This paper discusses the application of Karl Maton's notion of 'semantic waves' to the teaching of geography at the post-16 phase (A-level) in England. Drawing on evidence generated through a 2-year close-to-practice case study, it illustrates its potential as a scaffold in two ways. Firstly, one that can help teachers face both ways: Towards…

Though overshadowed by their Japanese counterpart, Taiwan's and South Korea's comics industries produce illustrated tales that represent and speak back to their host cultures, even when employing common Japanese manga conventions. As Japanese manga is popular with North American youth, Taiwanese and South Korean comics present a potential…

Persistent youth advocacy for climate action worldwide, and recent policy activity in England, UK focused on climate change and sustainability education (CCSE), provide the context for this study. Drawing on reflections and insights predominantly gathered whilst working as a geography teacher and geography teacher educator in both England and…

This research analyses the way in which the Lotus Blossom technique has been described and used worldwide, including Romania and it investigates several ways to apply it based on the geographic content. Based on analysing the way this technique was applied it has been found that it may be applied to various topics, both individually and in groups,…

Learner-centered instruction fosters 21st-century skills and must be implemented in geography classrooms. In this South African case study, most teachers predominantly implemented teacher-centered instruction. The analysis of the results established a moderate but highly significant relationship between geography teachers' years of teaching and…

This study investigates 152 Irish primary pupils' attitudes towards geography and their most preferred and least preferred methods of learning and experiencing geography at primary level. The findings indicate that Irish pupils have a neutral attitude towards geography with no significant difference between male and female pupils nor between class…

One of the important elements of the teaching process is the teaching methods and the other is the teachers who determine these methods and put them into practice. While determining the teaching methods, various factors such as the general or specific objectives of the course, the characteristics of the subject to be taught, the characteristics of…

Despite global interest in inquiry as a teaching and learning approach for school geography, little is known about teachers' knowledge and beliefs for teaching geography through inquiry. This paper reports on findings from a survey of 44 Victorian secondary teachers' knowledge, beliefs and practice of teaching geography through inquiry. Our…

This paper is a lesson study of the instruction of China's Natural Resources (the third unit of eighth-grade geography), and its objective is to examine the efficacy of inquiry-based learning in geography education. In the experimental lesson, we reorganized the teaching content by integrating the learning materials from the four sections of…

The main natural risk in the Mediterranean region is flooding. Therefore, in Spain, explaining this issue in Primary Education classrooms of Social Sciences should be a priority and is established as such in the current curriculum. The aims of this study are to carry out an analysis of the contents on flood risk included in the Social Science…

This study examines the levels of motivation among secondary school students in learning geography, as well as the factors influencing their motivation. Utilizing a convergent mixed-methods design, data was collected through survey questionnaires and focus group discussions. The quantitative findings indicated a high level of motivation among…

This paper critically reflects on how transformative learning (TL) is described both conceptually and as a process in the literature in different fields and national contexts. We articulate a definition of TL and justify why geography education is an ideal vehicle for enabling it. This is followed by a series of case studies explaining how TL can…

This study aims to articulate how the language of the geography curriculum privileges modernist discourses of global citizenship at the expense of others. Drawing on the work of two critical scholars, empirical data from South Korea reveals how geography education professionals (GEPs) engaged closely with the (re)production of geographical…

Geography is a subject in the Primary Curriculum in Ireland. It is taught in all schools with some examples of engaging and challenging practices, characterised by enquiry-based learning (EBL) of a range of content, with learning occurring inside and out. In other settings, Geography is more limited in scope and children's geographical experiences…

This paper reflects on tensions and challenges in encouraging and enabling students to foreground their personal emotional material in the learning process, while this process itself remains embedded in the neoliberal subjectivities of the university, wider social contexts and the individual selves. We explore our teaching on a final year…