Core Practices for Teaching Geographic Inquiry: The Delphi Study
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| Title: | Core Practices for Teaching Geographic Inquiry: The Delphi Study |
|---|---|
| Language: | English |
| Authors: | Huda S. Alazmi |
| Source: | Journal of Social Studies Education Research. 2024 15(4):223-261. |
| Availability: | Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org |
| Peer Reviewed: | Y |
| Page Count: | 39 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Education, Preservice Teacher Education, Geography, Geography Instruction, Geographic Concepts, Geographic Information Systems, Spatial Ability, Knowledge Base for Teaching, Expertise, Core Curriculum |
| ISSN: | 1309-9108 |
| Abstract: | Scholars have become increasingly interested in identifying a more effective set of core teaching practices for developing teacher education and professional development programs. Although they have conducted many investigations within this realm over the past two decades, these efforts have focused mainly upon science, language arts, math, and music. The existing body of academic literature contains only a few studies that examine the social studies context, and this deficiency ignores the field of geography. The current study addressed this gap in the literature by exploring the core practices of geographic inquiry. A Delphi method was used to identify the core practices for teaching geographic inquiry. The findings were derived from a three-round Delphi panel survey involving 27 experts in the geography education field, helping to build consensus around a set of core secondary school geography teaching practices. The results revealed that experts considered eight practices to be core for facilitating geographic inquiry: (1) use geographic questions; (2) explain geographic concepts, principles, and processes; (3) select and adapt geographic sources; (4) use geographic/spatial representation and geospatial technology tools; (5) develop geographic reasoning; (6) evaluate sources and employ geographic evidence; (7) construct geographic explanations and predictions; and (8) develop informed-geographic action. These eight core practices for facilitating geographic inquiry do not function separately; rather, they operate simultaneously and in an interconnected manner in which more than one practice works to facilitate inquiry. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1445939 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Core Practices for Teaching Geographic Inquiry: The Delphi Study – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Huda+S%2E+Alazmi%22">Huda S. Alazmi</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Social+Studies+Education+Research%22"><i>Journal of Social Studies Education Research</i></searchLink>. 2024 15(4):223-261. – Name: Avail Label: Availability Group: Avail Data: Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 39 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Geography%22">Geography</searchLink><br /><searchLink fieldCode="DE" term="%22Geography+Instruction%22">Geography Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Concepts%22">Geographic Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Information+Systems%22">Geographic Information Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Spatial+Ability%22">Spatial Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Base+for+Teaching%22">Knowledge Base for Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br /><searchLink fieldCode="DE" term="%22Core+Curriculum%22">Core Curriculum</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1309-9108 – Name: Abstract Label: Abstract Group: Ab Data: Scholars have become increasingly interested in identifying a more effective set of core teaching practices for developing teacher education and professional development programs. Although they have conducted many investigations within this realm over the past two decades, these efforts have focused mainly upon science, language arts, math, and music. The existing body of academic literature contains only a few studies that examine the social studies context, and this deficiency ignores the field of geography. The current study addressed this gap in the literature by exploring the core practices of geographic inquiry. A Delphi method was used to identify the core practices for teaching geographic inquiry. The findings were derived from a three-round Delphi panel survey involving 27 experts in the geography education field, helping to build consensus around a set of core secondary school geography teaching practices. The results revealed that experts considered eight practices to be core for facilitating geographic inquiry: (1) use geographic questions; (2) explain geographic concepts, principles, and processes; (3) select and adapt geographic sources; (4) use geographic/spatial representation and geospatial technology tools; (5) develop geographic reasoning; (6) evaluate sources and employ geographic evidence; (7) construct geographic explanations and predictions; and (8) develop informed-geographic action. These eight core practices for facilitating geographic inquiry do not function separately; rather, they operate simultaneously and in an interconnected manner in which more than one practice works to facilitate inquiry. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1445939 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 39 StartPage: 223 Subjects: – SubjectFull: Teacher Education Type: general – SubjectFull: Preservice Teacher Education Type: general – SubjectFull: Geography Type: general – SubjectFull: Geography Instruction Type: general – SubjectFull: Geographic Concepts Type: general – SubjectFull: Geographic Information Systems Type: general – SubjectFull: Spatial Ability Type: general – SubjectFull: Knowledge Base for Teaching Type: general – SubjectFull: Expertise Type: general – SubjectFull: Core Curriculum Type: general Titles: – TitleFull: Core Practices for Teaching Geographic Inquiry: The Delphi Study Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Huda S. Alazmi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-electronic Value: 1309-9108 Numbering: – Type: volume Value: 15 – Type: issue Value: 4 Titles: – TitleFull: Journal of Social Studies Education Research Type: main |
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