Curiosity in geography education: A systematic review

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F24%3A00138220" target="_blank" >RIV/00216224:14410/24:00138220 - isvavai.cz</a>

Výsledek na webu

<a href="https://geografie.cz/media/pdf/geografie.2024.019.pdf" target="_blank" >https://geografie.cz/media/pdf/geografie.2024.019.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.37040/geografie.2024.019" target="_blank" >10.37040/geografie.2024.019</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Curiosity in geography education: A systematic review

Popis výsledku v původním jazyce

Curiosity is a human quality manifested as the desire to discover new information, things, or experiences. The nature of the discipline of geography, as well as the diversity of geography education, offers a wide range of opportunities for the exercise of students’ curiosity. Geographical education highlights geographical thinking, which cannot be tackled without engaging with students’ curiosity. What do we know about student curiosity in geography educa- tion? Using a systematic review and hermeneutic content analysis, we investigate how scholars have defined curiosity and its importance in geography education, identifying four important areas of geography education closely related to the development of student curiosity: inquiry/ questioning, teaching with avatars, fieldwork, and learning with technology. We interpret these four areas in relation to applied geography, geographical thinking, and the roles of geography teachers. Research has shown that incorporating curiosity into geography education can change traditional perspectives on the use of technology, observation, and questioning.

Název v anglickém jazyce

Curiosity in geography education: A systematic review

Popis výsledku anglicky

Curiosity is a human quality manifested as the desire to discover new information, things, or experiences. The nature of the discipline of geography, as well as the diversity of geography education, offers a wide range of opportunities for the exercise of students’ curiosity. Geographical education highlights geographical thinking, which cannot be tackled without engaging with students’ curiosity. What do we know about student curiosity in geography educa- tion? Using a systematic review and hermeneutic content analysis, we investigate how scholars have defined curiosity and its importance in geography education, identifying four important areas of geography education closely related to the development of student curiosity: inquiry/ questioning, teaching with avatars, fieldwork, and learning with technology. We interpret these four areas in relation to applied geography, geographical thinking, and the roles of geography teachers. Research has shown that incorporating curiosity into geography education can change traditional perspectives on the use of technology, observation, and questioning.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Geografie

ISSN

1212-0014

e-ISSN

1212-0014

Svazek periodika

129

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

24

Strana od-do

411-434

Kód UT WoS článku

001392286300002

EID výsledku v databázi Scopus

2-s2.0-85215087028