Coverart for item
The Resource The power of geographical thinking, (electronic resource)

The power of geographical thinking, (electronic resource)

Label
The power of geographical thinking
Title
The power of geographical thinking
Subject
Language
eng
Member of
Cataloging source
YDX
Dewey number
  • 910
  • 300
Index
no index present
LC call number
  • G128
  • H1-970.9
Literary form
non fiction
Nature of contents
dictionaries
http://library.link/vocab/subjectName
  • Geography
  • Critical thinking
Label
The power of geographical thinking, (electronic resource)
Instantiates
Publication
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • List of Figures; List of Tables; 1 Introduction: Why Is It Timely to (Re) Consider What Makes Geographical Thinking Powerful?; 1.1 The Nature of Geographical Thought; 1.2 Structuring a Response; 1.3 Conclusions; References; Theorising Geographical Thinking; 2 Debating the Place of Knowledge Within Geography Education: Reinstatement, Reclamation or Recovery?; 2.1 Introduction; 2.2 The New Sociology of Education; 2.3 Social Realism; 2.4 Powerful Knowledge, Geography and Geography Education; 2.5 Conclusions; References; 3 Applying the Concept of Powerful Knowledge to School Geography
  • 3.1 Introduction3.2 Powerful Knowledge; 3.2.1 Analytical Concepts; 3.2.2 Explanatory Concepts; 3.2.3 Geographical Generalisations; 3.2.4 Criticisms of Type 2 Powerful Knowledge; 3.3 Is Powerful Knowledge in Schools the Same as Academic Knowledge?; 3.4 Conclusion; References; 4 Geographical Thinking: Is It a Limitation or Powerful Thinking?; 4.1 Introduction; 4.2 Geography: A Limitless Subject?; 4.3 Geographical Thinking; 4.4 Powerful Thinking in the Geography Classroom; 4.4.1 An Argument Using the Concept Space; 4.4.2 An Argument Using the Concept Place
  • 5.5 Practical Implementation of the Four Concepts of Space/Place: The Climate in London (Two Examples)5.5.1 Exercise Without Geographical Concepts of Space/Place; 5.5.2 Exercise with Geographical Concepts of Space/Place; 5.6 Outlook; References; 6 What Type of Geography Do We Teach? from Theoretical-Conceptual Weaknesses to Underestimation of Spatial Experience. Chilean Teachers' Views on Teaching Geography; 6.1 Introduction; 6.2 Research Approaches; 6.3 Research and Theoretical Framework; 6.4 Research Design; 6.5 Research Methods; 6.6 Research Findings
  • 6.6.1 Scientific Traditions of Geography and Methodological Models6.6.2 Social Value of Geographical Knowledge; 6.6.3 Branch Themes of Geography, Categories of Analysis and Geographical Concepts; 6.6.4 Categories of Analysis, Geographical Concepts and Epistemological Paradigms of Geography; 6.6.5 Categories of Analysis and Geographical Concepts, Methodological Models and Social Value of Geographical Knowledge; 6.7 Conclusion; References; 7 Geographical Thinking and Its Role in Climate Change Education: The Case of Singapore; 7.1 Introduction; 7.2 Misconceptions and Faulty Knowledge
Dimensions
unknown
Extent
1 online resource.
Form of item
online
Isbn
9783319499864
Media category
computer
Media MARC source
rdamedia
Media type code
c
Specific material designation
remote
System control number
ocn975115922
Label
The power of geographical thinking, (electronic resource)
Publication
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • List of Figures; List of Tables; 1 Introduction: Why Is It Timely to (Re) Consider What Makes Geographical Thinking Powerful?; 1.1 The Nature of Geographical Thought; 1.2 Structuring a Response; 1.3 Conclusions; References; Theorising Geographical Thinking; 2 Debating the Place of Knowledge Within Geography Education: Reinstatement, Reclamation or Recovery?; 2.1 Introduction; 2.2 The New Sociology of Education; 2.3 Social Realism; 2.4 Powerful Knowledge, Geography and Geography Education; 2.5 Conclusions; References; 3 Applying the Concept of Powerful Knowledge to School Geography
  • 3.1 Introduction3.2 Powerful Knowledge; 3.2.1 Analytical Concepts; 3.2.2 Explanatory Concepts; 3.2.3 Geographical Generalisations; 3.2.4 Criticisms of Type 2 Powerful Knowledge; 3.3 Is Powerful Knowledge in Schools the Same as Academic Knowledge?; 3.4 Conclusion; References; 4 Geographical Thinking: Is It a Limitation or Powerful Thinking?; 4.1 Introduction; 4.2 Geography: A Limitless Subject?; 4.3 Geographical Thinking; 4.4 Powerful Thinking in the Geography Classroom; 4.4.1 An Argument Using the Concept Space; 4.4.2 An Argument Using the Concept Place
  • 5.5 Practical Implementation of the Four Concepts of Space/Place: The Climate in London (Two Examples)5.5.1 Exercise Without Geographical Concepts of Space/Place; 5.5.2 Exercise with Geographical Concepts of Space/Place; 5.6 Outlook; References; 6 What Type of Geography Do We Teach? from Theoretical-Conceptual Weaknesses to Underestimation of Spatial Experience. Chilean Teachers' Views on Teaching Geography; 6.1 Introduction; 6.2 Research Approaches; 6.3 Research and Theoretical Framework; 6.4 Research Design; 6.5 Research Methods; 6.6 Research Findings
  • 6.6.1 Scientific Traditions of Geography and Methodological Models6.6.2 Social Value of Geographical Knowledge; 6.6.3 Branch Themes of Geography, Categories of Analysis and Geographical Concepts; 6.6.4 Categories of Analysis, Geographical Concepts and Epistemological Paradigms of Geography; 6.6.5 Categories of Analysis and Geographical Concepts, Methodological Models and Social Value of Geographical Knowledge; 6.7 Conclusion; References; 7 Geographical Thinking and Its Role in Climate Change Education: The Case of Singapore; 7.1 Introduction; 7.2 Misconceptions and Faulty Knowledge
Dimensions
unknown
Extent
1 online resource.
Form of item
online
Isbn
9783319499864
Media category
computer
Media MARC source
rdamedia
Media type code
c
Specific material designation
remote
System control number
ocn975115922

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