Powerful Geography: International Perspectives and Applications

Preface
	Organization of the Chapters
	Chapter 1 – An Introduction to Powerful Geography
	Chapter 2 (Australia)
	Chapter 3 (Bosnia and Herzegovina)
	Chapter 4 (Brazil)
	Chapter 5 (Canada)
	Chapter 6 (Chile)
	Chapter 7 (Costa Rica)
	Chapter 8 (Czechia)
	Chapter 9 (Japan)
	Chapter 10 (Singapore)
	Chapter 11 (Switzerland)
	Chapter 12 (United Kingdom)
	Chapter 13 (United States)
Contents
Editors and Contributors
About the Editors
Contributors
List of Figures
List of Tables
Chapter 1: The Foundation and Evolution of Powerful Geography in K-12 Education: An Introduction
	1.1 Early Beginnings
	1.2 Jobs and Careers Using Geography
		1.2.1 Examples of Jobs and Careers Using Geography
	1.3 The Three Periods of K-12 Education in the United States
		1.3.1 Period 1 – Memorization
		1.3.2 Period 2 – Standards/Prescribed Learning
		1.3.3 Period 3 – The Concept of Powerful Geography
	1.4 Systematic Barriers to K-12 Geography and the Acceptance of Powerful Geography
		1.4.1 Federal Money
		1.4.2 National Assessment for Educational Progress in Geography
		1.4.3 Pre-service Teacher Training
		1.4.4 Advanced Placement Human Geography
		1.4.5 Class Time, Standards, and Requirements
		1.4.6 Institutional Difficulties and Struggles
	1.5 Powerful Geography
		1.5.1 Foundation
		1.5.2 Curriculum Framework
		1.5.3 Application and Resources
	1.6 The Path that Lies Ahead
		1.6.1 Teacher Training in Powerful Geography
		1.6.2 The Need for Responsible Research
	1.7 Conclusion
	Appendix A
		Home Page
		The Main Menu
		K-12 Education
			Powerful Geography Questionnaires
			Lesson Plans
			Geography in Jobs and Careers Pages
			Interviews with Geographers
			Implementation Worksheets and Examples.
		Student Resources
	Appendix B
		Interview Protocol
	References
Chapter 2: The Power of Geography Meets Powerful Geography with Pre-service Teachers in Australia
	2.1 Introduction: Mapping out Geography Education in Australia
		2.1.1 Powerful Geography and the Power of Geography as a Conceptual Frame
		2.1.1.1 Theoretical Framing
	2.2 Part 1: Aspirations Data – What Brings You to Geography?
	2.3 Part 2: Applied Geography – Finding the Power in Geography Education
	2.4 Part 3: Teaching and Learning – Showcasing the Power of Geography in Actual and Hypothetical Learning Experiences
	2.5 Part 4: A Possible Research Future for Powerful Geography in Australia
	References
Chapter 3: Possibilities of Development and Application of Powerful Geography Approach in Geographical Education in Bosnia and Herzegovina
	3.1 Introduction
	3.2 Career Aspirations of High School Students
	3.3 Application of Geography in a Wide Range of Jobs and Careers
	3.4 Lesson Plan According to the Powerful Geography Approach
	3.5 Conclusion: The Future of the Powerful Geography Approach in Geographical Education in B&H
	References
Chapter 4: The Power of Geography for Education in Brazil
	4.1 Introduction
	4.2 The Aspirations of Brazilian Students
	4.3 On the Work of a Geographer Specialized in Mapping and Zoning
	4.4 GeoCapabilites in Brazilian Education
	4.5 Concluding Remarks
	References
Chapter 5: Empowering Canadian Geography Students and Faculty: New Approaches to Curriculum and Course Material Development Using Generative AI as a Writing Assistant
	5.1 Introduction
	5.2 The Canadian Postsecondary Context
	5.3 Methods
	5.4 Student Survey Results
	5.5 Expert Interview Results
		5.5.1 The Professional Context
		5.5.2 The Role of Knowledge
		5.5.3 The Role of Technical Skills
		5.5.4 The Role of Fieldwork
		5.5.5 The Role of Soft Skills
	5.6 Summary of the Results and Their Implications
	5.7 The Use of Generative AI to Assist Development of New Course Materials
		5.7.1 The Technical Option
		5.7.2 The Business Application Option
		5.7.3 The Public Outreach Option
	5.8 Discussion, Reflections, and Conclusions
	References
Chapter 6: Learning How to Become a Teacher in Climate Changed Geographies: A Powerful Geography Model for Climate Action in Chile
	6.1 Powerful Geography: A Path Forward for Climate Change Education
	6.2 Understanding Pre-service Teachers’ Aspirations in Climate Changed Contexts
		6.2.1 Understanding Our Students: Committing to a Career Path in Education
		6.2.2 Adapting Career Paths in Teacher Education to Climate Change Challenges
	6.3 Modelling Learning for Climate Action
		6.3.1 Scaffolding Competences for a Career in Climate Changed Geographies
	6.4 Conclusions: A Place for Powerful Geography within Ibero-American Traditions of Geography Teacher Education and Didactics
	References
Chapter 7: Student’s Aspirations and Powerful Geography: A Practical Approach in Costa Rica’s Higher Education
	7.1 Introduction
	7.2 Powerful Geographic Knowledge and Instructional Practices in Higher Education
		7.2.1 The Design of Instructional Practices by Faculty: An Approach Using Controlled Geo-Inquiry
	7.3 Research Design
	7.4 Results
		7.4.1 Geography student’s Professional Aspirations
		7.4.2 Geographic Knowledge in Practice: Insights from a Professional Geographer
		7.4.3 Powerful Geography Instructional Practice: Modelling Suitable Areas for Reforestation in Monteverde
	7.5 Conclusion: Did Students Perceive the Relevance of Acquiring Powerful Geographic Knowledge?
	References
Chapter 8: Powerful Geography Knowledge Development at the Upper Secondary School Level in Czechia
	8.1 Introduction
		8.1.1 Background
		8.1.2 Sample
	8.2 Students’ Career Aspirations and Geography Knowledge
	8.3 Geography Knowledge in the Professional Practice
	8.4 Developing Powerful Geographical Knowledge at the Upper Secondary School
		8.4.1 Lesson Overview
		8.4.2 Time Required and Lesson Structure
		8.4.3 Lesson Preparation
		8.4.4 Opening the Lesson
		8.4.5 Answering the Key Question
		8.4.6 Concluding the Lesson
		8.4.7 Bottlenecks
		8.4.8 Reflection
	8.5 Conclusion
	References
Chapter 9: Prospects for Powerful Geography in Japanese Schools: Practical Development Research on Japanese National Curriculum’s Compulsory Subject “Geography”
	9.1 Introduction
	9.2 The Japanese National Curriculum Revision System and Significance of This 2018 Revision
	9.3 Research and Development of the Compulsory Subject Geography
		9.3.1 Kobe University Secondary School (KUSS) as a Research and Development Experimental School (RDES)
		9.3.2 Aims of the Developed Subject Geography
		9.3.3 Teaching/Learning Contents of the Developed Subject Geography: Curriculum Aspect
		9.3.4 Teaching/Learning Methods of the Developed Subject Geography: Pedagogical Aspect
	9.4 Interview Survey of Geography Learners
		9.4.1 Purpose and Method of Interview Surveys
		9.4.2 Participants
		9.4.3 Interview Content
		9.4.4 Derived Categories/Concepts
		9.4.5 Contents of Categories and Concepts; Examples of Generation from Interview Remarks
		9.4.6 Structural Diagram and Storyline
	9.5 Discussion
		9.5.1 Perspective from the GeoCapabilities Project
		9.5.2 Perspective from a Real Achieved Career
	9.6 Concluding Remarks
	References
Chapter 10: Beyond the Geography Discipline: Applying the Powerful Geography Approach in a College-Level Data Science Curriculum in Singapore
	10.1 Introduction
	10.2 Literature Review
		10.2.1 Distinguishing the Major Paradigms of Powerful Geography
		10.2.2 Powerful Geography: The Singapore Experience
	10.3 Methodology
		10.3.1 Powerful Knowledge as Reflected in the Course Design of AGE08D ‘Designing Learning Environments with the Internet of Things (IoT)’
		10.3.2 Data Collection
	10.4 Results and Discussion
		10.4.1 Applicable, Transformative Everyday Knowledge
		10.4.2 Increased Intrinsic Motivations, Stress-Free Learning Experiences
		10.4.3 Pedagogical Expertise and Giving Students Attention – Hand in Hand with Curriculum Design
	10.5 Conclusion
	References
Chapter 11: Powerful Geography in Switzerland: Potential and Challenges
	11.1 Student Aspirations
		11.1.1 The Swiss Educational System at a Glance
		11.1.2 Survey Questions and Student Sample Worked with in This Chapter
		11.1.3 Results of the Student Survey
	11.2 Applied Geography Examples
		11.2.1 Findings from Interview with a Project Manager at a Geology and Engineering Company
		11.2.2 Findings from Interview with a Spatial Planner
		11.2.3 Findings from Interview with a Communication Manager
	11.3 Teaching and Learning Activities
		11.3.1 Activity on Natural Hazards
		11.3.2 Activity on Spatial Planning
	11.4 The Future of Powerful Geography
		11.4.1 Developing Powerful Geography Teaching and Learning Activities
		11.4.2 Towards the Implementation of the Powerful Geography Approach in Swiss Classrooms
	References
Chapter 12: Thinking Geographically: Making Connections Between School Geography and Future Careers in the United Kingdom
	12.1 Introduction
		12.1.1 The Importance of Bridging School and Professional Geography
		12.1.2 How Do we Integrate Professional Knowledge Into School Geography?
	12.2 Cases Studies: A Pedagogic Tool to Develop Real-World Geography Knowledge
	12.3 Student Aspirations Survey
		12.3.1 Methodology
		12.3.2 Research Findings
	12.4 Applied Geography: The Onshore Wind Development Sector
	12.5 Case Study: The Pen March Onshore Wind Farm Project
	12.6 Renewable Energy Lesson Planning
	12.7 Connecting School Geography and Future Careers
	12.8 Concluding Thoughts
	References
Chapter 13: Powerful Geography Through Historical Geography: A Case Study of Social Studies Teacher Preparation in the United States
	13.1 Introduction
		13.1.1 Context: Our Students and Their Career Aspirations
		13.1.2 Perspectives on Secondary School Social Studies Teachers’ Preparation for Geography Teaching
		13.1.3 Preparing Social Studies Teachers for Powerful Geography Teaching and Learning
	13.2 Case Study: Powerful Geography and the Historical Geography of North America
		13.2.1 Sample Assignment 1: Discussion Outline
		13.2.2 Sample Assignment 2: Research Review Poster
		13.2.3 Sample Assignment 3: Historical GIS Project on Mapping 1619
		13.2.4 Sample Assignment 4: Historical GIS Project on Mapping Frederick Jackson Turner’s Paper Landscape
	13.3 Conclusion
	References