There are many books about teaching in Geography, but this is the first volume to deal specifically with pedagogic research and its methods and practices. Pedagogic research concerns the processes of learning and the development of learners. It is a learner-centred activity that aims to evaluate and improve the ways that students learn and learn to manage, control and comprehend their own learning processes, first as Geographers in Higher Education but equally as future educated citizens.
This book explores: original research and critical perspectives on how Geographers learn; critical evaluations of both new and traditional frameworks and methods used for pedagogic research in Geography; and case studies on the promotion of self-authorship and learner autonomy in key Geography Higher Education contexts, such as fieldwork and undergraduate project work.
This book is a compilation of articles from various issues of the Journal of Geography in Higher Education.
Table of Contents
1. Introduction: Pedagogic Research in Geography Higher Education 2. Researching the hidden curriculum: intentional and unintended messages 3. Invitational education: Theory, research and practice 4. AQAL Integral: a holistic framework for pedagogic research 5. Using student interviews for becoming a reflective geographer 6. Is Q for you? using Q methodology within geographical and pedagogical research 7. Using observational methods to research the student experience 8. Visual methodology as a pedagogical research tool in geography education 9. Using Focus Group Research to Support Teaching and Learning 10. Construction of Student Groups Using Belbin: Supporting Group Work in Environmental Management 11. Gaia: "thinking like a planet" as transformative learning 12. Going mobile: perspectives on aligning learning and teaching in geography 13. Considerations of how to study learning processes when students use GIS as an instrument for developing spatial thinking skills 14. Students’ individual engagement in GIS 15. Reflective journals as a tool for auto-ethnographic learning: a case study of student experiences with individualized sustainability 16. The power of debate: Reflections on the potential of debates for engaging students in critical thinking about controversial geographical topics 17. Writing in geography: Student attitudes and assessment 18. Capstone portfolios and geography student learning outcomes 19. Re-framing the Geography Dissertation: A Consideration of Alternative, Innovative and Creative Approaches 20. Mapping the journey toward Self-Authorship in Geography 21. Embedding research-based learning early in the undergraduate geography curriculum 22. Reviewing the ‘Research Placement’ as a Means of Enhancing Student Learning and Stimulating Research Activity
The editors are active members of the Editorial Board of the Journal of Geography in Higher Education (JGHE) and active researchers in their own right. In recent years they have been leading the development of the JGHE’s Pedagogic Research strand and this volume represents the best of the results of this work