Description
Book SynopsisTrade Review‘This extremely readable book shows geography to be the world subject. More than this, it argues that “students who learn to think geographically … discover a new way of seeing the world”. In the context of Anthropocene, the educational potential of geography is therefore vast – but is not guaranteed. This book expertly melds theoretical perspectives about ‘learning’ with some brilliant examples of structured teaching and thus makes a fine contribution to the development of geography education in practice.’ -- David Lambert, UCL Institute of Education, UK
‘There has arguably never been a more urgent need for young people to learn how to think geographically at a high level of proficiency. This book demonstrates the significance of geography’s powerful knowledge for understanding human systems with many practical applications to support high quality geography instruction.’ -- Michael Solem, Texas State University, US
Table of ContentsContents: Foreword by Donald Zeigler xv PART I THEORIES AND PRACTICE IN THINKING GEOGRAPHICALLY 1 Introduction to theories and practice in thinking geographically 2 Erin Hogan Fouberg and Janet Stuhrenberg Smith 2 Thinking geographically 11 Janet Stuhrenberg Smith 3 Learning geographic concepts 39 Erin Hogan Fouberg 4 Learning, visualizing, and thinking through maps 58 Janet Stuhrenberg Smith 5 Personalizing geographic knowledge through fieldwork 86 Erin Hogan Fouberg 6 Plasticity and change: lifelong geographic learning 100 Erin Hogan Fouberg PART II EXERCISES IN GEOGRAPHIC THINKING 7 Introduction to exercises to promote geographic thinking and learning 112 Janet Stuhrenberg Smith and Erin Hogan Fouberg 8 Engaging group-based exercises 116 Larianne Collins, Erin Hogan Fouberg, Jody Smothers-Marcello, Jamie L. Strickland, Caitlin Finlayson, Sunita George, Amanda Rees, and Janet Stuhrenberg Smith 9 Powerful field-based and place-based exercises 178 Raymond Greene, Jacqueline L. Waite, William G. Moseley, Matthew R. Cook, and Alex Oberle 10 Integrative project-based exercises 209 Thomas R. Craig, Leslie McLees, and Ronald V. Kalafsky Index 229
