What Supports or Promotes the Development of Geographic Knowledge, Skills, and Practices?: Pedagogy and Research Priorities to Improve Geography Teaching and Learning at the K-12 Level
Battersby, Sarah E.
Cooper, Catherine W.
Tabor, Lisa K.
The Grosvenor Center for Geographic Education
In October 2013, the Gilbert M. Grosvenor Center for Geographic Education brought together scholars from the geography education, social studies, and science fields to discuss a plan to move forward with carrying out recommendations given in the National Science Foundation funded, A Road Map for 21st Century Geography Education. Comprising one of the five working groups of the conference, we ( the authors of this article) focused our discussion on evaluating the characteristics of effective geography teaching and exploring the impact of several classroom methods and practices on learning geography knowledge, skills, and practices at the K-12 level. In this manuscript we outline an agenda of critical research priorities in geography education. Our discussion focuses on general pedagogical issues, application of geospatial technologies and fieldwork, and characteristics of effective teachers. For each of these topics, we address research needs, including considerations for conducting valid and reliable research in these areas, as well as challenges in conducting research and implementing the results from geography education research.
geography, geography education, A Road Map for 21 st Century Geography Education, pedagogy, research challenges
Battersby, S.E., Mohan, A., Cooper, C.W., Curtis, M., Lane, J., Tabor, L.K., & Wessell, J. (2013). What supports or promotes the development of geographic knowledge, skills, and practices?: Pedagogy and research priorities to improve geography teaching and learning at the K-12 level. Research in Geographic Education, 15(2), pp. 29-43.