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What do geography textbook authors in England consider when they design content and select case studies?

Title
What do geography textbook authors in England consider when they design content and select case studies?
Authors
Lee J.Catling S.
Ewha Authors
이종원
SCOPUS Author ID
이종원scopus
Issue Date
2017
Journal Title
International Research in Geographical and Environmental Education
ISSN
1038-2046JCR Link
Citation
vol. 26, no. 4, pp. 342 - 356
Keywords
authors’ perspectivescase studiesGeography textbooktextbook content design
Publisher
Routledge
Indexed
SCOPUS scopus
Abstract
This study investigated the perspectives of seven English authors, on aspects of their geography textbook writing for schools in England, through a questionnaire-based enquiry. This investigation asked about the features that geography textbook authors consider to be the most important when designing student activities, and which criteria they used to select and develop case studies for their textbooks. The authors emphasized the geographical content and key concepts for developing pupils’ knowledge base, rather than the learning processes. The key criteria identified by the majority of the authors were the geographical relevance of the case studies, coverage of the national curriculum requirements, and geographical balance. © 2016 Informa UK Limited, trading as Taylor & Francis Group.
DOI
10.1080/10382046.2016.1220125
Appears in Collections:
사범대학 > 사회과교육과 > Journal papers
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