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Year 2019, Volume: 9 Issue: 3, 542 - 556, 31.12.2019

Thomas Larsen John Harrington, Jr.

https://doi.org/10.33403/rigeo.561562

Abstract

References

  • Abler, R., Adams, J.S., and Gould, P. (1971). Spatial organization: The geographer’s view of the world. Englewood Cliffs, NJ: Prentice-Hall.
  • Barker, R.G. (1968). Ecological psychology: Concepts and methods for studying the environment of human behavior. Stanford, CA: Stanford University Press.
  • Barker, R.G., and Wright, H.F. (1954). Midwest and its children: The psychological ecology of an American town. White Plains, NY: Row, Peterson and Company.
  • Barrows, H.H. (1923). Geography as human ecology. Annals of the American Association of Geographers, 13(1), 1-14.
  • Bjornerud, M. (2018). Timefulness: How thinking like a geologist can help save the world. Princeton, NJ: Princeton University Press.
  • Catling, S. (2005). Seeking younger children’s ‘voices’ in geographical education research. International Research in Geographical and Environmental Education, 14(4), 297-304.
  • Catling, S. (2006). What do five-year-olds know of the world?—Geographical understanding and play in young children’s early learning. Geography, 91(1), 55-74.
  • Crutzen, P.J., and Stoermer, E.F. (2000). The Anthropocene. Global Change Newsletter, 41, 17-18.
  • Eitel, A., Scheiter, K., Schuler, A., and Nystrom, M. (2013). How a picture facilitates the process of learning from text: Evidence for scaffolding. Learning and Instruction, 28: 48–63.
  • Foster, E.K., and Hund, A.M. (2012). The impact of scaffolding and overhearing on young children’s use of the spatial terms between and middle. Journal of Child Language, 39(2), 338–364.
  • Gersmehl, P.J., and Gersmehl, C.A. (2007). Spatial thinking by young children: Neurologic evidence for early development and ‘educability.’ Journal of Geography, 106(5), 181-191.
  • Gibson, S., and McKay, R. (2001). What constructivist theory and brain research may offer social studies. Canadian National Social Studies Journal, 35(4). Retrieved March 19, 2019, from https://canadian-social-studies-journal.educ.ualberta.ca/content/articles-2000-2010#ARconstructionist_theory45.
  • Glacken, C. (1967). Traces on the Rhodian Shore. Berkeley: University of California Press.
  • Gober, P. (2000). In Search of Synthesis. Annals of the Association of American Geographers, 90(1), 1-11.
  • Gruenewald, D.A. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619–654.
  • Hart, R. (1979). Children’s experience of place. New York, NY: Irvington.
  • Hartshorne, R. (1939). The nature of geography: A critical survey of current thought in the light of the past. Annals of the American Association of Geographers, 29 (3–4), 413–658.
  • Harvey, M.E., and Holly, B.P. (1981). Paradigm, philosophy, and geographic thought. In M.E. Harvey and B.P. Holly (Eds.), Themes in geographic thought (pp. 11-37). London: St. Martin’s Press.
  • Huynh, N.T., Solem, M., and Bednarz, S.W. (2015). A road map for learning progressions research in geography. Journal of Geography, 114(2), 69–79.Kuhn, T.S. (1962). The structure of scientific revolutions. Chicago, IL: University of Chicago Press.
  • Lambert, D., Solem, M., and Tani, S. (2015). Achieving human potential through geography education: A capabilities approach to curriculum making in schools. Annals of the American Association of Geographers, 105(4), 723-735.
  • Larsen, T.B., and J. Harrington, Jr. (2016). Mental maps and a community-based sense of place: A case study among Kansas third graders. Research in Geographic Education, 18(2), 86-111.
  • Larsen, T.B., and Harrington, J., Jr. (2017). Place, learning progressions, and transformative geographic education. Research in Geographic Education, 19(2), 66-79.
  • Larsen, T.B., and Harrington, J., Jr. (2018a). Developing a learning progression for place. Journal of Geography, 117(3), 100-118.
  • Larsen, T.B., and Harrington, J., Jr. (2018b). Place, learning progressions, and progress. Journal of Geography, 117(3), 133-136.
  • Lidstone, J., and Stoltman, J. (2008). Research paradigms and reflections in geographical and environmental education. International Research in Geographical and Environmental Education, 17(3), 195-198.
  • Lim, M., and Barton, A.C. (2010). Exploring insideness in urban children’s sense of place. Journal of Environmental Psychology, 30(3), 328-337.
  • Louv, R. (2008). Last child in the woods: Saving our children from Nature Deficit Disorder. Chapel Hill, NC: Algonquin Books of Chapel Hill.
  • Marsh, G.P. ([1864] 2003). Man and nature: Or, physical geography as modified by human action. Seattle, WA: University of Washington Press.
  • Maxim, G.W. (2006). Dynamic social studies for constructivist classrooms, 8th ed. Upper Saddle River, New Jersey: Pearson.
  • Menely, T., and Taylor, J.O. (Eds). (2017). Anthropocene reading: Literary history in geologic times. University Park, PA: Pennsylvania State University Press.
  • Nuthall, G. (1999). The way students learn: Acquiring knowledge from an integrated science and social studies unit. The Elementary School Journal, 99(4), 303–341.
  • Mugerauer, R. (1981). Concerning regional geography as a hermeneutical discipline. Geographische Zeitschrift, 69(1), 57-67.
  • National Academies of Science (NAS). (2018). How people learn II: Learners, contexts, and cultures. Washington, DC: National Academies Press. National Council for the Social Studies (NCSS). (2013). The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history. Silver Spring, MD: NCSS.
  • NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press.
  • Nguyen, N., Cohen, D., and Huff, A. (2017). Catching the bus: A call for critical geographies of education. Geography Compass, 11(8). DOI: 10.1111/gec3.12323.
  • O’Connor, R.E. (1999). Teachers learning ladders to literacy. Learning Disabilities Research and Practice, 14(4), 203–214.
  • Patton, M.T., Blanchard, R.D., and Boehm, R.G. (2016). The evolution of the modern era of geographic education through messages that established the foundation for K-12 educators. Research in Geographic Education, 18(2), 10-25.
  • Paley, V.G. (2007). On listening to what the children say. Harvard Educational Review, 77(2), 152-163.
  • Pini, B., Gulson, K.N., Krafti, P., and Dufty-Jones, R. (2017). Critical geographies of education: An introduction. Geographical Research, 55(1), 13-17.
  • Plumert, J.M., and Nichols-Whitehead, P. (1996). Parental scaffolding of young children’s spatial communication. Developmental Psychology, 32(3), 523–532.
  • Reiser, B.J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. The Journal of the Learning Sciences, 13(3), 273–304.
  • Sauer, C.O. (1925). The morphology of landscape. University of California Publications in Geography, 2(2), 19-53.
  • Seamon, D. (2018). Life takes place: Phenomenology, lifeworlds, and place making. New York: Routledge.
  • Solem, M., Huynh, N.T., and Boehm, R.G. (Eds). (2015). Learning progressions for maps, geospatial technology, and spatial thinking: A research handbook. Newcastle upon Tyne, UK: Cambridge Scholars Press.
  • Solem, M., Lambert, D., and Tani, S. (2013). Geocapabilities: Toward an international framework for researching the purposes and values of geography education. Review of International Geographical Education Online, 3(3), 214-229.
  • Steffen, W., Grinevald, J., Crutzen, P., and McNeill, J.R. (2011). The Anthropocene: Conceptual and historical perspectives. Philosophical Transactions: Mathematical, Physical and Engineering Sciences, 369(1938), 842-867.
  • Stevens, S., Gotwals, A.W., Jin, H., and Barrett, J. (2014). Learning progressions research planning and design. In M. Solem, N.T. Huynh, R. Boehm (Eds.), Learning progressions for maps, geospatial technology and spatial thinking: A research handbook (pp. 23-44). Washington, D.C.: Association of American Geographers.
  • Thomas, W. L., Jr., (Ed.). (1956). Man's role in changing the face of the Earth. Chicago, IL: University of Chicago Press.
  • Tuan, Y. (1974). Topophilia: A study of environmental perception, attitudes, and values. Englewood Cliffs, NJ: Prentice-Hall.
  • Tuan, Y. (1977). Space and place: The perspective of experience. Minneapolis, MN: University of Minnesota Press.
  • Turner, B.L., II. (2002). Contested identities: Human-environment geography and disciplinary implications in a restructuring academy. Annals of the American Association of Geographers, 92(1), 52-74.
  • Turner, B. L., II, Clark, W.C., Kates, R.W., Richards, J.F., Mathews, J.T., and Meyer, W.B. (Eds.). (1990). The Earth as transformed by human action: Global change and regional changes in the biosphere over the past 300 years. Cambridge: Cambridge University Press, with Clark University.
  • Unwin, T. (1992). The place of geography. Harlow: Longman Scientific and Technical.
  • Watson, P. (2016). Convergence: The idea at the heart of science. New York, NY: Simon and Schuster.
  • Wilbanks, T., and Kates, R.W. (1999). Global change in local places: How scale matters. Climatic Change 43(3):601-628.
  • Wilson, E.O. (1998). Consilience: The unity of knowledge. New York, NY: Vintage.
  • Wright, J. K. (1947). Terrae incognitae: The place of the imagination in geography. Annals of the American Association of Geographers, 31(1), 1–15.
  • Yugandhar, K. (2012). An insight into incentives of open-ended activities in English language learning. International Journal of English and Education, 1(1), 20–28.

Learning Progressions, Paradigms, and Geographic Thinking in the Anthropocene

Year 2019, Volume: 9 Issue: 3, 542 - 556, 31.12.2019

Thomas Larsen John Harrington, Jr.

https://doi.org/10.33403/rigeo.561562

Abstract

Learning
progression research has the capability to connect thinking in the education
sciences and geography.  Learning
progressions provide a map of the various pathways that students take to master
a topic.  The aim of this paper is to
illustrate significant conceptual ties between learning progressions and disciplinary
geography.  Two construct paradigms overlap
to form an entryway between educational and geographic thought: constructivism from
education and possibilism within geography. 
The learning progression method can form a bridge between the two
paradigms.  Learning progression research
in geography depends on being able to answer two questions.  First, which geographic concepts should be
tracked?  Given the ongoing changes in
global human-environmental systems, priority could be dedicated to the topics
that stimulate synthesis thinking about the human-environment relationship in
the Anthropocene, or “Age of Humans.”  Second,
how should geographers track advancement in learning about human-environment concepts?  Learning progression research provides a
method to document multiple aspects of advancement in student learning.  But, geographic learning does not exist solely
in the confines of the classroom. 
Furthermore, school districts vary in the amount and quality of
geography that they allow.  New
understandings would come from a mixed-methods approach that addresses
geographic understandings by the lifelong learner in the context of both formal
and informal geography education.

Keywords

Learning Progressions Paradigms Geographic Thought Constructivism Possiblism Anthropocene

References

  • Abler, R., Adams, J.S., and Gould, P. (1971). Spatial organization: The geographer’s view of the world. Englewood Cliffs, NJ: Prentice-Hall.
  • Barker, R.G. (1968). Ecological psychology: Concepts and methods for studying the environment of human behavior. Stanford, CA: Stanford University Press.
  • Barker, R.G., and Wright, H.F. (1954). Midwest and its children: The psychological ecology of an American town. White Plains, NY: Row, Peterson and Company.
  • Barrows, H.H. (1923). Geography as human ecology. Annals of the American Association of Geographers, 13(1), 1-14.
  • Bjornerud, M. (2018). Timefulness: How thinking like a geologist can help save the world. Princeton, NJ: Princeton University Press.
  • Catling, S. (2005). Seeking younger children’s ‘voices’ in geographical education research. International Research in Geographical and Environmental Education, 14(4), 297-304.
  • Catling, S. (2006). What do five-year-olds know of the world?—Geographical understanding and play in young children’s early learning. Geography, 91(1), 55-74.
  • Crutzen, P.J., and Stoermer, E.F. (2000). The Anthropocene. Global Change Newsletter, 41, 17-18.
  • Eitel, A., Scheiter, K., Schuler, A., and Nystrom, M. (2013). How a picture facilitates the process of learning from text: Evidence for scaffolding. Learning and Instruction, 28: 48–63.
  • Foster, E.K., and Hund, A.M. (2012). The impact of scaffolding and overhearing on young children’s use of the spatial terms between and middle. Journal of Child Language, 39(2), 338–364.
  • Gersmehl, P.J., and Gersmehl, C.A. (2007). Spatial thinking by young children: Neurologic evidence for early development and ‘educability.’ Journal of Geography, 106(5), 181-191.
  • Gibson, S., and McKay, R. (2001). What constructivist theory and brain research may offer social studies. Canadian National Social Studies Journal, 35(4). Retrieved March 19, 2019, from https://canadian-social-studies-journal.educ.ualberta.ca/content/articles-2000-2010#ARconstructionist_theory45.
  • Glacken, C. (1967). Traces on the Rhodian Shore. Berkeley: University of California Press.
  • Gober, P. (2000). In Search of Synthesis. Annals of the Association of American Geographers, 90(1), 1-11.
  • Gruenewald, D.A. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619–654.
  • Hart, R. (1979). Children’s experience of place. New York, NY: Irvington.
  • Hartshorne, R. (1939). The nature of geography: A critical survey of current thought in the light of the past. Annals of the American Association of Geographers, 29 (3–4), 413–658.
  • Harvey, M.E., and Holly, B.P. (1981). Paradigm, philosophy, and geographic thought. In M.E. Harvey and B.P. Holly (Eds.), Themes in geographic thought (pp. 11-37). London: St. Martin’s Press.
  • Huynh, N.T., Solem, M., and Bednarz, S.W. (2015). A road map for learning progressions research in geography. Journal of Geography, 114(2), 69–79.Kuhn, T.S. (1962). The structure of scientific revolutions. Chicago, IL: University of Chicago Press.
  • Lambert, D., Solem, M., and Tani, S. (2015). Achieving human potential through geography education: A capabilities approach to curriculum making in schools. Annals of the American Association of Geographers, 105(4), 723-735.
  • Larsen, T.B., and J. Harrington, Jr. (2016). Mental maps and a community-based sense of place: A case study among Kansas third graders. Research in Geographic Education, 18(2), 86-111.
  • Larsen, T.B., and Harrington, J., Jr. (2017). Place, learning progressions, and transformative geographic education. Research in Geographic Education, 19(2), 66-79.
  • Larsen, T.B., and Harrington, J., Jr. (2018a). Developing a learning progression for place. Journal of Geography, 117(3), 100-118.
  • Larsen, T.B., and Harrington, J., Jr. (2018b). Place, learning progressions, and progress. Journal of Geography, 117(3), 133-136.
  • Lidstone, J., and Stoltman, J. (2008). Research paradigms and reflections in geographical and environmental education. International Research in Geographical and Environmental Education, 17(3), 195-198.
  • Lim, M., and Barton, A.C. (2010). Exploring insideness in urban children’s sense of place. Journal of Environmental Psychology, 30(3), 328-337.
  • Louv, R. (2008). Last child in the woods: Saving our children from Nature Deficit Disorder. Chapel Hill, NC: Algonquin Books of Chapel Hill.
  • Marsh, G.P. ([1864] 2003). Man and nature: Or, physical geography as modified by human action. Seattle, WA: University of Washington Press.
  • Maxim, G.W. (2006). Dynamic social studies for constructivist classrooms, 8th ed. Upper Saddle River, New Jersey: Pearson.
  • Menely, T., and Taylor, J.O. (Eds). (2017). Anthropocene reading: Literary history in geologic times. University Park, PA: Pennsylvania State University Press.
  • Nuthall, G. (1999). The way students learn: Acquiring knowledge from an integrated science and social studies unit. The Elementary School Journal, 99(4), 303–341.
  • Mugerauer, R. (1981). Concerning regional geography as a hermeneutical discipline. Geographische Zeitschrift, 69(1), 57-67.
  • National Academies of Science (NAS). (2018). How people learn II: Learners, contexts, and cultures. Washington, DC: National Academies Press. National Council for the Social Studies (NCSS). (2013). The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history. Silver Spring, MD: NCSS.
  • NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press.
  • Nguyen, N., Cohen, D., and Huff, A. (2017). Catching the bus: A call for critical geographies of education. Geography Compass, 11(8). DOI: 10.1111/gec3.12323.
  • O’Connor, R.E. (1999). Teachers learning ladders to literacy. Learning Disabilities Research and Practice, 14(4), 203–214.
  • Patton, M.T., Blanchard, R.D., and Boehm, R.G. (2016). The evolution of the modern era of geographic education through messages that established the foundation for K-12 educators. Research in Geographic Education, 18(2), 10-25.
  • Paley, V.G. (2007). On listening to what the children say. Harvard Educational Review, 77(2), 152-163.
  • Pini, B., Gulson, K.N., Krafti, P., and Dufty-Jones, R. (2017). Critical geographies of education: An introduction. Geographical Research, 55(1), 13-17.
  • Plumert, J.M., and Nichols-Whitehead, P. (1996). Parental scaffolding of young children’s spatial communication. Developmental Psychology, 32(3), 523–532.
  • Reiser, B.J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. The Journal of the Learning Sciences, 13(3), 273–304.
  • Sauer, C.O. (1925). The morphology of landscape. University of California Publications in Geography, 2(2), 19-53.
  • Seamon, D. (2018). Life takes place: Phenomenology, lifeworlds, and place making. New York: Routledge.
  • Solem, M., Huynh, N.T., and Boehm, R.G. (Eds). (2015). Learning progressions for maps, geospatial technology, and spatial thinking: A research handbook. Newcastle upon Tyne, UK: Cambridge Scholars Press.
  • Solem, M., Lambert, D., and Tani, S. (2013). Geocapabilities: Toward an international framework for researching the purposes and values of geography education. Review of International Geographical Education Online, 3(3), 214-229.
  • Steffen, W., Grinevald, J., Crutzen, P., and McNeill, J.R. (2011). The Anthropocene: Conceptual and historical perspectives. Philosophical Transactions: Mathematical, Physical and Engineering Sciences, 369(1938), 842-867.
  • Stevens, S., Gotwals, A.W., Jin, H., and Barrett, J. (2014). Learning progressions research planning and design. In M. Solem, N.T. Huynh, R. Boehm (Eds.), Learning progressions for maps, geospatial technology and spatial thinking: A research handbook (pp. 23-44). Washington, D.C.: Association of American Geographers.
  • Thomas, W. L., Jr., (Ed.). (1956). Man's role in changing the face of the Earth. Chicago, IL: University of Chicago Press.
  • Tuan, Y. (1974). Topophilia: A study of environmental perception, attitudes, and values. Englewood Cliffs, NJ: Prentice-Hall.
  • Tuan, Y. (1977). Space and place: The perspective of experience. Minneapolis, MN: University of Minnesota Press.
  • Turner, B.L., II. (2002). Contested identities: Human-environment geography and disciplinary implications in a restructuring academy. Annals of the American Association of Geographers, 92(1), 52-74.
  • Turner, B. L., II, Clark, W.C., Kates, R.W., Richards, J.F., Mathews, J.T., and Meyer, W.B. (Eds.). (1990). The Earth as transformed by human action: Global change and regional changes in the biosphere over the past 300 years. Cambridge: Cambridge University Press, with Clark University.
  • Unwin, T. (1992). The place of geography. Harlow: Longman Scientific and Technical.
  • Watson, P. (2016). Convergence: The idea at the heart of science. New York, NY: Simon and Schuster.
  • Wilbanks, T., and Kates, R.W. (1999). Global change in local places: How scale matters. Climatic Change 43(3):601-628.
  • Wilson, E.O. (1998). Consilience: The unity of knowledge. New York, NY: Vintage.
  • Wright, J. K. (1947). Terrae incognitae: The place of the imagination in geography. Annals of the American Association of Geographers, 31(1), 1–15.
  • Yugandhar, K. (2012). An insight into incentives of open-ended activities in English language learning. International Journal of English and Education, 1(1), 20–28.
There are 58 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Thomas Larsen 0000-0002-5059-1780

John Harrington, Jr. This is me

Publication Date December 31, 2019
Submission Date May 7, 2019
Acceptance Date January 18, 2020
Published in Issue Year 2019 Volume: 9 Issue: 3

Cite

APA Larsen, T., & Harrington, Jr., J. (2019). Learning Progressions, Paradigms, and Geographic Thinking in the Anthropocene. Review of International Geographical Education Online, 9(3), 542-556. https://doi.org/10.33403/rigeo.561562
AMA Larsen T, Harrington, Jr. J. Learning Progressions, Paradigms, and Geographic Thinking in the Anthropocene. Review of International Geographical Education Online. December 2019;9(3):542-556. doi:10.33403/rigeo.561562
Chicago Larsen, Thomas, and John Harrington, Jr. “Learning Progressions, Paradigms, and Geographic Thinking in the Anthropocene”. Review of International Geographical Education Online 9, no. 3 (December 2019): 542-56. https://doi.org/10.33403/rigeo.561562.
EndNote Larsen T, Harrington, Jr. J (December 1, 2019) Learning Progressions, Paradigms, and Geographic Thinking in the Anthropocene. Review of International Geographical Education Online 9 3 542–556.
IEEE T. Larsen and J. Harrington, Jr., “Learning Progressions, Paradigms, and Geographic Thinking in the Anthropocene”, Review of International Geographical Education Online, vol. 9, no. 3, pp. 542–556, 2019, doi: 10.33403/rigeo.561562.
ISNAD Larsen, Thomas - Harrington, Jr., John. “Learning Progressions, Paradigms, and Geographic Thinking in the Anthropocene”. Review of International Geographical Education Online 9/3 (December 2019), 542-556. https://doi.org/10.33403/rigeo.561562.
JAMA Larsen T, Harrington, Jr. J. Learning Progressions, Paradigms, and Geographic Thinking in the Anthropocene. Review of International Geographical Education Online. 2019;9:542–556.
MLA Larsen, Thomas and John Harrington, Jr. “Learning Progressions, Paradigms, and Geographic Thinking in the Anthropocene”. Review of International Geographical Education Online, vol. 9, no. 3, 2019, pp. 542-56, doi:10.33403/rigeo.561562.
Vancouver Larsen T, Harrington, Jr. J. Learning Progressions, Paradigms, and Geographic Thinking in the Anthropocene. Review of International Geographical Education Online. 2019;9(3):542-56.
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