Curriculum, pedagogy and assessment in geographical education - for whom and for what purpose?

摘要

When we talk about geography education, we are describing the phenomenon that is concerned with the subject content that is taught, the way it is taught and how we will know if students have learnt what has been taught. While these notions can be described differently, depending on the theoretical paradigm or geographical traditions you are trained in or have come to know about, the outcomes of geographical education are concerned with the curriculum, pedagogy and assessment of learning geography. As geography educators, we are interested in what subject matter knowledge should be included, and which excluded, and even how some content should be abstracted or simplified for the curriculum. In addition, we are interested in the skills and dispositions associated with this knowledge. How these topics are then taught and learnt is also of prime concern to the geography educator (Chang, Wu, Seow, & Irvine, 2018, p. 4). Finally, we need to know how much has been learnt and how this information can help us refine our taught curriculum better (Chang et al., 2018, p. 50). Indeed, articles in recent IRGEE issues are concerned with topics such as powerful geographical knowledge and the place in curriculum, assessment and curriculum, relational thinking in geography, systems thinking in geography, and citizen participation in environmental education.