ODDS
发表于 2025-3-21 16:39:45
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transient-pain
发表于 2025-3-21 21:53:37
Recontextualisation Continued: Designing and Evaluating Conceptual Learning in Geography Classesrk, 2017: 276). The methodology of Design-Based-Research is used to examine curriculum design principles that can foster conceptual thinking in geography lessons. In repeated cycles of design development, testing, evaluation, and re-design, students experience lessons focusing on the geographical concept of change.
obstinate
发表于 2025-3-22 01:37:31
Conclusionms (Lambert, Beneker and Bladh, Chap. .). In this way, we are reminded of Alastair Bonnett’s description of geography as a project both for survival and to make sense of what can seem a chaotic world (Bonnett, 2008).
言行自由
发表于 2025-3-22 07:03:49
Introduction,e 2015 symposium where the geography education got together to consider ‘The Power of Geographical Thinking’. Reflecting on the rationale behind the shift to the 2019 ‘Recontextualising Geography’ theme, David Lambert commented:
Eclampsia
发表于 2025-3-22 09:09:53
2367-2773 nt, improve and advance geography education in research and .In this book international geography educators discuss the ways in which geographical knowledge is recontextualised in schools and consider effective approaches to facilitate, improve and advance geography education in research and practic
Angioplasty
发表于 2025-3-22 15:05:09
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同音
发表于 2025-3-22 17:49:46
The Challenge of ‘Recontextualisation’ and Future 3 Curriculum Scenarios: An Overviewdemocratic societies. The chapter looks to Jerome Bruner’s curriculum thinking to launch the discussion and his explicit position on the benefits of formal educational processes, which include nurturing in young people ‘general understanding’ and their ability to use a ‘well-disciplined, well stocke
dragon
发表于 2025-3-23 00:52:21
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concert
发表于 2025-3-23 03:31:02
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亲属
发表于 2025-3-23 08:15:52
Reflecting on Knowledge and Primary Geography younger children. The purpose of recontextualising knowledge for primary geography is considered, leading to an exploration of ways in which geographical knowledge is recontextualised. The approach is epistemologically focused through three dimensions. First, to clarify the knowledge foundation of