference's three axes: curriculum renewal, pedagogy and teacher training, the article discusses the findings of a meta-analysis of the six books published in the CGE Springer series in the past five years (2017 to 2021). The thematic analysis shows that GE is engaging with global realities of environment and sustainability, climate change, globalisation and the importance of powerful knowledge for understanding and engaging with complex, often controversial issues. But there are also gaps and absences in terms of who is producing knowledge and from where knowledge is being generated. We contend that the book series is well placed to support the community in addressing global concerns and the related transformative pedagogies needed to enact them. However, we also suggest that the publications at this point in time have yet to fully grasp the specifics needed for the challenges that lie ahead. Some preliminary considerations for advancing the field through future publications are offered. These may be useful to GE researchers and scholars in different regions of the world.

While interest pursuits are widely recognized as being inherently contextual, what this contextuality entails for different interests has not been explored systematically. In this study, 410 adolescents reported on the temporal, epistemic, material, geographical, social, institutional, and cultural dimensions of 820 interest pursuits. Latent class analyses identified four interest pursuit configurations, revealing quantitative (overall high/low structure) and qualitative (expertise- and social-oriented) differences. We observed similar interests being pursued in the same configuration, but also identified individual differences, reflecting the social-historical meaning and object characteristics of interests, as well as adolescents' preferences and structural opportunities. The findings show that interest entails more than a preference for an object, but also a preference for a wider configuration, which should be considered when designing (educational) contexts to stimulate adolescents' interest.

The focus in this article is on the usefulness of spatial sequencing as a tactic for interpreting a map and organizing our memory of it. This skill is useful whenever some condition varies in a systematic way with distance. When students are asked whether they see a pattern on a map of a topic like wildfires or terrorist activity, some students can answer "yes" while using a different brain network and perceiving something very different from what the teacher thinks is "the" pattern. Unless a geographic pattern is quite simple and the map is well designed, human eyes may not perceive the pattern all at once. Map readers have to assemble a mental image of the pattern while their eyes jump around the page. This interaction of time and space can introduce distortions in perception. Part of becoming a good map reader, therefore, is learning how to guide your eyes to pick out patterns on maps.

This article describes the process taken by members of a seminar course on radical geography in a primarily quantitative geography department. This course was taught during tumultuous times necessitating the need to explore radical topics and abstract conceptualizations of space and place. We offer our experiences and lessons learned while teaching this vital course. Hopefully, this information will be useful to those considering doing the same and serves as a starting point for academics in those departments who might otherwise reject "radical" topics and methodologies.

Sports mega-events offer rich and varied opportunities for educating students on key concepts defining geographical ways of thinking. Concept-learning, central to students' development, can be enhanced by issue-based enquiries that enable them to personalise and apply concepts in meaningful and memorable ways. A diverse range of activities constituting sports mega-events increases likelihood of stimulating interest among students, including those non-active in sport. This paper provides a pedagogic example to demonstrate how geography students can critically engage with their own sport interests to explore the threshold concept of place. It does so through the example of the Tour de France, a professional road cycling race. Three vignettes are presented to interweave theory and empirics, demonstrating how they might be explored using different understandings of place. The first vignette concerns mapping the Tour in relation to space and time, the second to materialities and a sense of place of a finishing line, and the third to a relational politics of place through the inclusion of Plymouth in the 1974 race. Further explorations of place are suggested through themes such as fixity, connectivity, mobility, and temporality, alongside suggestions for class discussion and deeper reflection among students. The pedagogic example provides a template applicable to other sports events.

In times of the COVID-19 pandemic, teachers on all levels have had to adapt to an online or hybrid teaching environment. People in geography, a discipline that traditionally values field trips to connect theory to practice, have had to find online alternatives for educational activities that normally would have taken place in the field. This has led to several innovative practices, which, however, have only to a limited degree been purposively tested for efficacy because of the ad-hoc, enforced nature of the required changes. This project deals with this issue by studying, through student workshops dealing with the creation of online didactic walking routes in two cities, how students can obtain specific geographical competences such as interpreting different historical layers that collectively shape the current urban fabric through online cartography. We found that students reported clear improvements in geographical reasoning skills, regarding both GIS and heritage interpretation. There were no clear patterns regarding the role of familiarity with the studied city for the quality of the produced story maps. On final reflection, we argue that online cartographic exercises are a valuable addition to the geographers' educational toolkit to bounce forward to a more resilient, reflective educational practice after the pandemic.

Sport, in particular football, can provide a useful means through which to explore the related issues of migration and national identity. Sports stars migrate from one country to another often mirroring patterns of more widespread migration from periphery to core. Such movements are influenced by a range of factors. In an increasingly commercialised and globalised sport, the exploration of footballers' roots and the routes they take feeds into a consideration of issues of place identity and belonging. In international sporting competition, competitors don the national colours, sing the anthem and "fly the flag", and in doing so become the embodiment of the wider imagined community. Traditionally those who compete for countries have usually been born and raised there or have lived there for sizeable periods of their lives. In recent years, however, the selection by international sports teams of competitors born in other countries has become increasingly common. The use of these footballing examples provides insights into migration, diaspora, citizenship, globalisation, and the multi-layered and contingent nature of national identity. Sport can offer a useful means of illuminating these various geographic themes and socio-spatial processes, thereby rendering them more accessible and interesting to students.

This work aims to understand the importance of relief and how it is addressed in geography teaching. Supporting, including its different meanings. To carry out this work, a wide bibliographic research was carried out on the theme. As results it was possible to perceive that the theme relief presents a significant contribution to the student's education, in addition this theme can be studied at different levels and contexts, having the possibility of even relating to the reality of the student, in order to situate it and provide a critical and reflective thought of the environment in which it lives. It is concluded that the use of teaching practices auxiliary to the textbook are necessary for a significant predizing.

Geographical practice power is a key competency essential for students' overall development. It is, therefore, important to understand its concepts, contexts, and content. Practical activities following scientific and operable principles in real geographical situations would enable students to unleash their potential across the curriculum. The primary aim of this study was to design and validate a conceptual, contextual, and content framework for geographical practice power competency (GPPC) of primary and secondary school students in China. The study used a three-step mixedmethod research design with expert opinions collected through interviews and questionnaires. The dimensions of GPPC in this study included the mental processes of cognition, awareness, attitude, and behavior. A compilation of the attributes of GPPC for primary and secondary school students was proposed. There was a general consensus among the evaluators regarding the conceptual, contextual, and content framework of GPPC. When the weight values of the four dimensions and sub-dimensions of GPPC were calculated, it was found that they played different roles in the framework. Contrary to the expectation that scientific argumentation would be the most important dimension of GPPC, this study found that information acquisition was rated the most important. In each GPPC sub-dimension, consciousness received the highest weighting.

Graphic novels have emerged as an effective pedagogical tool for teaching complex processes like global migration. Through their use of visual language, graphic novels can offer insights into the lived experiences of migrants and refugees, their challenges and triumphs, and the broader social and political contexts that shape migration. Graphic novels also provide a means of representing diverse perspectives and nuanced experiences, as well as allowing students to understand core concepts in migration. In this examination of the graphic novel "Welcome to the New World," the author explores how the author conveys key ideas in global migration regarding the "geographical lens" and the spatial perspective. The graphic novel explores how the family learns how to acclimate to a different culture with the little assistance they are provided, while also being subject to racism and discrimination from those in their new community. The space (considered the absolute location in this definition) in "Welcome to the New World" is focused on three main countries: Syria, Jordan, and the United States. Language barriers, a lack of community, and the emotional toll of immigrating can present challenges for a family trying to find their place in a new country. Social networks are another important element of the geographical lens, and they clearly are important in this graphic novel, facilitating the integration of Ibrahim's family into their new home. The novel also demonstrates how movement can be very conditional for refugees when trying to cross political borders. Ultimately, reading this graphic novel requires students to tangle with difficult subjects related to social justice and human rights and encourages them to empathize with many refugee experiences through images and characters conveyed in graphic novels.

In this student analysis, Ryan Brown examines two critical themes from the global migration literature found throughout Leila Abdelrazaq's graphic novel "Baddawi," including the "geographical lens" and "citizenship and belonging." The author intertwines these themes throughout her story by depicting her father Ahmad's struggles growing up in a Palestinian refugee camp called Baddawi in Northern Lebanon. Through Leila's words and illustrations, the graphic novel follows the protagonist as he makes his way through his childhood and introduces the reader to the toils that come with beginning a new life and creating a new home in a new place. The novel showcases how important the themes of "citizenship and belonging" are to the identity of a people and illustrates how the "geographical lens" informs their turbulent existence in a country that welcomes them with reservations (Skop 2019). The use of images throughout the novel helps tell this story by creating an emotional connection to the protagonist and his struggles finding his place away from the only home he has ever known.

In 2019, the State of South Carolina (USA) adopted new social studies standards with an emphasis on disciplinary skills in addition to content throughout the social studies areas of history, geography, civics, and economics. These skills were introduced for all grades, kindergarten through grade 12. Geography courses were added in grades 3 and 7. The standards specify and deconstruct six geography skills to be taught in these classrooms. These skills include Mapping; Models and Representations; Gather Evidence and Communicate Findings; Conditions, Connections, and Regions; Scale; and Distribution and Pattern. Social studies coordinators at the school district level were interviewed on the successes and obstacles teachers are experiencing, and on what future actions were being considered to address these skills in teaching.

The aim of this study is to determine the awareness of primary teachers about the teaching of location and direction concepts. The study was designed according to a qualitative research model, and the data was collected through a semi-structured interview form developed by researchers consisting of open-ended questions. The study group consisted of seven primary teachers working in Eskisehir, Mersin and Nevsehir provinces of Turkey. In determining the study group, the convenience sampling technique was used from purposeful sampling methods. The interviews were conducted in the fall semester of the 2020-2021 academic year and the data obtained were analyzed by content analysis. The study findings showed that participants were aware that the concepts of "location" and "direction" constitute a necessity in the curriculum and that the teaching of these concepts provides benefits and convenience to students both in school life and in daily life practice.

The aim of this study was to analyze the attainments of map literacy skills in the 2018 Social Studies course curriculum according to the learning areas and examine the applicability of the program. The research sought answers to the following questions: 1. How is the distribution of attainments related to map literacy skills in the 2018 Social Studies course curriculum by class levels and learning areas? 2. What is the level attainments associated with map literacy in the 2018 Social Studies course curriculum related to the lower dimensions of map skills in the high school geography curriculum? 3. What is the applicability level of map literacy skills in the 2018 Social Studies course curriculum for student-centered learning activities? Looking at the results of the study, it was found that at fourth-grade level, there was an improvement in the global connections learning area, where four skills were included with map writing in "People and Places and Environments." At fifth-grade level, it was found there were two attainments linked to map literacy in "People Places and Environments," while there was one attainment in "Global Connections." According to the results of the research, it was found that at sixth-grade level, there were four achievements in "People, Places and Environments," one achievement in "Production, Distribution and Consumption," and three achievements related to map literacy skills in "Global Connections." Finally, at the seventh-grade level, it was found there were two achievements related to map literacy skills in the field of learning "People Places and Environments." When Social Studies textbooks were examined, it was observed that map literacy skills and application activities were at a limited level. In Social Studies course learning areas, the level of applicability in terms of map literacy skills is quite high. The recommendations to be developed on this issue are to teach both teachers and students about Geographic Information Systems, where students can find application areas, support map literacy skills.

In this study, high school students' perceptions about the concept of soil were tried to be determined through metaphors. The phenomenological design was used in the research. Data from the study was collected from 451 students studying in four different types of high schools in the central district of Kütahya. As part of the study, students were distributed written data collection tools "Soil is like ... because...", and students were asked to write their metaphors and justifications for the concept of soil. The collected data was analyzed by content analysis technique. 133 different metaphors were produced by the students in relation to the concept of soil. This result showed that students perceived the soil as multifaceted. Among the metaphors produced, the most preferred metaphors were "mother" (48), "human" (47), "life" (40), "heart" (29), "water" (22) and "homeland" (16). It has been observed that students are influenced by mythological, cultural and religious factors in their choice and justification of metaphors. Metaphors have been studied under 10 different categories. Considering these categories, it was concluded that students' perceptions about the concept of soil were positive and that they were aware of the importance of soil in living life. In addition, it was understood that soil, which is a geographical concept, cannot be considered separately from its mythological, cultural and religious contexts. As a result of research, the versatility of the soil appears in curriculum units for Geography and Social Studies, in textbooks as a living being and the source of life; and the importance of soil as a resource will transfer to the student from presentation of the content of the course. The geographical, mythological, cultural and religious aspects of soil are to be included in activities that will allow us to detect soil as a whole have been proposed.

The study aimed to investigate the geographical thinking skills and motivation of the students in geography departments in Turkey in learning Geography. The study utilized survey method based on a quantitative research design. The participants of the study were selected using the convenience sampling method, and consisted of 500 students from different universities in Turkey, namely; Nevsehir Haci Bektas Veli University, Pamukkale University, Tokat Gaziosmanpasa University, Kirsehir Ahi Evran University. The data were collected via "The Geographical Thinking Skills Scale" developed by Balciogullari (2011), and "The Motivation Scale in Learning Geography developed by Kaya (2013). The data were analyzed using qualitative data analysis methods. The results revealed that a) participants' gender had a significant role in their geographical thinking skills and motivation in geography learning except for the performance sub-dimension of motivation; b) mother's and father's education level didn't make a significant difference except for geographical questions so that it had a role in seeking information; c) mother's and father's education level did not make a significant difference except for self-confidence so that it had a role in the cognitive dimensions of motivation; d) income did not affect geographical thinking skills and motivation except for performance; e) all demographic variables in this study approximately had equal importance for the analysis when comparing to each other in geographical thinking skills; f) father's education level and gender had an important role comparing to other demographic variables in motivation in learning geography; and d) the interest-field had a casual and significant role in seeking geographical knowledge.

The main objective of this experimental study was to reveal the importance and effectiveness of the Geographic Information Systems (GIS) based materials in the course of the earthquake topic to high school 10th grade students. The selected topic of the study was "The relationship between faults, plate movements and earthquakes in Turkey". The study was designed according to the pretest-posttest control group pattern. For this purpose, two homogeneous classes with 20 students each were selected via convenience sapling method in Çamardi 75th Year Martyr Lieutenant Mehmet Erdem Multi-Programme Anatolian High School in Nigde province of Turkey. One of the classes was considered as the experimental group and the other control group. The data were collected using a multiple-choice test comprising 27 questions developed in line with the Geography Education Curriculum of the Ministry of Education by the researchers. Within the content of the study; following the pretest, the control group was taught via conventional method and materials. And the experimental group was taught utilizing the materials prepared by GIS with ArcGIS 10.2 software indicating the relationship between the distribution of active faults and historical earthquakes (with magnitudes 5 and more) in Turkey. After posttest, the data obtained were analyzed through t-test in SPSS 22.0. The results revealed that the experimental group had higher score than the control group, which showed the significant effect of GIS based materials on student success. It was also determined that GIS based activities significantly increased the achievement level of the students compared to the conventional methods, and GIS platforms had significant potential in secondary school geography courses as an effective educational tool.

In this study, the impact of the Map and Globe Use Training Program on the map and globe reading and interpretation skills of five-year-olds continuing to a preschool program was examined. A semi-experimental model with a pretest/post-test control group was used to assess the impact of a 10-week map and globe use-training program in the preschools of three educational institutions in Turkey. In addition to the daily life experiences of the children selected for the experimental group in the study, the researchers applied the Education Program on the Use of Map and Globe, while the children in the control group continued to be given regular daily education programs by their teachers. The data were collected using the "Map and Globe Reading and Interpretation Skills Assessment Test for Children Aged Five." As a result of the study, a statistically significant difference at the level of 0.05 was observed between the mean scores of the experimental and control group members' map and globe reading and interpretation skills. The result reveals that the applied program is effective and permanent in providing children with map and globe reading and interpretation skills.

One of the definitions of biodiversity, which has many definitions, is the differences between living things or the diversity of life forms in the world. According to another definition, biodiversity is a group of wholes formed by genes, species, ecosystems and ecological events in a region. The importance of biodiversity is gradually increasing nowadays where some living species existing on earth are gradually disappearing. In this context, many disciplines have started to work on this subject. Studies in the fields of biology and science are especially important. On the other hand, although some studies have been done on the subject in the field of geography, studies on the place of biodiversity in geography education are limited. Biodiversity; Turkey has not received the place it deserves due to be reduced to just one unit in the Geography Curriculum. Biodiversity, due to the reduction to only one unit in the Geography Curriculum in Turkey, it has not received its deserved place. Because, when the secondary education geography curriculum is examined, it is seen that only in the first unit of 11th grade includes biodiversity. Likewise, there is only one learning outcome directly related to the subject in the Geography Education Program. Document analysis technique, which is one of the qualitative research methods, was used in our research. In the research, the place of biodiversity subject in secondary education geography curriculum was examined. Within this framework, journals, articles, books of academic value and reports containing statistical data that are published regarding to the topic were reviewed. In this context, many resources published in domestic and foreign languages on the internet has been scanned. In conclusion, in order for the biodiversity of what our country has, to be understood in terms of the whole society, this existence must be well known and assimilated. It gains importance to increase the efforts to transfer the biological diversity that exists in our day to future generations. Geography education is one of the most important factors in order to increase the level of awareness in this regard. In this context, it is important to allocate more space for this subject in different units in the secondary education geography curriculum. [This article was presented as a summary paper at the International Battalgazi Scientific Studies Congress, December 18-20, 2020, Malatya.]

Digital outcrop models (DOMs) have facilitated quantitative and qualitative studies in digital and virtual environments of source and reservoir rock analogs important to the oil industry. The use of immersive virtual reality (iVR) to extend field experiences has motivated several research groups to develop software integrating iVR techniques with tools to interpret and derive geological information from DOMs. This virtual approach can also contribute to the development of geological and spatial thinking skills taught in the classroom and during field trips. The immersive virtual field trips (iVFTs) can provide students access to outcrops and additional data restricted to field learning activities while allowing additional interactions impossible in the field. iVFTs have been developed recently; however, the structuring of iVFTs for geology classes has not been presented in a way that inexperienced iVR users can make use of such systems. In this scenario, our work proposes a method to structure an iVFT using georeferenced data containers and the virtual reality software Mosis LAB while evaluating users' perceptions during an iVFT study case. The evaluation using technology acceptance model questionnaires showed that users were positively impacted by the observational iVFT experience, effectively supporting e-learning, and class field learning activities and preparations. This approach allows field trip experiences in less accessible study sites, especially in less favorable conditions like the ones during the Coronavirus 2019 pandemic where many geoscience departments had their field trips hampered.

This article contains a representative listing of fictional children's literature titles, which relate to selected geographic concepts. Texts in the picture books were examined based on their geographical concepts. Within the scope of the research, 82 picture storybooks selected through the criterion sampling method were analyzed via content analysis. Expressions devoted to location, place, interaction between human and environment, action and region themes were identified in the analyzed picture books. While statements regarding physical characteristics of at most one place seem to exist in the abovementioned expressions, these statements were determined to emphasize biodiversity the most. On the other hand, expressions about the region theme were seen to be the least in the picture books. Based on the obtained results, fulfilling the need for picture books including different geographical concepts was recommended.

This paper presents a review of the literature on the use of commercially available city building games (CBGs), such as SimCity and Cities: Skylines, as learning tools in classroom instruction. Given the ubiquity and popularity of digital games, particularly among young people, instructors in a variety of fields and at various academic levels have begun to consider using these media to motivate and advance student learning. CBGs challenge students to design and build economically viable virtual cities; a task expected to promote systems and critical thinking, as well as the acquisition and use of knowledge regarding urban geography, politics, and planning. Overall, the findings thus far are primarily positive, and suggest that commercial CBGs can be used to address a variety of learning objectives. For geography in particular, CBGs have demonstrated potential in helping students understand and apply geographic concepts, as well as develop spatial reasoning and creativity. In the concluding sections I propose an agenda for future work examining the role and effectiveness of CBGs in pedagogy, and provide a set of recommendations for instructors looking to use CBGs in the classroom.

This paper is based on an experiment conducted in 2019 at the École Normale Supérieure in Paris, as part of a post-graduate research course, that aimed to reflect on the methodologies used by geographers when (re)searching (for) emotions. This methodological question is crucial since it is partly because of the difficulty of finding relevant tools to study emotions that geographers -- especially in France -- have tended to neglect them, both in their research and their teaching activities. To address this, a series of workshops were organized in which geographers and artists were invited to present, test and discuss with participants a methodology they had conceived to apprehend, explore or transcribe emotions. Various artistic media (film, poetry, literature, dance, theatre) were used to explore participants' emotional relations to space. These arts-based research practice workshops were therefore not only a means of teaching about emotions but also a place and a time during which the participants collectively developed spatial practices and knowledge about emotions. By critically analysing this experiment, we will question both its potentialities and its limits in building shared geographical understanding on emotions. In so doing, we seek to show that emotions are a legitimate source of knowledge and teaching in geography.

Learning by doing has become a common phrase in the scholarship of teaching and learning as research continues to emphasize the benefits of active student engagement in higher education. Instead of passive vessels to be filled with information, students become the architects of their own education. While traditional ways of teaching focus on what students should learn, there is now more interest in "how" they should learn. With the emotional turn in geography, research has increasingly focused on the lived experience and the emotional and affective dimensions of space and place. However, the question often remains as to how to bring such research into an active learning environment that extends beyond the classroom. Instead of learning by doing, learning by "feeling" is presented as a new way of teaching emotional geographies. Student projects from two courses in landscape geography reveal how excursions into the affective landscape help students explore emotional geographies through more creative, reflective, affective, and active learning assessment strategies.

This article considers Australian receptions of C. P. Snow's "The Two Cultures and the Scientific Revolution" (1959), and of the controversy over the literary critic F. R. Leavis's combative 1962 response to it. Taking a lead from conceptual insights in global histories of science and the history of knowledge, the paper considers the ways knowledge claims iterate differently in different geographic and cultural contexts. Elements of the Snow-Leavis dispute resonated among Australian scientists, cultural critics, journalists and poets, while others did not. Snow's diagnosis of a disciplinary antagonism between the humanities and the sciences was central to Australian receptions of the controversy, but wider political issues, emphasised in much of the more sophisticated historiography of the 'two cultures' as a British-American controversy, were largely ignored. This reception reflected the post-war expansion of Australian higher education, and the shifting relations within it between the humanities and the sciences.

This article describes the use of the "powerful knowledge" concept in geography education in primary schools. First, the concept of powerful knowledge is briefly introduced in the context of building geographical thinking. Next, the authors describe four key geographical concepts: place, space, environment, and interconnection. The main part of the article describes the possibilities of applying these four key concepts to teaching. The authors further specify individual concepts using generalizations (big ideas). Teaching in this concept is not based on the mere memorization of partial geographical knowledge, but rather leads to the acquisition of key concepts whose meaning is universal, and these concepts can subsequently be applied in any geographical context.

This is the first in a series of six articles about how spatial reasoning can help children "read" maps, graphs, and geographic texts. Since the late 1900s, neuroscientists and psychologists have used new brain-scanning and eye-tracking technologies to do a "lot" of research about visual perception and spatial thinking. One key conclusion is that human brains use a number of separate networks to perceive and process different aspects of a visual image (like a map). This view of brain function - as a "massively parallel visual brain" rather than a step-by-step image processor - has implications for many aspects of geography education. This first article will look at how the research could influence teaching about the concept of "location," the first of the Five Themes of Geography.

Social Studies is a middle-school course that unites social-science disciplines and contributes to developing an understanding about the social existence of humans. It is reported that existing studies have simply focused only on the 2005 Social Studies Curriculum and omitted focus on relevant textbooks. Within such a context the aim of the current study is to present the current state of spatial thinking skills in relation to the 2018 Social Studies Curriculum and middle-school textbooks in Turkey. Furthermore, the study aims to analyze the coordination that exists between curriculum and textbooks around spatial thinking. To achieve the aims of the current study, the technique of document analysis technique occurs through examination of Social Studies Curriculum and middle-school textbooks. By the end of this research it was detected that in the 5th grade, the total number of opportunities for students to gain or develop the skills of spatial thinking was 8, and the total number of units in the textbook about spatial thinking was 12; in the 6th grade, the total number of opportunities for students to gain or develop the skills of spatial thinking was 7, and the total number of units in textbook about spatial thinking was 12; and finally, in the 7th grade, the total number of opportunities for students to gain or develop the skills of spatial thinking was 3, and the total number of units in textbook about spatial thinking was 5. Based on these results it can be argued that in Turkey there is not a full coordination or alignment between the 2018 Social Studies curriculum and relevant textbooks about spatial thinking.

This study aims to find out the effect of activities and practices on concept education to help carry out activities to teach these concepts more effectively and permanently, and determine student preconceptions about the concepts related to the landforms in the 5th-grade social studies curriculum in the learning subdomain called "People, Places and Environments." It was conducted as an action research study, employing a qualitative research design. The participants of the study were 16 fifth graders who were studying at a state secondary school in Bekilli District of the province of Denizli, Turkey. Mind maps, worksheet activities, models and mock-up, focus group interviews and field notes were used as the data collection tools, concept development tools, and process support tools. Collected in four class hours, the data were subjected to statement-based content analysis, and then compared with the criteria developed for the related concept and converted into findings and conclusions. The findings indicate that the student group has a partial preliminary knowledge and perception of the distinctive landforms they see around them. However, the student group's preliminary knowledge and perception of the landforms they do not observe around them is insufficient. The results obtained at the end of the instructional intervention process indicate that the student group is confused about the definitions of the bay, gulf, cape, peninsula, island, strait, and ocean. With the activities implemented after the additional action plan, the student group made progress by effectively learning the basic and sub-dimensional landforms they were confused about. The student group found it useful to carry out mind maps and application activities and achieved effective learning with models and mock-ups. Based on research result, use of sightseeing --observation techniques can be recommended to social studies teachers.

In this paper, we examine the conceptual understanding and experiences that students in German secondary schools have of boundaries. For our research we conducted qualitative interviews and surveys (interviews n=20; surveys n=21) with children (aged 14-17) born both in Germany and with refugee backgrounds. We asked for the children's conceptual understanding of the emergence and function of boundaries and their personal encounters with them. We studied the results of these interviews using qualitative content analysis to learn more about the conceptual understanding and experiences of students. Our findings on the emergence of borders show that students have limited understanding of boundaries and differing spatial concepts that exist for them. We also observed interesting distinctions between personal experiences of borders. The results may provide a base for further research and development in terms of conceptual-change-based methods for geography education on the topics of territories, borders and boundaries.

This article describes a data-driven approach to contextualize geography subject matter using student aspirations and workforce data. To test this teaching strategy, undergraduate students in two world geography courses taught at Texas State University were surveyed and interviewed about their career and life aspirations. Using this information, the course instructor selected relevant geography resources and applications using workforce data obtained from a sample of geographers employed in private and public sectors. Over the semester, students encountered those applications through class presentations, videos, and individual advising sessions. At the end, students completed a post-test survey. Resulting datasets offered the instructor a means to reflect upon and select geographic content that is accessible and applicable to what students aspire to be and do in the future. Analysis of the pre- and post-test survey data indicate positive gains in student attitudes but suggest additional culturally relevant pedagogical enhancements are needed to account for student diversity and context. The article concludes with a critical assessment of how future instructors might leverage aspirations and workforce data to address the underrepresentation of women and minorities in the discipline and workforce.

The current study examined the effects of a nationally scaled up Professional Learning and Development (PLD) model on teachers' classroom implementation of the Geospatial Inquiry instructional framework. Geospatial Inquiry is defined as: asking and answering a research question through the analysis and communication of data that is linked to a geographic location on, above, or near Earth. These data are often represented visually via maps and explored with geospatial technologies. It also examined the relationships between Geospatial Inquiry Teacher Workshop (GITW) implementation and teacher implementation of the Geospatial Inquiry Cycle. Situated cognition provided a theoretical framework for the design, development, and implementation of the GITWs and lessons. Surveys, technology assessments, lessons, and artifacts were analysed using a-priori coding, descriptive statistics, and a generalised linear modelling approach that included hierarchical analysis. Results indicated teachers implemented Geospatial Inquiry lessons with integrity to the principles of Geospatial Inquiry and utilised research-based pedagogical practices. Format of GITWs (e.g. face-to-face or blended) resulted in differences during teachers' lesson implementation. In addition, whether GITWs were delivered by an individual facilitator or a team of facilitators impacted teachers' lessons. The findings have several implications for the design and scaling of PLD.

The aim of the presented study is to evaluate the influence of the quality of visuals in printed geography textbooks on the character of children's conceptions using the example of the geographical location concept. Visuals are a graphical representation of a certain phenomenon. A two-tier diagnostic test without and with three types of high and low quality physical-geographical visuals was used to achieve this objective. The research study among elementary school students (n = 434) has shown that students are mostly unable to work effectively with visuals due to their inappropriate properties such as headline quality or factual errors.

Maps have been used for centuries to depict the diverse facets of our environment. Thematic maps depict a specific theme and help in revealing geospatial patterns and relations. The study and practice of map making has led to established cartographic design rules. Ever increasing availability of high-quality geospatial data coupled with continuously changing technologies for map making imply that one has to find the right mix between age-old principles and state-of-the-art technologies and trends when teaching thematic cartography. This paper presents a proposal on how to stimulate the creativity of students' thematic map making by describing the teaching approach and results of a map assignment for a course presented to a group of postgraduate geoinformatics students. Based on a reflection of the teaching and learning experience and an assessment of the thematic maps produced by the students, recommendations are provided for teaching today's university students how to create convincing and appealing thematic maps. An infographics summarizes the most important guidelines. Additionally, the student maps, as well as the maps revised by a trained cartographer, are available and can be used by others for teaching.

The aim of this study was to investigate students' understanding of the Gulf Stream as a geographical phenomenon and in relation to geospatial conceptualizations focusing on the geographical concepts of location, distribution and interaction. Data consists of 134 responses from 12-13-year-old students who completed an assignment in the Swedish national test in geography (2013). The responses were analyzed using thematic analysis. Data was complemented with interviews in 2017. Results show that many students hold alternative conceptions of the Gulf Stream in relation to geographical concepts, which implies that instruction should focus on students' geographical contextual understanding, including map-reasoning skills.

This systematic review and meta-analysis considered evidence of guided play compared to direct instruction or free play to support children's learning and development. Interventions from 39 studies were reviewed (published 1977-2020); 17 were included in meta-analysis (N[subscript total] = 3893; M[subscript childage] = 1-8 years; M[subscript girls] 49.8%; M[subscript ethnicity] White 41%, African American/Black 28%, Hispanic 19%). Guided play had a greater positive effect than direct instruction on early maths skills (g = 0.24), shape knowledge (g = 0.63), and task switching (g = 0.40); and than free play on spatial vocabulary (g = 0.93). Differences were not identified for other key outcomes. Narrative synthesis highlighted heterogeneity in the conceptualization and implementation of guided play across studies.

This design and development research was motivated by the rapid expansion and use of GeoGebra by mathematics educators (teachers and lecturers) in Indonesia. One of GeoGebra features is GeoGebra Applet that can be used, modified, and/or developed by educators for dynamic and interactive mathematics teaching and learning. At the time of research project, there is no GeoGebra Applets closely linked and aligned to the Indonesia national curriculum. The availability would be benefit for mathematics teaching and learning aligned to this curriculum. This research proceeds through seven steps of the Need, Capability, and Analysis (NCA) Model of Design and Development: 1) User Need Analysis; 2) Researcher as Developer Capability; 3) GeoGebra Applets Design; 4) GeoGebra Applets Development; 5) Experts Judgements; 6) Field testing in its Natural Setting Environment; and 7) the Prototype. The field testing was conducted with 8th grade students in a junior high school. The field testing shows that the developed Quadrilateral GeoGebra Applets can work as expected in its purposed natural setting environment.

The word "test" comes to mind when a person, who is unacquainted with education discourses, reads about assessment issues. Beyond issues of reliability and validity in designing measurement constructs, assessment for school geography must result in better geographical learning. In other words, there must be "consequential validity" so that the way teachers collect information about students is aligned to the goals of improving learning. While geographical educators agree that finding out if someone has learnt what you intend for them to learn goes beyond performance in pen and paper examinations, school geography intends for children to learn beyond geographical knowledge. In fact, geographical educators are interested in evaluating if our students are better in developing skills that will help them be actively engaged and contributing citizens of the world that they are living in.

As geography program has been discussed with the constructivist approach, it has become necessary to enhance the lessons with activities. Geography teachers implement the activities in course books, on the one hand, and also use the activities other teachers prepared or the activities in social network websites, on the other. However, what is more important is teachers' designing and developing activities considering the conditions of the school they carry on their duties, status of their students, environmental properties and geographical area depending upon acquisitions. The Ministry has also provided conveniences required for designing and developing activities taking the activities in course books and other sources as example. In this research, it was aimed to reveal skills of geography teachers upon designing and developing activities. The research was carried out by using the case study method, one of qualitative research approach and the opinions of geography's teachers working in Turkey in Nevsehir province, were consulted in the academic year of 2015-2016. The views of 32 geography teachers carrying on their duties in the center and districts of Nevsehir province were collected using semi-structured interview form. Each question in the form was accepted as a main theme, and sub-themes were created depending upon the views. It was concluded in the research that activities performed in the lessons had several benefits upon affective and cognitive development of children, course books, supplementary sources and internet websites were widely used for the activities, school sub-structure was adequate for organizing activities, teachers considered themselves as competent for designing activities, and teachers were able to develop the relationship of activity-acquisition in activities.

Learning with Web-based geographic information system (Web GIS) can promote geospatial thinking and analysis of georeferenced data. Web GIS can enable learners to analyze rich data sets to understand spatial relationships that are managed in georeferenced data visualizations. We developed a Web GIS plate tectonics simulation as a capstone learning activity in an undergraduate Earth Science course that integrated geological and geophysical data sets to allow students to dynamically reconstruct ancient plate motions. To assess the effectiveness of the Web GIS tectonics simulation, all 12 students in the course submitted three artifacts that were assessed with a reliable, criterion-based rubric. The students also completed a survey to assess the effectiveness of the online interface and its capability to promote geospatial thinking. The students preformed quite well on the assignment. The survey results supported that the students perceived the Web GIS tectonics simulation as having helped them think geospatially. Our Web GIS design and embedded capabilities allowed students to advance and confirm their understandings about the tectonics concepts. Student responses indicated that the Web GIS supported their geospatial analysis for making inferences about space, geospatial patterns, and geospatial relationships among the data that were visualized in the Web GIS. Design features that contributed to the successful implementation are discussed.

This first analysis of aggregated data from the Kahoot! game-based player response system demonstrates that it can provide assessments of overall US student polar knowledge and identifies differences in polar knowledge across several states. A kahoot online quiz on polar topics recorded over 25,000 United States teacher-hosted classroom players (mostly middle-high school students) run by 1,167 unique teacher hosts within nine months (09/2018 through 06/2019). This high volume of teacher-initiated kahoots shows that many US teachers are motivated to include polar content in their teaching. We selected a subset of questions for analysis to compare with external data from a 2016 survey assessing polar knowledge of the US adult public. On three directly comparable questions kahoot student accuracy averaged just 30%, well below the 49% average accuracy observed on the nationwide survey of adults. Our geographic analysis focused on 13 states that had greater than 100 players for all questions analyzed. Among these, students in Rhode Island, Oregon, Arizona, and Washington exhibit the highest scores overall, while responses from Ohio and Illinois students appeared no better than guessing. Although widespread US teacher interest in polar content is indicated by the many who chose to use the polar kahoot in their classroom, students' polar knowledge proves to be very low. These findings reinforce a need to include more polar and Earth system content in curricula, as well as to crowdsource benchmarked suites of knowledge questions appropriate for assessment of educational interventions.

Although, a number of studies exists regarding students' experiences of Geography as a school subject, the gender differences in students' geographical knowledge and interests are rarely recognised. Drawing from the cognitive interest theory, and using a qualitative phenomenological design, this study explored the gender differences in the geographical knowledge and interests of 48 Ghanaian senior high school students. In-depth interviews were conducted with 24 males and 24 females, sampled from two public schools in the Kumasi Metropolis of the Asante Region. Data obtained were analysed thematically, with specific normative and subjective views of participants presented as direct quotations. Both gender demonstrated appreciable level of knowledge regarding the subject matter of Geography and its relevance to daily life experiences. Gender differences were, however, observed in students' understanding of the subject matter of Geography and conceptions of the importance of Geography. Congruent to the cognitive interest theoretical perspective, the findings suggest that there is a considerable link between geographical knowledge and geographical interests of both gender. The study findings have the potential of informing policy and curricula changes by relevant stakeholders to help bridge the gender imbalances in school Geography enrolments and also to secure the success of Geography.

In this study, a collection of lullabies which have an important place in Turkish culture and which form an important genre in folk literature are examined to find out distribution and presentation of geographical terms in the lullabies in this collection. In the study, 2480 lullabies in Turkish Lullabies which is one of the leading collections in Turkey and 1320 lullabies, which were still being collected when the study was conducted, have been examined. These lullabies were accepted as linguistic sample of the study. Content analysis and discourse analysis were used in the study. Lullabies were transformed to the computers, their word counts and lists have been obtained. Among these words, the one related to geography were grouped and content analysis was conducted. Later on, the lullabies were submitted to content analysis, and the researcher depicted how geographical terms were presented. Results of the study indicated that approximately 10% of the words in the lullabies are related to geography. The lullabies presented environmental and geographic information from immediate environment to remote environment and starting from concrete and experiences. In the respects, lullabies can be used as instructional materials to teach geography to children aged 0 to 6. It is suggested that lullabies should be collected, saved and used in education as primary source of information in linguistic development and in other fields in pre-school period.

This article examines various meanings of the term landscape. It advocates a deep engagement with the concept to enable high school students to carry out a range of thought-provoking geographical inquiries. Each aspect of the Australian Curriculum, Assessment and Reporting Authority's definition of landscape, shown below, is examined by reference to more one-dimensional ideas of landscape such as "the visible features of the surface of the earth" to the more complex ideas expressed in critical geographies.

Students learning experiences were investigated in geometry lesson when using Dynamic Geometry Software (DGS) tool in geometry learning in 25 Ethiopian secondary students. The research data were drawn from the used worksheets, classroom observations, results of pre- and post-test, a questionnaire and interview responses. I used GeoGebra as a DGS tool with research questions relating to the aspects of (1) motivation, (2) interactions and discussions, (3) student-centered learning, (4) conceptual understanding, and (5) Problem-solving strategies. The questions were embedded in an instructional research intervention. The intervention comprised the use of worksheets and applets we developed through GeoGebra. The results showed that the use of a DGS tool with the presence of other factors, such as group work and the use of worksheets brought about certain changes in students "learning experiences" of the geometrical concepts. Students were well motivated, but discussion and interaction were limited (due to time limitations) and results on students' "conceptual understanding" and problem-solving strategies were only partly satisfactory, but improved during the intervention.