Titlebook: Learning Progressions in Geography Education; International Perspe Osvaldo Mu?iz Solari,Michael Solem,Richard Boehm Book 2017 The Editor(s)

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England, in school geography. For much of geography’s history as a school subject the nature of making progress was largely taken for granted and considered to be little more sophisticated than the accumulation of information. Since the advent of curriculum studies (in England, since the 1970s) the question

Chronic

Sweden,eform was completed in 2011, updating policy documents and restructuring syllabuses, clarifying subject specific abilities and knowledge requirements. In 2012, national tests in geography were instituted for years 6 and 9, yielding support for equal and fair assessment, and concretizing curriculum a

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大洪水

Spain,cation, geography and history are taught as a combined and compulsory subject at levels 7–9, where the syllabus and the effective teaching of geography make possible reasonable learning progressions (LPs) in terms of big issues of geographical knowledge (physical and human geography), spatial thinki

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Belgium, available, but it is assumed that students make progress by following the curriculum. This idea of progress has been translated into the concept of learning lines where both the spatial component and the learning capabilities for geography are described. These lines only describe the targets to be

有斑點(diǎn)

South Africa,nts (NCS) were replaced by the Curriculum and Assessment Policy Statements (CAPS). In both of these geography in the lower grades (grades 4–9) forms part of natural sciences and social sciences. In the Further Education and Training band (grades 10–12) geography is one of the elective subjects. The

flimsy

Turkey,ation in Turkey?” and (2) “If it does, is it learning progression (LP) or content progression that is being achieved with the current K12 geography education?” While answering these questions, the chapter will also provide a critical overview of the current secondary school geography curriculum in T

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