Blog
About

54
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Identifying powerful geographical knowledge in integrated curricula in Dutch schools

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          This article explores the usefulness of Maude's translation of Young's idea of powerful knowledge into geography education. Maude's classification of five types of powerful knowledge in geography education was used to analyse the written curriculum of the 'human and society' interdisciplinary domain in four schools in the Netherlands. The characterization appears to be useful in terms of painting a picture of what an integrated curriculum looks like from the perspective of powerful knowledge. The emphasis in the curricula is on learning geographical concepts that students might use to analyse phenomena (Type 2 knowledge). Remarkably little attention is paid to learning about places (Type 5), as a result of which the integrated curricula hardly contribute to a central aim of school geography, namely to build an extensive geographical world view.

          Related collections

          Author and article information

          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          15 November 2018
          : 16
          : 3
          : 445-459
          Article
          1474-8460(20181115)16:3L.445;1- s7.phd /ioep/clre/2018/00000016/00000003/art00007
          10.18546/LRE.16.3.07
          Product
          Categories
          ARTICLES: KNOWLEDGE AND SUBJECT-SPECIALIST TEACHING

          Comments

          Comment on this article

          London Review of Education
          Volume 16, Issue 3

          Similar content 69