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International Research in Geographical and Environmental
Education（2024） |
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整理人：王茜 |
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Volume
33(1), 2024 |
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1. |
[1] Kidman G, Chang C-H. Sustainability education: meeting the
demands of climate change aspirations Gillian Kidman and Chew-Hung Chang [J].
International Research in Geographical and Environmental Education, 2024,
33(1): 1-5. |
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2. |
[2] Rahma A, Mardiatno D, Hizbaron D R. Developing a
theoretical framework: school ecosystem-based disaster risk education [J].
International Research in Geographical and Environmental Education, 2024,
33(1): 6-23 |
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3. |
[3] Lam C C, Cheng N Y I. Hong Kong secondary geography
teachers’ resilience in the testing time of the Covid-19: challenges and
adaptations [J]. International Research in Geographical and Environmental Education,
2024, 33(1): 24-38 |
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4. |
[4] Banwo O A, Berauo J-J D. Mind your actions: the place
attachment - contextual factors nexus of environmental civic actions (ECA)
[J]. International Research in Geographical and Environmental Education,
2024, 33(1): 39-55. |
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5. |
[5] Brown S, Küçük Z D, Rickard A, et al. The role of
teacher agency in using GIS to teach sustainability: an evaluation of a lower
secondary school story mapping GIS initiative in Ireland [J]. International
Research in Geographical and Environmental Education, 2024, 33(1): 56-71. |
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6. |
[6] Simon M, Budke A. An intervention study: teaching the
comparison method to enhance secondary students’ comparison competency [J].
International Research in Geographical and Environmental Education, 2024,
33(1): 72-89. |
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Volume
33(2), 2024 |
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7. |
[1] Chang C-H, Kidman G. Geographical and environmental
education – reflections on the inclusion of two fields in one journal [J].
International Research in Geographical and Environmental Education, 2024, 33(2):
91-93 |
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8. |
[2] Mechlenborg M, Neergaard M D. Lefebvre’s spatial triad
for children: a teaching model for spatial thinking in the classroom [J].
International Research in Geographical and Environmental Education, 2024,
33(2): 94-108 |
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9. |
[3] Feldbacher E, Waberer M, Campostrini L, et al.
Identifying gaps in climate change education - a case study in Austrian
schools [J]. International Research in Geographical and Environmental
Education, 2024, 33(2): 109-124. |
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10. |
[4] Oktavianto D A, Utaya S, Sumarmi, et al. Implementing
fieldwork based on blended learning using geo-inquiry approach: will it work
during the covid-19 pandemic? [J]. International Research in Geographical and
Environmental Education, 2024, 33(2): 125-138. |
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11. |
[5] Sapanova N, Cessna S, Dechano-Cook L M, et al.
Kazakhstani high school students’ environmental knowledge, attitudes,
awareness and concern [J]. International Research in Geographical and
Environmental Education, 2024, 33(2): 139-156. |
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12. |
[6] Rushton E, Dunlop L, Atkinson L, et al. Researching
education for environmental sustainability through intergenerational dialogue
[J]. International Research in Geographical and Environmental Education,
2024, 33(2): 157-172. |
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Volume
33(3), 2024 |
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13 |
[1] Chang C-H, Kidman G. Celebrating a world of difference
- how geographical and environmental education will help [J]. International
Research in Geographical and Environmental Education, 2024, 33(3): 173-176. |
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14 |
[2] Smit E, Tuithof H, Béneker T. Portraying the developing
PCK of Dutch pre-service geography teachers [J]. International Research in
Geographical and Environmental Education, 2024, 33(3): 177-192. |
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15 |
[3] Wilmot D, Brooks C. Addressing global challenges in
geographical education: perspectives from the CGE Springer book series [J].
International Research in Geographical and Environmental Education, 2024,
33(3): 193-209. |
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16 |
[4] Nguyen L T, Nguyen A N, Solari O M, et al. Exploring
geography teachers’ perceptions towards spatial thinking in Vietnam [J].
International Research in Geographical and Environmental Education, 2024,
33(3): 210-226. |
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17 |
[5] Rouhiainen H, Haanpää L. The antecedents of
adolescents’ climate change concern in Cambodia [J]. International Research
in Geographical and Environmental Education, 2024, 33(3): 227-244. |
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18 |
[6] Schauss M, Nöthen E, Ottosander M-P, et al. Visuals of
climate change in school textbooks [J]. International Research in
Geographical and Environmental Education, 2024, 33(3): 245-260. |
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Volume
33(4), 2024 |
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19 |
[1] Chang C-H, Kidman G. Teacher identity and geographical
& environmental education: why it matters [J]. International Research in Geographical
and Environmental Education, 2024, 33(4): 261-266. |
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20 |
[2] Arrhenius M, Bladh G, Lundholm C. Causes, processes and
consequences of earthquakes. Investigating Swedish 12-13-year old students’
geographical understanding [J]. International Research in Geographical and
Environmental Education, 2024, 33(4): 267-283. |
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21 |
[3] Mísařová D, Svobodová H, Mašterová V, et al. Czech
education system’s conditions for the implementation of GIS in the curriculum
in an international context [J]. International Research in Geographical and
Environmental Education, 2024, 33(4): 284-299. |
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22 |
[4] Schulman K, Demantowsky M. Teacher students’
conceptions of geography and their sources [J]. International Research in
Geographical and Environmental Education, 2024, 33(4): 300-318. |
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23 |
[5] Scholten N, Doll J. The relevance of preservice
teachers’ declarative content knowledge and professional role identity for a lesson
planning task close to professional demands [J]. International Research in
Geographical and Environmental Education, 2024, 33(4): 319-336. |
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24 |
[6] Bramwell-Lalor S, Ferguson T, Ison M. The Jamaican
national standards curriculum: a content analysis of its readiness to support
climate change education [J]. International Research in Geographical and
Environmental Education, 2024, 33(4): 337-352. |
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25 |
[7] Martínez-Hernández C, Robles-Moral F J, García-Ortiz D
L. Is eco-social education for trainee teachers possible using international
mirror classes on landscape? Implementation of a didactic proposal in Spain and
Colombia [J]. International Research in Geographical and Environmental
Education, 2024, 33(4): 353-371. |
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