IDENTIFYING FIVE GEOGRAPHICAL EDUCATION RESEARCH CHALLENGES FOR THE NEXT DECADE

Authors

  • Cristiana Martinha Maia Oliveira da Fonseca Abay Universidade do Minho

DOI:

https://doi.org/10.14393/REG-v12-2021-76695

Keywords:

Geographical Education, research in Geographical Education, Geography Teacher Education

Abstract

This text aims to present and discuss five research challenges in Geographical Education that we identified for the next decade. In the text, we will identify each one of them making a brief summary of our opinion about this “challenge” and adding some references about the topic. The main objective of this article is to improve the discussion between specialists in Geographical Education about this issue and be a document for discuss and reflect by our students that are present and future Geography teachers.

Author Biography

  • Cristiana Martinha Maia Oliveira da Fonseca Abay, Universidade do Minho

    Doutora em Geografia. Professora Convidada. Universidade do Minho - CEGOT/CITCEM (Portugal)

References

AVERINK, M. Education for sustainable peace: the role of education in the aftermath of ethnic conflict. Tese de Mestrado. Utrecht, University of Utrecht, 2013.

BARGOS, D.; MATIAS, L. O papel das geotecnologias no desenvolvimento do pensamento espacial. Anekumene, n. 15, p. 49-59, 2018. Disponível em: <https://revistas.pedagogica.edu.co/index.php/anekumene/article/view/11840>. Acesso em: 12/06/2021.

BISTRÖM, E.; LUNDSTRÖM, R. Textbooks and action competence for sustainable development: an analysis of Swedish lower secondary level textbooks in geography and biology. Environmental Education Research, v. 27, n. 2, p. 279-294, 2021. https://doi.org/10.1080/13504622.2020.1853063

CACHINHO, H. Desafios da formação em geografia e na educação geográfica, conhecimento poderoso e conceitos liminares. Revista Electrônica Educação Geográfica em Foco, Rio de Janeiro-RJ, v. 3, n. 6, Especial - 2º Encontro da Licenciatura em Geografia, p. 1-22, 2019.

CLAUDINO, S. Educação, riscos e currículos escolares. Territorium, n. 25 (II), p. 5-18, 2018. DOI: <https://doi.org/10.14195/1647-7723_25-2_1>.

DIMIRCI, A.; GONZÁLEZ, R.; BEDNARZ, S. (eds.) Geography education for global understanding. Cham: Springer, 2018.

GAMBERONI, E. Geographical education and peace. Suggestions from a contemporary interpretation of the CISV project. J-READING – Journal of Research and Didactics in Geography, Roma, v. 1, p. 81-94, jun. 2020. Disponível em: <http://www.j-reading.org/index.php/geography/article/view/248>. Acesso em: 11/06/2021.

GONZÁLEZ, R. de Miguel. From international to global understanding: toward a century of international geography education. International Research in Geographical and Environmental Education, v. 30, n. 3, p. 202-217, 2021. DOI: 10.1080/10382046.2020.1809792

HICKMAN, J. How does the use of geographic information system (GIS) engender spatial thinking in year 8 geography students. Tese de Mestrado. Oxford, University of Oxford, 2020.

JANKELL, L.; SANDAHL, J.; ÖRBRING, D. Organizing concepts in geography education: a model. Geography, v. 106, n. 2, p. 66-75, 2021. DOI: 10.1080/00167487.2021.1919406

JO, I.; HONG, J. Effect of learning GIS on spatial concept understanding. Journal of Geography, v. 119, n. 3, p. 87-97, 2020. DOI: 10.1080/00221341.2020.1745870

KRAUSE, U.; BÉNEKER, T.; TARTWIJK, J. Geography textbook tasks fostering thinking skills for the acquisition of powerful knowledge. International Research in Geographical and Environmental Education, v. 30, 2021. DOI: 10.1080/10382046.2021.1885248. Disponível em: < https://www.tandfonline.com/doi/pdf/10.1080/10382046.2021.1885248>.

KRAUSE, U.; BUDKE, A.; MAIER, V. Understanding of developing and setting tasks in geography lessons by german and dutch student teachers. Education Sciences, v. 11, n. 63, 2021 DOI: <https://doi.org/10.3390/educsci11020063>.

MACIEL, O. As TIG no ensino da Geografia: conceções, usos escolares e suas condicionantes. Tese (Doutoramento em Geografia). Faculdade de Letras da Universidade de Coimbra (Portugal), 2017.

MANOJLOVIC, B. Education for sustainable peace and conflict resilient communities. Cham, Palgrave Macmillan, 2018.

MARTINHA, C. A educação para os riscos no ensino da geografia em Portugal. In: TELES, G.; CLAUDINO, S.; SOBRINHO, J. (org.) Ensino e Formação de Professores de Geografia: Experiências no Semiárido Brasileiro e em Portugal. Sobral: Sertão Cult, 2020, p. 115-132.

MAUDE, A. Geography and powerful knowledge: a contribution to the debate. International Research in Geographical and Environmental Education, v. 27, n. 2, p. 179-190, 2018. DOI: 10.1080/10382046.2017.1320899

MÖNTER, L.; OTTO, K. The concept of disasters in Geography Education. Journal of Geography in Higher Education, v. 42, n. 2, p. 205-219, 2018. DOI: 10.1080/03098265.2017.1339266

NOVELLI, M.; SAYED, Y. Teachers as agents of sustainable peace, social cohesion and development: theory, practice & evidence. Education as Change, v. 20, n. 3, p. 15-37, 2016. DOI: <http://dx.doi.org/10.17159/1947-9417/2016/1486>.

OWONIKOKO, S. Education for sustainable peace and conflict resilient communities. Journal of Peace Education, v. 18, n. 1, p. 114-116, 2021. DOI: 10.1080/17400201.2020.1793533

SPRENGER, S.; NIENABER, B. (Education for) Sustainable Development in Geography education: review and outlook from a perspective of Germany. Journal of Geography in Higher Education, v. 42, n. 2, p. 157-173, 2018. DOI: 10.1080/03098265.2017.1379057

Published

2021-09-10

Issue

Section

Artigos

How to Cite

IDENTIFYING FIVE GEOGRAPHICAL EDUCATION RESEARCH CHALLENGES FOR THE NEXT DECADE. Revista de Ensino de Geografia, Uberlândia, v. 12, n. 22, p. 226–233, 2021. DOI: 10.14393/REG-v12-2021-76695. Disponível em: https://seer.ufu.br/index.php/revistadeensinodegeografia/article/view/76695. Acesso em: 2 jan. 2026.