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Primary Geography in Australia: Pre-Service Primary Teachers’ Understandings of Weather and Climate

Year 2015, Volume: 5 Issue: 2, 199 - 217, 31.08.2015

Abstract

Recent curriculum introductions and revisions on a global
scale have highlighted the importance of primary teachers’ content knowledge in
geography and the lack of research in this area (Catling, 2014).  This has become a particular focus in
Australia with the introduction of the Australian Curriculum: Geography in 2013
and the requirement for geography to be taught as a discrete subject in primary
schools. The current study focuses on content common to both the Australian
Curriculum: Geography and Science. The study reported in this paper adopts a
mixed methods approach to explore the adequacy of pre-service primary teachers’
accuracy and depth of knowledge about weather and climate.    The results suggest that pre-service
primary teachers hold a range of alternative conceptions about weather and
climate processes and that they lack the depth of knowledge required to
adequately prepare students for their studies in secondary science and
geography.  Implications for classroom
practice and for future research are discussed.

References

  • ACARA [Australian Curriculum, Reporting and Assessment Authority]. (2013). Australian Curriculum: Geography. Australian Curriculum, Reporting and Assessment Authority.
  • Açıkalın, M. (2009). Pre-service elementary teachers’ beliefs about use of the Internet in the social studies classroom. European Journal of Teacher Education, 32(3), 305-320.
  • AITSL [Australian Institute for Teaching and School Leadership]. (2011). National professional standards for teachers. Carlton South: Education Services Australia, Retrieved from http://www.teacherstandards.aitsl.edu.au/.
  • Bourke, T., & Lidstone, J. (2015). Mapping Geographical Knowledge and Skills Needed for Pre-Service Teachers in Teacher Education. SAGE Open, 5(1), 2158244015577668.
  • Brewer, W. (2008). Naive theories of observational astronomy. In S. Vosniadou (Ed.), International handbook of research on conceptual change. New York: Routledge
  • Carey, S. (1991). Knowledge aquisition: enrichment or conceptual change? In S. Carey & R. Gelman (Eds.), The epigenises of mind (pp. 257-291). Hillsdale, New Jersey: Erlbaum.
  • Catling, S. (2003). Career long professional development for geography teachers. In R. Gerber (Ed.), International handbook on geographical education (pp. 215-234). London: Klewer.
  • Catling, S. (2013). Introducing national curriculum geography to Australia's primary schools: Lessons from England's experience. Geographical Education, 26, 29.
  • Catling, S. (2014a). Pre-Service Primary Teachers' Knowledge and Understanding of Geography and Its Teaching: A Review. Review of International Geographical Education Online, 4(2), 235-260.
  • Catling, S. (2014b) Does it matter that we know little about the geographical understanding of trainee primary teachers? Paper presented at the International Geographical Union Regional Conference, Krakow, Poland.
  • Catling, S., & Morley, E. (2013). Enquiring into primary teachers' geographical knowledge. Education 3-13, 41(4), 425-442.
  • D’Mello, S., Lehman, B., Pekrun, R., & Graesser, A. (2014). Confusion can be beneficial for learning. Learning and Instruction, 29, 153-170.
  • De Vecchis, G., D’Allegra, D. P., & Pesaresi, C. (2011). Geography in Italian schools. Review of International Geographical Education Online, 1(1), 4.
  • Duit, R., Gropengieβer, U. K., Komorek, M., & Parchmann, I. (2012). The model of educational reconstruction - a framework for improving teaching and learning science. In D. Jorde & J. Dillon (Eds.), Science education research and practice in Europe: Retrospective and prospective (pp. 13-38). Rotterdam: Sense Publishers.
  • Eaude, T. (2012). How Do Expert Primary Class Teachers Really Work: Plymouth: Critical Publishing Limited.
  • Erebus International. (2008). A Study into the Teaching of Geography in Years 3-10. Canberra: The Department of Education, Employment and Workplace Relations. Gooch, M., Rigano, D., Hickey, R., & Fien, J. (2008). How do primary pre-service teachers in a regional Australian university plan for teaching, learning and acting in environmentally responsible ways? Environmental Education Research, 14(2), 175-186.
  • Henriques, L. (2000). Children's misconceptions about weather: A review of the literature. Paper presented at the National Association of Research in Science Teaching, New Orleans, LA.
  • Holloway, S., & Valentine, G. (2002). Corked hats and coronation street. In M. Smith (Ed.), Aspects of Teaching Secondary Geography. London: Routledge/Falmer.
  • Lane, R. (2011). Exploring the content knowledge of experienced Geography Teachers. Geographical Education, 24, 51-63.
  • Lane, R., & Coutts, P. (2012). Students' alternative conceptions of tropical cyclone causes and processes. International Research in Geographical & Environmental Education, 21(3), 205-222. doi: 10.1080/10382046.2012.698080
  • Mandrikas, A., Skordoulis, C., & Halkia, K. (2013). Pre-Service Elementary Teachers' Conceptions about Wind. International Journal of Science Education, 35(11), 1902-1924.
  • Mant, J., & Summers, M. (1993). Some primary-school teachers' understanding of the earth's place in the universe. Research Papers in Education, 8(1), 101-129. doi: 10.1080/0267152930080107
  • Martin, F. (2008). Knowledge bases for effective teaching: Beginning teachers' development as teachers of primary geography. International Research in Geographical and Environmental Education, 17(1), 13-39. doi: 10.2167/irgee226.0
  • Morley, E. (2012). English primary trainee teachers’ perceptions of geography. International Research in Geographical and Environmental Education, 21(2), 123-137.
  • Moyle, R. (1980). Weather. Learning in Science Project, Working Paper No.21. Hamilton, New Zealand: University of Waikato.
  • Ocal, A., Kisoglu, M., Alas, A., & Gurbuz, H. (2011). Turkish prospective teachers’ understanding and misunderstanding on global warming. International Research in Geographical and Environmental Education, 20(3), 215-226. Ozden, M. (2009). Primary Student Teachers' Ideas of Atoms and Molecules: Using Drawings as a Research Method. Education, 129(4), 635.
  • Ozturk, M., & Alkis, S. (2010). Misconceptions in Geography. Geographical Education, 23, 54-63.
  • Papadimitriou, V. (2004). Prospective Primary Teachers' Understanding of Climate Change, Greenhouse Effect, and Ozone Layer Depletion. Journal of Science Education and Technology, 13(2), 299-307. doi: 10.1023/B:JOST.0000031268.72848.6d
  • Papageorgiou, G., Stamovlasis, D., & Johnson, P. M. (2010). Primary Teachers’ Particle Ideas and Explanations of Physical Phenomena: Effect of an in-service training course. International Journal of Science Education, 32(5), 629-652.
  • Philips, W. (1991). Earth Science misconceptions. Science Teacher, 58(2), 21-23.
  • Ratinen, I. J. (2013). Primary student-teachers' conceptual understanding of the greenhouse effect: a mixed method study. International Journal of Science Education, 35(6), 929-955.
  • Reinfried, S. (2006). Conceptual change in Physical Geography and Environmental Sciences through mental model building: The example of groundwater. International Research in Geographical and Environmental Education, 15(1), 41-61.
  • Reinfried, S., Aeschbacher, U., & Rottermann, B. (2012). Improving students’ conceptual understanding of the greenhouse effect using theory-based learning materials that promote deep learning. International Research in Geographical & Environmental Education, 21(2), 155-178. doi: 10.1080/10382046.2012.672685
  • Russell, T., Bell, D., Longden, K., & McGuigan, L. (1993). Primary SPACE Research Report: Rocks, Soil and Weather: Liverpool: Liverpool University Press.
  • Shulman, L. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Stavy, R. (1991). Children's ideas about matter. School Science and Curriculum, 91, 240-244. doi: 10.1111/j.1949-8594.1991.tb12090.x Stepans, J., & Kuehn, C. (1985). What research says: Children's conceptions of weather. Science and Children, 23(1), 44-47.
  • Taylor, P. H. (1986). Expertise and the primary school teacher: Nfer-Nelson.
  • Tuncer, G., Sungur, S., Tekkaya, C., & Ertepinar, H. (2007). A comparative study on pre-service teachers' and elementary students' attitudes towards the environment. International Research in Geographical & Environmental Education, 16(2), 188-198.
  • Vosniadou, S., Vamvakoussi, X., & Skopeliti, I. (2008). The framework theory approach to the problem of conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 3-34). New York: Routledge.
  • Waldron, F., Pike, S., Greenwood, R., Murphy, C. M., O’Connor, G., Dolan, A., & Kerr, K. (2009). Becoming a Teacher: Primary student teachers as learners and teachers of history, geography and science: an all-Ireland study. Armagh: The Centre for Cross Border Studies, for the Standing Conference on Teacher Education North and South.
  • Wiser, M., & Smith, C. (2008). Learning and teaching about matter in grades K-8: When should the atomic-molecular theory be introduced? In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 205-239). New York: Routledge.
  • Young, M., & Muller, J. (2010). Three educational scenarios for the future: Lessons from the sociology of knowledge. European Journal of Education, 45(1), 11-27.
Year 2015, Volume: 5 Issue: 2, 199 - 217, 31.08.2015

Abstract

References

  • ACARA [Australian Curriculum, Reporting and Assessment Authority]. (2013). Australian Curriculum: Geography. Australian Curriculum, Reporting and Assessment Authority.
  • Açıkalın, M. (2009). Pre-service elementary teachers’ beliefs about use of the Internet in the social studies classroom. European Journal of Teacher Education, 32(3), 305-320.
  • AITSL [Australian Institute for Teaching and School Leadership]. (2011). National professional standards for teachers. Carlton South: Education Services Australia, Retrieved from http://www.teacherstandards.aitsl.edu.au/.
  • Bourke, T., & Lidstone, J. (2015). Mapping Geographical Knowledge and Skills Needed for Pre-Service Teachers in Teacher Education. SAGE Open, 5(1), 2158244015577668.
  • Brewer, W. (2008). Naive theories of observational astronomy. In S. Vosniadou (Ed.), International handbook of research on conceptual change. New York: Routledge
  • Carey, S. (1991). Knowledge aquisition: enrichment or conceptual change? In S. Carey & R. Gelman (Eds.), The epigenises of mind (pp. 257-291). Hillsdale, New Jersey: Erlbaum.
  • Catling, S. (2003). Career long professional development for geography teachers. In R. Gerber (Ed.), International handbook on geographical education (pp. 215-234). London: Klewer.
  • Catling, S. (2013). Introducing national curriculum geography to Australia's primary schools: Lessons from England's experience. Geographical Education, 26, 29.
  • Catling, S. (2014a). Pre-Service Primary Teachers' Knowledge and Understanding of Geography and Its Teaching: A Review. Review of International Geographical Education Online, 4(2), 235-260.
  • Catling, S. (2014b) Does it matter that we know little about the geographical understanding of trainee primary teachers? Paper presented at the International Geographical Union Regional Conference, Krakow, Poland.
  • Catling, S., & Morley, E. (2013). Enquiring into primary teachers' geographical knowledge. Education 3-13, 41(4), 425-442.
  • D’Mello, S., Lehman, B., Pekrun, R., & Graesser, A. (2014). Confusion can be beneficial for learning. Learning and Instruction, 29, 153-170.
  • De Vecchis, G., D’Allegra, D. P., & Pesaresi, C. (2011). Geography in Italian schools. Review of International Geographical Education Online, 1(1), 4.
  • Duit, R., Gropengieβer, U. K., Komorek, M., & Parchmann, I. (2012). The model of educational reconstruction - a framework for improving teaching and learning science. In D. Jorde & J. Dillon (Eds.), Science education research and practice in Europe: Retrospective and prospective (pp. 13-38). Rotterdam: Sense Publishers.
  • Eaude, T. (2012). How Do Expert Primary Class Teachers Really Work: Plymouth: Critical Publishing Limited.
  • Erebus International. (2008). A Study into the Teaching of Geography in Years 3-10. Canberra: The Department of Education, Employment and Workplace Relations. Gooch, M., Rigano, D., Hickey, R., & Fien, J. (2008). How do primary pre-service teachers in a regional Australian university plan for teaching, learning and acting in environmentally responsible ways? Environmental Education Research, 14(2), 175-186.
  • Henriques, L. (2000). Children's misconceptions about weather: A review of the literature. Paper presented at the National Association of Research in Science Teaching, New Orleans, LA.
  • Holloway, S., & Valentine, G. (2002). Corked hats and coronation street. In M. Smith (Ed.), Aspects of Teaching Secondary Geography. London: Routledge/Falmer.
  • Lane, R. (2011). Exploring the content knowledge of experienced Geography Teachers. Geographical Education, 24, 51-63.
  • Lane, R., & Coutts, P. (2012). Students' alternative conceptions of tropical cyclone causes and processes. International Research in Geographical & Environmental Education, 21(3), 205-222. doi: 10.1080/10382046.2012.698080
  • Mandrikas, A., Skordoulis, C., & Halkia, K. (2013). Pre-Service Elementary Teachers' Conceptions about Wind. International Journal of Science Education, 35(11), 1902-1924.
  • Mant, J., & Summers, M. (1993). Some primary-school teachers' understanding of the earth's place in the universe. Research Papers in Education, 8(1), 101-129. doi: 10.1080/0267152930080107
  • Martin, F. (2008). Knowledge bases for effective teaching: Beginning teachers' development as teachers of primary geography. International Research in Geographical and Environmental Education, 17(1), 13-39. doi: 10.2167/irgee226.0
  • Morley, E. (2012). English primary trainee teachers’ perceptions of geography. International Research in Geographical and Environmental Education, 21(2), 123-137.
  • Moyle, R. (1980). Weather. Learning in Science Project, Working Paper No.21. Hamilton, New Zealand: University of Waikato.
  • Ocal, A., Kisoglu, M., Alas, A., & Gurbuz, H. (2011). Turkish prospective teachers’ understanding and misunderstanding on global warming. International Research in Geographical and Environmental Education, 20(3), 215-226. Ozden, M. (2009). Primary Student Teachers' Ideas of Atoms and Molecules: Using Drawings as a Research Method. Education, 129(4), 635.
  • Ozturk, M., & Alkis, S. (2010). Misconceptions in Geography. Geographical Education, 23, 54-63.
  • Papadimitriou, V. (2004). Prospective Primary Teachers' Understanding of Climate Change, Greenhouse Effect, and Ozone Layer Depletion. Journal of Science Education and Technology, 13(2), 299-307. doi: 10.1023/B:JOST.0000031268.72848.6d
  • Papageorgiou, G., Stamovlasis, D., & Johnson, P. M. (2010). Primary Teachers’ Particle Ideas and Explanations of Physical Phenomena: Effect of an in-service training course. International Journal of Science Education, 32(5), 629-652.
  • Philips, W. (1991). Earth Science misconceptions. Science Teacher, 58(2), 21-23.
  • Ratinen, I. J. (2013). Primary student-teachers' conceptual understanding of the greenhouse effect: a mixed method study. International Journal of Science Education, 35(6), 929-955.
  • Reinfried, S. (2006). Conceptual change in Physical Geography and Environmental Sciences through mental model building: The example of groundwater. International Research in Geographical and Environmental Education, 15(1), 41-61.
  • Reinfried, S., Aeschbacher, U., & Rottermann, B. (2012). Improving students’ conceptual understanding of the greenhouse effect using theory-based learning materials that promote deep learning. International Research in Geographical & Environmental Education, 21(2), 155-178. doi: 10.1080/10382046.2012.672685
  • Russell, T., Bell, D., Longden, K., & McGuigan, L. (1993). Primary SPACE Research Report: Rocks, Soil and Weather: Liverpool: Liverpool University Press.
  • Shulman, L. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Stavy, R. (1991). Children's ideas about matter. School Science and Curriculum, 91, 240-244. doi: 10.1111/j.1949-8594.1991.tb12090.x Stepans, J., & Kuehn, C. (1985). What research says: Children's conceptions of weather. Science and Children, 23(1), 44-47.
  • Taylor, P. H. (1986). Expertise and the primary school teacher: Nfer-Nelson.
  • Tuncer, G., Sungur, S., Tekkaya, C., & Ertepinar, H. (2007). A comparative study on pre-service teachers' and elementary students' attitudes towards the environment. International Research in Geographical & Environmental Education, 16(2), 188-198.
  • Vosniadou, S., Vamvakoussi, X., & Skopeliti, I. (2008). The framework theory approach to the problem of conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 3-34). New York: Routledge.
  • Waldron, F., Pike, S., Greenwood, R., Murphy, C. M., O’Connor, G., Dolan, A., & Kerr, K. (2009). Becoming a Teacher: Primary student teachers as learners and teachers of history, geography and science: an all-Ireland study. Armagh: The Centre for Cross Border Studies, for the Standing Conference on Teacher Education North and South.
  • Wiser, M., & Smith, C. (2008). Learning and teaching about matter in grades K-8: When should the atomic-molecular theory be introduced? In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 205-239). New York: Routledge.
  • Young, M., & Muller, J. (2010). Three educational scenarios for the future: Lessons from the sociology of knowledge. European Journal of Education, 45(1), 11-27.
There are 42 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Rod Lane This is me

Publication Date August 31, 2015
Submission Date January 21, 2015
Published in Issue Year 2015 Volume: 5 Issue: 2

Cite

APA Lane, R. (2015). Primary Geography in Australia: Pre-Service Primary Teachers’ Understandings of Weather and Climate. Review of International Geographical Education Online, 5(2), 199-217.
AMA Lane R. Primary Geography in Australia: Pre-Service Primary Teachers’ Understandings of Weather and Climate. Review of International Geographical Education Online. August 2015;5(2):199-217.
Chicago Lane, Rod. “Primary Geography in Australia: Pre-Service Primary Teachers’ Understandings of Weather and Climate”. Review of International Geographical Education Online 5, no. 2 (August 2015): 199-217.
EndNote Lane R (August 1, 2015) Primary Geography in Australia: Pre-Service Primary Teachers’ Understandings of Weather and Climate. Review of International Geographical Education Online 5 2 199–217.
IEEE R. Lane, “Primary Geography in Australia: Pre-Service Primary Teachers’ Understandings of Weather and Climate”, Review of International Geographical Education Online, vol. 5, no. 2, pp. 199–217, 2015.
ISNAD Lane, Rod. “Primary Geography in Australia: Pre-Service Primary Teachers’ Understandings of Weather and Climate”. Review of International Geographical Education Online 5/2 (August 2015), 199-217.
JAMA Lane R. Primary Geography in Australia: Pre-Service Primary Teachers’ Understandings of Weather and Climate. Review of International Geographical Education Online. 2015;5:199–217.
MLA Lane, Rod. “Primary Geography in Australia: Pre-Service Primary Teachers’ Understandings of Weather and Climate”. Review of International Geographical Education Online, vol. 5, no. 2, 2015, pp. 199-17.
Vancouver Lane R. Primary Geography in Australia: Pre-Service Primary Teachers’ Understandings of Weather and Climate. Review of International Geographical Education Online. 2015;5(2):199-217.