The Power of Geographical Thinking (eBook)

Clare Brooks is Honorary Secretary of the International Geographical Union – Commission for Geography Education, and a member of the International Steering Group. She is also Chair of the UK Committee of the Commission.  As Senior Lecturer in Geography Education at the UCL Institute of Education, she was worked on post-graduate programmes in geography education for fifteen years. Her research interests are in teachers’ use of their subject knowledge and how teachers geographical knowledge influences classroom practices. Mary Fargher is a member of the UK Committee of the International Geographical Union - Commission for Geography Education. After six years working on post-graduate programmes, she now  leads the MA Geography in Education and Teach First geography programmes at UCL Institute of Education. Her research interests are in the use of geospatial technologies in supporting high quality teaching and learning in geography. Lesson Planning (3rd edition) (2008), Making Assessment Matter (2010) and, as editor, Geography, Education and the Future (2011) and MasterClass in Geography Education (2015). Graham is a long established member of the Geographical Association and an invited member of the UK Committee of the International Geographical Union (IGU).tly="" field="" although="" has="" also="" published="" on="" assessment,="" teacher="" workload,="" modernisation="" teaching="" workforce.="" his="" books="" include modernising="" schools (2007,="" with="" helen="" gunter),   

Thinking space geographically: Alois Hynek, Jaroslav Vávra.- Chapter 7:  Geographical thinking and its role in climate change education: a case of Singapore: Chew-Hung Chang & Liberty Pascua.- Chapter 8: English geography textbook authors’ perspectives on developing pupils’ geographical knowledge and thinking: Simon Catling , Jongwon Lee.- Chapter 9: Geography teachers between formal training and teaching practices: Andoni Arenas Martija, Víctor Salinas Silva, María José Otero Auristondo, Patricio Peréz Gallardo.- Chapter 10: How Geography as a school subject is defined in Singapore: Tricia Seow.- Chapter 11: Teach to develop geographical thinking: Felisbela Martins.- Chapter 12: International differences in thinking  geographically, and why it matters: Clare Brooks.-  Chapter 13: CyberGIS and Geographic Thinking: Forrest J. Bowlick.- Chapter 14: Geographical thinking through key concepts? Results of a symbiotic in-service teacher training course: Janis Fogele.- Chapter 15: What might powerful geographical knowledge look like?: Alaric Maude.- Chapter 16: Geographical Thinking: Is it a limitation or powerful thinking?: Anke Uhlenwinkel.- Chapter 17: Researching progress and sophistication in geography learning: Taking a critical stance: Michael Solem , David Lambert.- Chapter 18: Debating the place of knowledge within geography education: reinstatement, reclamation or recovery?: Graham Butt.- Chapter 19: Reviewing the power of GIS-based enquiry learning in school geography: Mary Fargher.- Chapter 20: Students’ reflective thinking in geography lessons: Nina Brendel.- Chapter 21: The Feasibility Research of Bringing Fundamentals of Earth Science into Middle School Geography Curriculum of Mainland China - Based on Earth Science for the cultivation of students’ geographical thinking: Duan Yushan & Jiang Lianfei, Alex Oberle and Mollie Ullestad.- Chapter 22: Conceptualising  GeoCapabilities and appreciating of the power of thinking geographically: David Lambert, Michael Solem.- Chapter  23: Supporting geographical thinking in the classroom – the teacher and curriculum control: David Mitchell.- Chapter 24: Geographic thinking: Sarah Bednarz.- Chapter 25: Geography in England’s primary pre-service teacher education: challenges and possibilities: Simon Catling.