Geographical thinking in geography education: a systematic review
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F46747885%3A24510%2F24%3A00012452" target="_blank" >RIV/46747885:24510/24:00012452 - isvavai.cz</a>
Výsledek na webu
<a href="https://www.tandfonline.com/doi/full/10.1080/10382046.2024.2354097#abstract" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/10382046.2024.2354097#abstract</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/10382046.2024.2369445" target="_blank" >10.1080/10382046.2024.2369445</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Geographical thinking in geography education: a systematic review
Popis výsledku v původním jazyce
Geographical thinking is often regarded as one of the most crucial outcomes of geography education. Nevertheless, with the growing variety of definitions and conceptualizations surrounding geographical thinking, the entire concept is becoming increasingly intricate and abstract, gradually acquiring a degree of internal shallowness. To address this complexity and enhance the clarity regarding these diverse definitions and conceptualizations, a systematic review was conducted. Following the PRISMA guidelines, a final selection of 50 records including empirical articles, books and book chapters, were analyzed. The main findings reveal insights on temporal development, spatial distribution, and possible classifications of geographical-thinking definitions and conceptualizations. The article concludes with a discussion of possible implications for educational practice and related recommendations for future research.
Název v anglickém jazyce
Geographical thinking in geography education: a systematic review
Popis výsledku anglicky
Geographical thinking is often regarded as one of the most crucial outcomes of geography education. Nevertheless, with the growing variety of definitions and conceptualizations surrounding geographical thinking, the entire concept is becoming increasingly intricate and abstract, gradually acquiring a degree of internal shallowness. To address this complexity and enhance the clarity regarding these diverse definitions and conceptualizations, a systematic review was conducted. Following the PRISMA guidelines, a final selection of 50 records including empirical articles, books and book chapters, were analyzed. The main findings reveal insights on temporal development, spatial distribution, and possible classifications of geographical-thinking definitions and conceptualizations. The article concludes with a discussion of possible implications for educational practice and related recommendations for future research.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50300 - Education
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2024
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
International Research in Geographical and Environmental Education
ISSN
1038-2046
e-ISSN
—
Svazek periodika
—
Číslo periodika v rámci svazku
24.05.2024
Stát vydavatele periodika
GB - Spojené království Velké Británie a Severního Irska
Počet stran výsledku
27
Strana od-do
1 - 27
Kód UT WoS článku
001230580600001
EID výsledku v databázi Scopus
2-s2.0-85194086637