International Research in Geographical and Environmental Education
（2021）
1.
[1]Gillian
Kidman, Chew-Hung Chang. Hope
and its implication for geographical and environmental education[J].
International Research in Geographical and Environmental
Education,2021,30(1),1-3.
2.
[2]Chris
Gouramanis, Carlos Alberto MoralesRamirez.
Deep
understanding of natural hazards based on the Sendai framework for disaster
risk reduction in a higher education geography module in Singapore[J].
International Research in Geographical and Environmental
Education,2021,30(1),4-23.
3.
[3]Jing
Wu, Yoshiki Otsuka. Pro-climate
behaviour and the influence of learning sources on it in Chinese adolescents[J].
International Research in Geographical and Environmental
Education,2021,30(1),24-38.
4.
[4]Foster
Opoku, Richard Serbeh, Ebenezer Gyampoh
Amoah. Geography
education in perspective: an enquiry into Ghanaian senior high school students’
positive and negative attitudes towards geography[J]. International
Research in Geographical and Environmental Education,2021,30(1),39-53.
5.
[5] Jongwon
Lee, Simon Catling, Gillian Kidman, et al. A
multinational study of authors’ perceptions of and practical approaches to
writing geography textbooks[J]. International Research in Geographical and
Environmental Education,2021,30(1),54-74.
6.
[6]Aubrey
Golightly. Self-
and peer assessment of preservice geography teachers’ contribution in
problem-based learning activities in geography education[J]. International
Research in Geographical and Environmental Education,2021,30(1),75-90.
7.
[1]Chew-Hung
Chang, Gillian Kidman. Considering
geographical and environmental education at scales[J]. International
Research in Geographical and Environmental Education,2021,30(2),91-94.
8.
[2]Steven
Puttick, Nicola Warren-Lee. Geography
mentors’ written lesson observation feedback during initial teacher education[J].
International Research in Geographical and Environmental
Education,2021,30(2),95-111.
9.
[3]Doris
Mejía Ávila, Carlos Sánchez Agámez,
Viviana Cecilia Soto Barrera. Developing
digital lessons to integrate social science teaching in Colombia using Google
Earth[J]. International Research in Geographical and Environmental
Education,2021,30(2),112-131.
10. [4]Jennifer A. Rey-Goyeneche,
Patrick Alexander. Wolves
in the Amazon? Child perceptions of a distant natural environment in an English
primary school[J]. International Research in Geographical and Environmental
Education,2021,30(2),132-147.
11. [5]Mulugeta Awayehu
Gugssa, Jorund Aasetre, Meskerem Lechissa Debele. Views
of “nature”, the “environment” and the “human-nature” relationships in
Ethiopian primary school textbooks[J]. International Research in
Geographical and Environmental Education,2021,30(2),148-163.
12. [6]Michaela Spurná, Petr Knecht,
Hana Svobodová. Perspectives
on geography education in the Czech National Curriculum[J]. International Research
in Geographical and Environmental Education,2021,30(2),164-180.
13. [1]Gillian Kidman, Chew-Hung Chang. Restrictions
on international travel and what this means for geographical education[J].
International Research in Geographical and Environmental
Education,2021,30(3),181-183.
14. [2]Alison W. Bowers, Elizabeth G. Creamer. A
grounded theory systematic review of environmental education for secondary
students in the United States[J]. International Research in Geographical
and Environmental Education,2021,30(3),184-201.
15. [3]Rafael De Miguel González. From
international to global understanding: toward a century of international
geography education[J]. International Research in Geographical and
Environmental Education,2021,30(3),202-217.
16. [4]Leire Agirreazkuenaga,
Pedro Manuel Martinez. Secondary
students’ perception, positioning and insight on education for sustainability[J].
International Research in Geographical and Environmental
Education,2021,30(3),218-237.
17. [5]Jan Hofmann. Can
playing an “unfair game” promote ethical decision-making? The use of the
“trading game” in secondary-school geography lessons[J]. International
Research in Geographical and Environmental Education,2021,30(3),238-254.
18. [6]Carlota Sáenz de Tejada
Granados, Rocío Santo-Tomás Muro,
Eva J. Rodríguez Romero. Exploring
landscape preference through photo-based Q methodology. Madrid seen by suburban
adolescents[J]. International Research in Geographical and Environmental
Education,2021,30(3),255-278.
19. [1]Chew-Hung Chang, Gillian Kidman. Connections
in a changing world – reflections from international research in geographical
and environmental education[J]. International Research in Geographical and
Environmental Education,2021,30(4),279-282.
20. [2]Foster
Opoku.
Geography education in Ghanaian senior high schools: a qualitative study of the
gender differences in students’ geographical knowledge and interests[J].
International Research in Geographical and Environmental
Education,2021,30(4),283-298.
21. [3]Florah Moleko
Teane. Environmental
awareness- using non-formal education to impart skills and knowledge to improve
crop yield: the case of manyeledi community, South Africa[J]. International
Research in Geographical and Environmental Education,2021,30(4),299-313.
22. [4]Athanasios Mogias, Theodora Boubonari, Theodoros Kevrekidis. Examining
the presence of ocean literacy principles in Greek primary school textbooks[J].
International Research in Geographical and Environmental
Education,2021,30(4),314-331.
23. [5]Mareike Schauss,
Sandra Sprenger. Students’
conceptions of uncertainties in the context of climate change[J].
International Research in Geographical and Environmental
Education,2021,30(4),332-347.
24. [6]Sara
Sousa, Elisabete Correia, Joana Leite, et al. Environmental
knowledge, attitudes and behavior of higher education students: a case study in
Portugal[J]. International Research in Geographical and Environmental
Education,2021,30(4),348-365.
25. [7]John Lidstone. Book
review: if you only read one book outside your normal area this year …[J].
International Research in Geographical and Environmental
Education,2021,30(4),366-370.