Instructional Quality and Student Learning in Geography

• Autores: Nina Scholten, Natalie Bienert, Martina Mehren, Rainer Mehren
• Localización: Handbook of GeographyEducation / Sarah Witham Bednarz (ed. lit.), Jerry T. Mitchell (ed. lit.), 2024, ISBN 978-3-031-72365-0, págs. 275-296
• Idioma: inglés
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• Resumen

  • The relationship between instructional quality and student learning in geography is of utmost importance for various reasons, such as improving or increasing student achievement or orientation for teacher education. Geography education research is just starting to explore the intricate relationship between these two complex phenomena. This contribution presents the current state of knowledge. One seminal model of instructional quality that is productively used is the three basic dimension model. This generic framework offers three dimensions that impact student achievement and motivation. Based on the three basic dimension model and debates in geography education research, a current specific geography framework for instructional quality is introduced. This framework proposes six dimensions and associated features of geography instruction that best support students’ geography learning. It is accompanied by an observation tool. In this chapter, the debate about the framework and its possible contribution to preservice teacher education and geography education research will be outlined. Finally, future directions in the field of instructional quality and student learning in geography education are presented.