Teaching and Learning Methods in Geography Promoting Sustainability
Understanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This quali...
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| Format: | Article |
| Language: | English |
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MDPI AG
2019-12-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/10/1/5 |
| _version_ | 1797417490572115968 |
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| author | Eija Yli-Panula Eila Jeronen Piia Lemmetty |
| author_facet | Eija Yli-Panula Eila Jeronen Piia Lemmetty |
| author_sort | Eija Yli-Panula |
| collection | DOAJ |
| description | Understanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This qualitative study examined articles on geography teaching and SD. The material was selected using keywords related to geography education. The study describes 17 articles published in peer-reviewed scientific journals from 2008 to 2018. The focus group varied from primary to higher education. The proportion of teaching and learning methods were determined. The data were analyzed using qualitative content analysis. The foci of the analyses were the teaching and learning methods, topics, goals, and levels of thinking skills. Additionally, features of the teaching methods used in geography education, including outdoor education, to achieve the sustainable development goals (SDGs) were investigated. Different teaching methods used together and interactive learning were the most often preferred. Group work and teachers’ presentations were mentioned in 12 articles, and inquiry-based learning and argumentation in half of the articles. The most often written expressions promoting SD in geography education concerned environmental sustainability (42%), followed by social (25%), economic (19%), and cultural sustainability (14%). The most emphasized features of the current teaching methods were active participation, thinking skills, animation, evaluation, dialog, demonstrations, and information and communication technology skills. The whole school approach and forward-looking perspective in geography should be implemented in school education to reach the SDGs and to support SD. |
| first_indexed | 2024-03-09T06:19:31Z |
| format | Article |
| id | doaj.art-29e9f58d01ac47ff8c8af89236942644 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T06:19:31Z |
| publishDate | 2019-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-29e9f58d01ac47ff8c8af892369426442023-12-03T11:49:10ZengMDPI AGEducation Sciences2227-71022019-12-01101510.3390/educsci10010005educsci10010005Teaching and Learning Methods in Geography Promoting SustainabilityEija Yli-Panula0Eila Jeronen1Piia Lemmetty2Department of Teacher Education, University of Turku, 20014 Turku, FinlandFaculty of Education, University of Oulu, 90014 Oulu, FinlandDepartment of Teacher Education, University of Turku, 20014 Turku, FinlandUnderstanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This qualitative study examined articles on geography teaching and SD. The material was selected using keywords related to geography education. The study describes 17 articles published in peer-reviewed scientific journals from 2008 to 2018. The focus group varied from primary to higher education. The proportion of teaching and learning methods were determined. The data were analyzed using qualitative content analysis. The foci of the analyses were the teaching and learning methods, topics, goals, and levels of thinking skills. Additionally, features of the teaching methods used in geography education, including outdoor education, to achieve the sustainable development goals (SDGs) were investigated. Different teaching methods used together and interactive learning were the most often preferred. Group work and teachers’ presentations were mentioned in 12 articles, and inquiry-based learning and argumentation in half of the articles. The most often written expressions promoting SD in geography education concerned environmental sustainability (42%), followed by social (25%), economic (19%), and cultural sustainability (14%). The most emphasized features of the current teaching methods were active participation, thinking skills, animation, evaluation, dialog, demonstrations, and information and communication technology skills. The whole school approach and forward-looking perspective in geography should be implemented in school education to reach the SDGs and to support SD.https://www.mdpi.com/2227-7102/10/1/5general educationgeography educationhigher educationliterature reviewoutdoor educationsustainability education |
| spellingShingle | Eija Yli-Panula Eila Jeronen Piia Lemmetty Teaching and Learning Methods in Geography Promoting Sustainability Education Sciences general education geography education higher education literature review outdoor education sustainability education |
| title | Teaching and Learning Methods in Geography Promoting Sustainability |
| title_full | Teaching and Learning Methods in Geography Promoting Sustainability |
| title_fullStr | Teaching and Learning Methods in Geography Promoting Sustainability |
| title_full_unstemmed | Teaching and Learning Methods in Geography Promoting Sustainability |
| title_short | Teaching and Learning Methods in Geography Promoting Sustainability |
| title_sort | teaching and learning methods in geography promoting sustainability |
| topic | general education geography education higher education literature review outdoor education sustainability education |
| url | https://www.mdpi.com/2227-7102/10/1/5 |
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