Toward a new energy paradigm in geography: revisiting the curriculum and teaching practices
DOI:
https://doi.org/10.15503/jecs2021.1.131.150Słowa kluczowe:
school geography, geography curriculum, geography textbooks, energy geography, energy literacy, nuclear energyAbstrakt
Aim. The aim of the article is to investigate how energy topics are presented in the geography curriculum in Lithuania and how school geography becomes an educational response to the current global challenges related to energy production and consumption.
Methods. The article presents research using several methods: review of literature on energy geography and energy literacy, analysis of Lithuanian national curriculum for geography, content analysis of 14 geography textbooks for forms 6–12, expert interview with 9 geography teachers.
Results. The empirical research reveals that the national curriculum and textbooks still represent the old energy paradigm with a profound focus on fossil fuel and nuclear energy resources. Meanwhile, the new energy paradigm is realised in the teaching of experienced and qualified teachers who, in addition to the new green energy economy, emphasise environmental and social issues of energy use.
Conclusions. The conclusions include observations on necessary changes in teaching energy geography: on the one hand, by revising the formal curriculum and textbooks and integrating concepts of energy literature and new energy developments; on the other hand, by initiating changes in primary and continuous teacher education. Professional development of teachers could include new energy topics, new teaching and learning sources (political debates in media, TV, strategic energy development documents), new teaching and learning strategies and methods.
##plugins.generic.usageStats.downloads##
Bibliografia
Bodzin, A. (2012) Investigating Urban Eighth-Grade Students’ Knowledge of Energy Resources. International Journal of Science Education, 34:8, 1255–1275, DOI: 10.1080/09500693.2012.661483
Calvert, K. (2016). From ‘energy geography’ to ‘energy geographies’: Perspectives on a fertile academic borderland. Progress in Human Geography 2016, Vol. 40(1), 105–125
Day, T. (2012). Undergraduate teaching and learning in physical geography. Progress in Physical Geography 36(3) 305–332
DeWaters, J., Qaqish, B., Graham, M. & Powers, S. (2013). Designing an energy literacy questionnaire for middle and high school youth. The Journal of Environmental Education, 44:1, 56–78, DOI: 10.1080/00958964.2012.682615
Gilbert J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28:9, 957–976, DOI: 10.1080/09500690600702470
Graybill, J. K. (2016). Teaching energy geographies via videography. Journal of Geography in Higher Education, 40:1, 55–66, DOI: 10.1080/03098265.2015.1089474
Huber, M. (2016). Teaching energy geography? It’s complicated. Journal of Geography in Higher Education, 40:1, 77–83, DOI: 10.1080/03098265.2015.1089476
Nacionalinė energetinės nepriklausomybės strategija, 2018
Nilsson, P. & Ryve, A. (2010). Focal event, contextualization, and effective communication in the mathematics classroom. Educational Studies in Mathematics, Vol. 74, No. 3 (July 2010), pp. 241–258.
Thoyre, A. & Harrison, C. (2016). Introduction: teaching energy geographies. Journal of Geography in Higher Education, 40:1, 31–38, DOI:10.1080/03098265.2016.11325
Van der Horst, D., Harrison, C., Staddon, S. and Wood, G. (2016). Improving energy literacy through student-led fieldwork – at Home. Journal of Geography in Higher Education, 2016, Vol. 40, No. 1, 67–76, http://dx.doi.org/10.1080/03098265.2015.1089477
Pobrania
Opublikowane
Jak cytować
Numer
Dział
Licencja
Prawa autorskie (c) 2021 NATALIJA MAŽEIKIENĖ, onorkute
Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa 4.0 Międzynarodowe.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.
