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Special Issues
New Insights in the Teaching and Learning of Geography
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Special Issue "New Insights in the Teaching and Learning of Geography"

A special issue of European Journal of Investigation in Health, Psychology and Education (ISSN 2254-9625).

Deadline for manuscript submissions: 30 November 2021.

Special Issue Editor

Prof. Dr. Alexandra Budke
E-Mail Website
SciProfiles
Guest Editor
Institute for Geography Education, University of Cologne, Gronewaldstr. 2, 50931 Cologne, Germany
Interests: argumentation; intercultural learning; political education; digital media; language-sensitive geography teaching

Special Issue Information

Dear Colleagues,

Geography education is as topical and relevant as ever. It deals with central issues of the future, such as climate change, migration and sustainable urban development. Pupils learn spatial thinking and how to use (digital) media. The subject also makes a central contribution to political education, as controversial positions of different actors are dealt with and students have the opportunity to form their own opinions.

Research in geography education should contribute to the generation of knowledge about the learning of geography and the effective teaching of competencies. Therefore, a Special Issue will be published dedicated to innovative research fields in geography education. Empirical contributions that incorporate the international state of research and generate new insights are to be published with priority. They can relate to different topics. This concerns, for example:

  • The teaching of content-related topics;
  • Education for sustainable development;
  • Learner perceptions;
  • Argumentation in geography classes;
  • The use of digital media in geography lessons;
  • Intercultural learning;
  • Political education in geography lessons.

Prof. Dr. Alexandra Budke
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. European Journal of Investigation in Health, Psychology and Education is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • geography education
  • spatial thinking
  • digital media
  • argumentation
  • education for sustainable development

Published Papers (2 papers)

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Research

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Article
Multiperspectivity as a Process of Understanding and Reflection: Introduction to a Model for Perspective-Taking in Geography Education
by
Dina Vasiljuk
and
Alexandra Budke
Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 529-545; https://doi.org/10.3390/ejihpe11020038 - 10 Jun 2021
Viewed by 725
Abstract
Perspective-taking is an essential competency because it enables a better understanding of complex issues or conflicts with various actors and different points of view involved. However, no competency model for perspective-taking has been provided in geography education to date, which is why a [...] Read more.
Perspective-taking is an essential competency because it enables a better understanding of complex issues or conflicts with various actors and different points of view involved. However, no competency model for perspective-taking has been provided in geography education to date, which is why a respective model was developed in this study. The model was then applied by analysing 28 articles from four practice journals of geography education from German-speaking countries. This analysis focused on the dimensions of the perspective-taking competencies that were required by respective tasks within the lesson concepts. The results show that the tasks hardly promoted competence-oriented geography teaching in terms of perspective-taking. Therefore, the competency model could be a suitable tool for analysing and developing teaching materials that implement perspective-taking. Full article
(This article belongs to the Special Issue New Insights in the Teaching and Learning of Geography)
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Article
Metacognitive Strategies for Developing Complex Geographical Causal Structures—An Interventional Study in the Geography Classroom
by
Johannes Heuzeroth
and
Alexandra Budke
Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 382-404; https://doi.org/10.3390/ejihpe11020029 - 07 May 2021
Viewed by 628
Abstract
This article examines the impact of applied metacognition on the development of geographical causal structures by students in the geography classroom. For that, three different metacognitive strategies were designed: a. action plan, activating meta-knowledge prior to problem-solving and simultaneously visualizing action steps for [...] Read more.
This article examines the impact of applied metacognition on the development of geographical causal structures by students in the geography classroom. For that, three different metacognitive strategies were designed: a. action plan, activating meta-knowledge prior to problem-solving and simultaneously visualizing action steps for dealing with the task (A); b. circular thinking (C), a loop-like, question-guided procedure applied during the problem-solving process that supports and controls content-related and linguistic cognition processes; c. reflexion (R), aiming at evaluating the effectivity and efficiency of applied problem-solving heuristics after the problem-solving process and developing strategies for dealing with future tasks. These strategies were statistically tested and assessed as to their effectiveness on the development of complex geographical causal structures via a quasi-experimental pre-posttest design. It can be shown that metacognitive strategies strongly affect students’ creation of causal structures, which depict a multitude of elements and relations at a high degree of interconnectedness, thus enabling a contentually and linguistically coherent representation of system-specific properties of the human–environment system. On the basis of the discussion of the results, it will be demonstrated that metacognitive strategies can provide a significant contribution to initiating systemic thinking-competences and what the implications might be on planning and teaching geography lessons. Full article
(This article belongs to the Special Issue New Insights in the Teaching and Learning of Geography)
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