International Research in Geographical and Environmental Education
（2020）
1.
[1]Chew-Hung
Chang,Gillian Kidman. Dawn
of a new decade—what can geographical and environmental education offer for the
2020s[J]. International Research in Geographical and Environmental
Education,2020,29(1).
2.
[2]Emma
Till. Fused
identities: an exploration of primary teachers’ geographical identities[J].
International Research in Geographical and Environmental Education,2020,29(1).
3.
[3]Elvis
Modikela Nkoana. Exploring
the effects of an environmental education course on the awareness and
perceptions of climate change risks among seventh and eighth grade learners in
South Africa[J]. International Research in Geographical and Environmental
Education,2020,29(1).
4.
[4]Emmanuel Eze.
Sociographic analysis of climate change awareness and pro-environmental
behaviour of secondary school teachers and students in Nsukka Local Government
Area of Enugu State, Nigeria[J]. International Research in Geographical and
Environmental Education,2020,29(1).
5.
[5]Dong-min
Lee. A
phenomenological study of the meaning of geography teacher-researcher
identities[J]. International Research in Geographical and Environmental
Education,2020,29(1).
6.
[6]Julie
Bosevska,Jeana Kriewaldt. Fostering
a whole-school approach to sustainability: learning from one school’s journey
towards sustainable education[J]. International Research in Geographical
and Environmental Education,2020,29(1).
7.
[7]Katsuhiko
Oda,Thomas Herman,Angela
Hasan. Properties
and impacts of TPACK-based GIS professional development for in-service teachers[J].
International Research in Geographical and Environmental Education,2020,29(1).
8.
[1]Grace
Healy,Nicola Walshe. Real-world
geographers and geography students using GIS: relevance, everyday applications
and the development of geographical knowledge[J]. International Research in
Geographical and Environmental Education,2020,29(2).
9.
[2]Jin-Hyok Choe,Chol-Hyok Kim,Gwang-Ho Ri. An
investigation on the environmental knowledge and attitudes of senior middle
school students in the Democratic People’s Republic of Korea[J].
International Research in Geographical and Environmental Education,2020,29(2).
10.
[3]Marjolein Cox,Jan Elen,An Steegen. Fostering
students geographic systems thinking by enriching
causal diagrams with scale. Results of an intervention study[J].
International Research in Geographical and Environmental Education,2020,29(2).
11.
[4]Nina Scholten,Dietmar Höttecke,Sandra
Sprenger. How
do geography teachers notice critical incidents during instruction?[J].
International Research in Geographical and Environmental Education,2020,29(2).
12.
[5]Gillian
Kidman,Chew-Hung Chang. What
does “crisis” education look like?[J]. International Research in
Geographical and Environmental Education,2020,29(2).
13.
[6]Petr Trahorsch,Jan D. Bláha,Silvie R. Kučerová. The
usability of economic maps for students of various age groups: an example for a
discussion of a multi-stage concept of teaching aids[J]. International
Research in Geographical and Environmental Education,2020,29(2).
14.
[7]Shyam Anand Singh. Learning
geography beyond the traditional classroom: examples from Peninsular Southeast
Asia[J]. International Research in Geographical and Environmental
Education,2020,29(2).
15.
[1]Tine Béneker,Rob van der Vaart. The
knowledge curve: combining types of knowledges leads to powerful thinking[J].
International Research in Geographical and Environmental Education,2020,29(3).
16.
[2]M. Biddulph,T. Bèneker,D. Mitchell,M. Hanus,C. Leininger-Frézal,L. Zwartjes,K. Donert. Teaching
powerful geographical knowledge – a matter of social justice: initial findings
from the GeoCapabilities 3 project[J]. International Research in
Geographical and Environmental Education,2020,29(3).
17.
[3]Gabriel
Bladh. GeoCapabilities,
Didaktical analysis and curriculum thinking – furthering the dialogue between
Didaktik and curriculum[J]. International Research in Geographical and
Environmental Education,2020,29(3).
18.
[4]H. Kim,R.
Yamamoto,N. Ito,T. Shimura.
Development of the GeoCapabilities project in Japan: furthering international
debate on the GeoCapabilities approach[J]. International Research in
Geographical and Environmental Education,2020,29(3).
19.
[5]Michael
Solem. Geography
education’s potential and the capability approach: GeoCapabilities and schools[J].
International Research in Geographical and Environmental Education,2020,29(3).
20.
[6]Alaric
Maude. The
role of geography’s concepts and powerful knowledge in a future 3 curriculum[J].
International Research in Geographical and Environmental Education,2020,29(3).
21.
[7]Richard
Bustin,David Lambert,Sirpa Tani. The
role of geography’s concepts and powerful knowledge in a future 3 curriculum[J].
International Research in Geographical and Environmental Education,2020,29(3).
22.
[1]Chew-Hung
Chang,Gillian Kidman. Encouraging
preparedness in geographical and environmental education for a post-pandemic
future[J].International Research in Geographical
and Environmental Education,2020,29(4):279-282.
23.
[2]. Climate
change education: knowing, doing and being[J]. International Research in
Geographical and Environmental Education,2020,29(4).
24.
[3]Chung-Shing
Chan,Yat-hang Chan,Tsz
Heung Agnes Fong. Game-based
e-learning for urban tourism education through an online scenario game[J].International Research in Geographical and Environmental
Education,2020,29(4):283-300.
25.
[4]Maureen Kapute Mzuza,Christo Van der
Westhuizen. Inclusion
of GIS in student teacher training and its significance in higher education in
southern African countries[J].International
Research in Geographical and Environmental Education,2020,29(4):332-346.
26.
[5]Seow,
Tricia; Irvine, Kim N.; Beevi, Ismath;
Premathillake, Tharuka .
Field-based enquiry in geography: the influence of Singapore teachers’
subject identities on their practice[J]. International Research in
Geographical and Environmental Education,2020,29(4).
27.
[6]Wanxin Li,Patrick K. H. Lee,Johnny C. L.
Chan, et al. Cultivating
environmentally responsible citizens in a local university in Hong Kong -
evaluating the cognitive, attitudinal, and behavioral outcomes[J].International
Research in Geographical and Environmental Education,2020,29(4):301-315.
28.
[7]Niranjan Casinader,David Mitchell,Lauren
Hammond. Challenging
the teaching of geographies of exclusion – the potential of geocapabilities for a transcultural
approach in Australian and English schools[J].International Research in
Geographical and Environmental Education,2020,29(4):316-331.