Research on K-12 Geography Education

Rob Helfenbein Indiana University-Indianapolis

Research on K-12 Geography Education

Rob Helfenbein Indiana University-Indianapolis

Findings from:

Segal, A. & Helfenbein, R. (in press). Geography education. In

L.Levstik & C. Tyson (Eds.) Handbook of research in social education. Erlbaum Publishing.

Findings from:

Segal, A. & Helfenbein, R. (in press). Geography education. In

L.Levstik & C. Tyson (Eds.) Handbook of research in social education. Erlbaum Publishing.

Guidelines for Geographic Education (1984) 1989, President Bush and the nation’s state

governors included geography as one of the five “core subjects” in the National Education Goals

signed into law by President Clinton in The Goals 2000: Educate America Act.

1990 fourth, eighth, and twelfth grade by the National Assessment of Educational Progress (NAEP).

Geography for Life (1994), setting out 18 national geography standards specifying what students, at each grade level, should know and be able to do

Guidelines for Geographic Education (1984) 1989, President Bush and the nation’s state

governors included geography as one of the five “core subjects” in the National Education Goals

signed into law by President Clinton in The Goals 2000: Educate America Act.

1990 fourth, eighth, and twelfth grade by the National Assessment of Educational Progress (NAEP).

Geography for Life (1994), setting out 18 national geography standards specifying what students, at each grade level, should know and be able to do

transformative geographytransformative geography inquiry-based instruction tying critical geography

skills to contemporary environmental and spatial social problems (Kirman 2003)

- an ethical engagement in spatial thinking (Association of American Geographers’ “Statement of Professional Ethics,” 1998)

geographers should “encourage consideration of the relationship between professional practice and the well-being of the peoples, places, and environments that make up our world” (1998, Section VIII).

inquiry-based instruction tying critical geography skills to contemporary environmental and spatial social problems (Kirman 2003)

- an ethical engagement in spatial thinking (Association of American Geographers’ “Statement of Professional Ethics,” 1998)

geographers should “encourage consideration of the relationship between professional practice and the well-being of the peoples, places, and environments that make up our world” (1998, Section VIII).

Improving the “spatial skills” of educators

Improving the “spatial skills” of educators

expanded work with place and location activities (Mackenzie & Sawyer, 1986)

employing geographic literacy towards dispelling stereotypes (Scott, 1999)

combining geographic study with multicultural literature (Berson, Ouztis, & Walsh, 1999)

regional analysis (Stoddard, 1997) thematic units emphasizing the importance of place

and difference (Gersmehl, 1992) training teachers to plan instruction with a

“geographic eye” (Gay, 1995)

expanded work with place and location activities (Mackenzie & Sawyer, 1986)

employing geographic literacy towards dispelling stereotypes (Scott, 1999)

combining geographic study with multicultural literature (Berson, Ouztis, & Walsh, 1999)

regional analysis (Stoddard, 1997) thematic units emphasizing the importance of place

and difference (Gersmehl, 1992) training teachers to plan instruction with a

“geographic eye” (Gay, 1995)

Geography Education: In Practice

Geography Education: In Practice

3 Typical Forms: as support for history; as part of social studies; as separate discipline.

Recall v. Constructivism

The 5-Themes (help or hindrance?)

3 Typical Forms: as support for history; as part of social studies; as separate discipline.

Recall v. Constructivism

The 5-Themes (help or hindrance?)