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International Research in Geographical and Environmental Education（2022） |
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整理人：杨淑梅 |
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Volume
31(1), 2022 |
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1. |
[1]Gillian Kidman, Chew-Hung Chang. Numbers and graphs - what
sort of mathematical literacy do we need for geographical education in
uncertain times [J]. International Research in Geographical and
Environmental Education, 2022, 31(1): 1-4. |
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2. |
[2]Antonio García Vinuesa, Serafino
Afonso Rui Mucova, Ulisses M. Azeiteiro, et al. Mozambican
students’ knowledge and perceptions about climate change: an exploratory
study in Pemba City [J]. International Research in Geographical and
Environmental Education, 2020, 31(1): 5-21. |
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3. |
[3]Saif Nasser Al-Maamari. Developing
global citizenship through geography education in Oman: exploring the
perceptions of in-service teachers [J]. International Research in
Geographical and Environmental Education, 2020, 31(1): 22-37. |
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4. |
[4]Matheus Maximilian Ratz Scoarize,
Beatriz Bosquê Contieri, Driele Delanira-Santos, et al. An
interdisciplinary approach to address aquatic environmental issues with young
students from Brazil [J]. International Research in Geographical and
Environmental Education, 2021, 31(1): 38-52. |
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5. |
[5]Chul-Ki Cho, Byung-Yeon Kim, Joseph P. Stoltman. Animal identity and space
as represented in South Korean geography textbooks [J]. International
Research in Geographical and Environmental Education, 2020, 31(1): 53-68. |
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6. |
[6]Uwe Krause, Tine Béneker, Jan van
Tartwijk. Geography
textbook tasks fostering thinking skills for the acquisition of powerful
knowledge [J]. International Research in Geographical and Environmental
Education, 2021, 31(1): 69-83. |
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Volume 31(2), 2022 |
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7. |
[1]Chew-Hung Chang, Gillian Kidman. Life-long and
life-wide education for our sustainable future [J]. International
Research in Geographical and Environmental Education, 2022, 31(2): 85-88. |
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8. |
[2]Gabby Salazar, Ishika Ramakrishna,
Nitya Satheesh, et al. The challenge
of measuring children’s attitudes toward wildlife in rural India [J].
International Research in Geographical and Environmental Education, 2022,
31(2): 89-105. |
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9. |
[3]Rafael Suárez-López, Marcia Eugenio-Gozalbo. How is
sustainability addressed in primary and secondary education curricula?
Assessing the cases of Spain and Portugal [J]. International Research in
Geographical and Environmental Education, 2022, 31(2): 106-122. |
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10. |
[4]Chul-Ki Cho, Byung-Yeon Kim, Joseph P. Stoltman. Design,
implementation, and outcomes of an in-service program with photovoice as a
pedagogical tool for geography teachers [J]. International Research in
Geographical and Environmental Education, 2022, 31(2): 123-138. |
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11. |
[5]Thomas B. Larsen, Michael Solem, Joann Zadrozny, et al. Contextualizing
powerful geographic knowledge in higher education: Data-driven curriculum
design to interweave student aspirations with workforce applications [J].
International Research in Geographical and Environmental Education, 2022,
31(2): 139-151. |
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12. |
[6]Arnie G. Dizon. Content analysis
of the K to 12 Junior High School Geography curriculum in the Philippines
[J]. International Research in Geographical and Environmental Education,
2022, 31(2): 152-168. |
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Volume 31(3), 2022 |
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13. |
[1]Gillian Kidman, Chew-Hung Chang. Assessment
and evaluation in geographical and environmental education [J].
International Research in Geographical and Environmental Education, 2022,
31(3): 169-171. |
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14. |
[2]Andreas Alm Fjellborg, Kajsa
Kramming. Sustainable
development: Exploring gender differences in the Swedish national test in
geography for grade 9 [J]. International Research in Geographical and
Environmental Education, 2022, 31(3): 172-187. |
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15. |
[3]Alejandro Cascante-Campos. Latin
American geography education research trends in open access journals from the
twenty-first century [J]. International Research in Geographical and
Environmental Education, 2022, 31(3): 188-204. |
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16. |
[4]Frank Fischer. “She just can’t
break it down to the classroom…”: expert perspectives on German geography
trainee teachers’ competencies and initial teaching [J]. International
Research in Geographical and Environmental Education, 2022, 31(3): 205-221. |
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17. |
[5]Martin Hanus, Sirpa Tani, Tine
Béneker, et al. World-mindedness
of young people during the rise in migration in Europe: a case study of
Czechia, Finland, Germany and The Netherlands [J]. International Research
in Geographical and Environmental Education, 2022, 31(3): 222-241. |
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18. |
[6]Petr Knecht, Michaela Spurná. Does
specialization in geography teaching determine teachers’ conceptions of
geography teaching? [J]. International Research in Geographical and
Environmental Education, 2022, 31(3): 242-260. |
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Volume 31(4), 2022 （更新日期：2023.01.11） |
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19. |
[1]Chew-Hung, Gillian, John, et al. IRGEE in retrospect – the 30th anniversary serving the international geography and environmental education communities [J]. International Research in Geographical and Environmental Education, 2022, 31(4): 261-264. |
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20. |
[2]Mitchell. GeoCapabilities
3—knowledge and values in education for the Anthropocene [J].
International Research in Geographical and Environmental Education, 2022,
31(4): 265-281. |
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21. |
[3]Del Rey, Ojeda,
Mora-Merchán, et al. Environmental
education: effects on knowledge, attitudes and perceptions, and gender
differences [J]. International Research in Geographical and Environmental
Education, 2022, 31(4): 282-303. |
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22. |
[4]Bikar, Rathakrishnan, Rabe, et al. The impact
of geography information system integrated teaching on underachieving
students’ intrinsic motivation [J]. International Research in
Geographical and Environmental Education, 2022, 31(4): 304-319. |
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23. |
[5]Naujoks, Gölitz, Tellesch-Bülow, et al. Students’ motivation
during experimental activities: an empirical study with GeoBoxes in Germany
[J]. International Research in Geographical and Environmental Education,
2022, 31(4): 320-336. |
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24. |
[6]Usher. How is
geography taught in Irish primary schools? A large scale nationwide study
[J]. International Research in Geographical and Environmental Education,
2022, 31(4): 337-354. |
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