Enhancing Powerful Geography with Human-Environment Geography
| dc.contributor.author | Larsen, Thomas B. | |
| dc.contributor.author | Harrington, John | |
| dc.date.accessioned | 2022-09-23T17:00:36Z | |
| dc.date.available | 2022-09-23T17:00:36Z | |
| dc.date.issued | 2020 | |
| dc.description.abstract | GeoCapabilities and Powerful Geography are advancing the conversation related to improving the relevance and status of geography within K-12 education during the so-called Third Enlightenment. Credibility and success of geography’s contribution to K-12 education will be increased with the addition of capabilities provided by the human-environment identity, such as adapting to emerging circumstances, thinking in systems, and adopting a sense of timefulness. Traditionally, human-environment geography has encompassed three substantive areas: human impacts on the environment, the environment as hazard, and environmental perception. Each of these areas has implications for Powerful Geography’s fundamental premise: to help teachers generate bottom-up curricula that better align diverse student aspirations with the knowledge, skills, and perspectives employed by professional geographers. Contemporary K-12 teachers are members of teams who attempt to integrate curricular activities across their subject areas, which include science, technology, engineering, and mathematics. Human-environment subjects, such as climatic change, environmental pollution, sense of place, drought, or flooding, provide useful interdisciplinary subjects for integrative teaching. Using an understanding of how K-12 geography education has addressed human-environment issues since the introduction of the five themes in the 1980s, this paper discusses how a marginalized aspect of geography can greatly assist Powerful Geography. | |
| dc.description.department | Geography and Environmental Studies | |
| dc.format | Text | |
| dc.format.extent | 20 pages | |
| dc.format.medium | 1 file (.pdf) | |
| dc.identifier.citation | Larsen, T. B., Harrington, J. (2020). Enhancing powerful geography with human-environment geography. Research in Geographic Education, 22(1), pp. 43-62. | |
| dc.identifier.issn | 1529-0085 | |
| dc.identifier.uri | https://hdl.handle.net/10877/16158 | |
| dc.language.iso | en | |
| dc.publisher | The Grosvenor Center for Geographic Education | |
| dc.source | Research in Geographic Education, 2020, Vol. 22, No. 1, pp. 43-62. | |
| dc.subject | k-12 education | |
| dc.subject | curriculum | |
| dc.subject | integrative teaching | |
| dc.subject | powerful Geography | |
| dc.subject | GeoCapabilities | |
| dc.subject | environmental issues | |
| dc.title | Enhancing Powerful Geography with Human-Environment Geography | |
| dc.type | Article |