International Research in Geographical and Environmental Education
（2019）
1.
[1]Chew-Hung
Chang, Gillian Kidman. Curriculum,
pedagogy and assessment in geographical education – for whom and for what
purpose?[J]. International Research in Geographical and Environmental
Education,2019,28(1),1-4.
2.
[2]Jan
Karkdijk, Joop A. van der Schee, Wilfried F. Admiraal. Students'
geographical relational thinking when solving mysteries[J]. International
Research in Geographical and Environmental Education,2019,28(1),5-21.
3.
[3]Rod
Lane, Terri Bourke. Assessment
in geography education: a systematic review[J]. International Research in
Geographical and Environmental Education,2019,28(1),22-36.
4.
[4]Marjolein Cox, Jan Elen,
An Steegen. Systems
thinking in geography: can high school students do it?[J]. International
Research in Geographical and Environmental Education,2019,28(1),37-52.
5.
[5]Andy
Wi. Citizen
participation as a key enabler for successful public education policies in
climate change mitigation in Singapore[J]. International Research in
Geographical and Environmental Education,2019,28(1),53-69.
6.
[6]John
Huckle. Powerful
geographical knowledge is critical knowledge underpinned by critical realism[J].
International Research in Geographical and Environmental
Education,2019,28(1),70-84.
7.
[1]Gillian
Kidman, Chew-Hung Chang. Maps and
Apps – a reflection on learning to read a paper map in an age of internet
mapping technologies[J]. International Research in Geographical and
Environmental Education,2019,28(2),85-88.
8.
[2]Stephen
Scoffham. The
world in their heads: children’s ideas about other nations, peoples and
cultures[J]. International Research in Geographical and Environmental
Education,2019,28(2),89-102.
9.
[3]Eerika Virranmäki, Kirsi Valta-Hulkkonen, Jarmo Rusanen. Powerful
knowledge and the significance of teaching geography for in-service upper
secondary teachers – a case study from Northern Finland[J]. International
Research in Geographical and Environmental Education,2019,28(2),103-117.
10. [4]Larianne Collins, Jerry T.
Mitchell. Teacher
training in GIS: what is needed for long-term success?[J]. International
Research in Geographical and Environmental Education,2019,28(2),118-135.
11. [5]Lucas Walsh, Niranjan Casinader.
Investigating
the moral territories of international education: a study of the impact of
experience, perspectives and dispositions on teachers’ engagement with
difference in the international Baccalaureate Primary Years Programme[J].
International Research in Geographical and Environmental
Education,2019,28(2),136-150.
12. [6]Patricia
Solís, Niem Tu Huynh, Philippe Huot,
et al. Towards
an overdetermined design for informal high school girls’ learning in geospatial
technologies for climate change[J]. International Research in Geographical
and Environmental Education,2019,28(2),151-174.
13. [1]Niranjan Casinader. One
giant step for…? The moon landing and its legacy for geography?[J].
International Research in Geographical and Environmental
Education,2019,28(3),175-177.
14. [2]Omar
Amahmid, Youssef El Guamri,
Mohamed Yazidi, et al. Water
education in school curricula: impact on children knowledge, attitudes and
behaviours towards water use[J]. International Research in Geographical and
Environmental Education,2019,28(3),178-193.
15. [3]Bruno Martins, Adélia Nunes,
Luciano Lourenço. Spatial
risk perception among 9th grade students mainland
Portugal versus the metropolitan area of Porto[J]. International Research
in Geographical and Environmental Education,2019,28(3),194-210.
16. [4]Ümran Betül
Cebesoy. Pre-service
teachers’ opinions about a two-day climate change education workshop[J].
International Research in Geographical and Environmental
Education,2019,28(3),211-227.
17. [5] Dovilė Šorytė, Vilmantė Pakalniškienė. Why
it is important to protect the environment: reasons given by children[J].
International Research in Geographical and Environmental Education,2019,28(3),228-241.
18. [6]A.
McKinzie Sutter, Jenny M. Dauer, Tobias Kreuziger, et al. Sixth
grade students’ problematization of and decision-making about a wind energy
socio-scientific issue[J]. International Research in Geographical and
Environmental Education,2019,28(3),242-256.
19. [1]David Lambert. On
the knotty question of ‘Recontextualising’ geography[J]. International
Research in Geographical and Environmental Education,2019,28(4),257-261.
20. [2]Robert Bednarz, Jongwon Lee. What
improves spatial thinking? Evidence from the Spatial Thinking Abilities Test[J].
International Research in Geographical and Environmental
Education,2019,28(4),262-280.
21. [3]Berat Ahi, Volkan Atasoy. A
phenomenographic investigation into preschool children’s relationships with
nature through drawings[J]. International Research in Geographical and
Environmental Education,2019,28(4),281-295.
22. [4]Minsung Kim, Soyoung
Lee. Fostering
place attachment through selecting and presenting favorite places[J].
International Research in Geographical and Environmental
Education,2019,28(4),296-308.
23. [5]Heather D. Wallace. Transdisciplinary
learning in a kitchen garden: connecting to nature and constructing a path to
ecoliteracy?[J]. International Research in Geographical and Environmental
Education,2019,28(4),309-323.
24. [6]Luiza Olim de Sousa, Emerentia Antoinette Hay, Danica Liebenberg. Teachers’
understanding of the interconnectedness of soil and climate change when
developing a systems thinking concept map for teaching
and learning[J]. International Research in Geographical and Environmental
Education,2019,28(4),324-342.
25. [7]Elvan Sahin, Sule
Alici. An
associational study on pre-service early childhood teachers’ nature relatedness
in education for sustainability[J]. International Research in Geographical
and Environmental Education,2019,28(4),343-357.