What do geography textbook authors in England consider when they design content and select case studies?. Issue 4 (2nd October 2017)

• Record Type: Journal Article
• Authors: Lee, Jongwon; Catling, Simon
• Is Part Of: International research in geographical and environmental education. Volume 26:Issue 4(2017)
• Page Start: 342
• Page End: 356
• Publication Date: 2017-10-02
• Subjects: Geography textbook -- textbook content design -- case studies -- authors' perspectives; Environmental education -- Periodicals; Geography -- Study and teaching -- Periodicals; 333.707
• DOI: 10.1080/10382046.2016.1220125
• Languages: English
• ISSNs: 1038-2046

Abstract

ABSTRACT: This study investigated the perspectives of seven English authors, on aspects of their geography textbook writing for schools in England, through a questionnaire-based enquiry. This investigation asked about the features that geography textbook authors consider to be the most important when designing student activities, and which criteria they used to select and develop case studies for their textbooks. The authors emphasized the geographical content and key concepts for developing pupils' knowledge base, rather than the learning processes. The key criteria identified by the majority of the authors were the geographical relevance of the case studies, coverage of the national curriculum requirements, and geographical balance.