Bridging the Divide: The Potential Role of Contemporary Geographical Research in Schools

Autor/inn/en	Mackie, Peter; Kazmierczak, Aleksandra
Titel	Bridging the Divide: The Potential Role of Contemporary Geographical Research in Schools
Quelle	In: Journal of Geography, 116 (2017) 5, S.187-196 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1341
DOI	10.1080/00221341.2016.1267787
Schlagwörter	Role; Geography Instruction; Educational Research; Teaching Methods; Evidence Based Practice; College School Cooperation; Learner Engagement; Learning Processes; Program Descriptions; Mixed Methods Research; Case Studies; Foreign Countries; Climate; Change; Environmental Education; Sustainability; College Faculty; High School Students; Social Integration; Economic Development; Focus Groups; Online Surveys; Feedback (Response); Teacher Attitudes; Student Attitudes; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Rollen; Geography education; Geography lessons; Geografieunterricht; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Ausland; Klima; Wandel; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; Fakultät; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Soziale Integration; Wirtschaftsentwicklung; Lehrerverhalten; Schülerverhalten
Abstract	This article examines the implementation and impacts of a program intended to improve research-led teaching in schools. Little consideration is given to the role of research-led teaching in schools; the argument is that this is a consequence of fractures between schools and universities. A program was developed to bring contemporary geographical research of university scholars into schools. Examining this program, the finding is that being exposed to research: improves access to up-to-date knowledge; heightens student enthusiasm; and informs choices students make about their learning. This article calls for bridges to be built between universities and schools upon the nexus of teaching and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01