COVID-19: Teaching Primary Geography in an Authentic Context Related to the Lived Experiences of Learners

Autor/inn/en	Usher, Joe; Dolan, Anne M.
Titel	COVID-19: Teaching Primary Geography in an Authentic Context Related to the Lived Experiences of Learners
Quelle	In: Irish Educational Studies, 40 (2021) 2, S.177-185 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2021.1916555
Schlagwörter	COVID-19; Pandemics; Elementary Education; Geography Instruction; Instructional Effectiveness; Teaching Methods; Relevance (Education); Problem Based Learning; World Problems; Authentic Learning; Outdoor Education; Current Events; Map Skills; Learner Engagement; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Elementarunterricht; Geography education; Geography lessons; Geografieunterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Relevance; Relevanz; Problem-based learning; Problemorientiertes Lernen; Weltproblem; Freiluftunterricht; Aktualität; Kartenverständnis; Ausland; Irland
Abstract	The COVID-19 pandemic is an unanticipated event that has exposed human fragility in an interconnected and interdependent world. While impacts are of a global magnitude, they have been felt at the most local of levels. Across the world pupils' daily lives and experiences have been directly impacted by government-imposed measures and restrictions taken to address the pandemic. Existing research on the teaching of primary geography in Ireland, although both dated and limited, indicates the prevalence of didactic, textbook-based methods involving rote-learning. This points to a policy-practice gap whereby teaching methods are not aligned with those advocated by the curriculum. Primary teachers and student primary teachers have been found to hold knowledge-based encyclopaedic images of geography, failing to recognise the subject's relevance to the real-world lived experiences of pupils. This paper frames the COVID-19 as an authentic learning experience that can form the foundation for effective geography education. Pupils learn best and are more motivated to engage in a problem or issue that affects them or that they are connected to. By investigating COVID-19 through geography in the primary classroom, this paper argues that both pupils and teachers can recognise the relevance of geography to their lives and the wider world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01