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Geographical reasoning and learningp...

Garrido-Pereira, Marcelo.

Geographical reasoning and learningperspectives on curriculum and cartography from South America /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Geographical reasoning and learningedited by Sonia Maria Vanzella Castellar, Marcelo Garrido-Pereira, Nubia Moreno Lache.
Reminder of title:	perspectives on curriculum and cartography from South America /
other author:	Vanzella Castellar, Sonia Maria.
Published:	Cham :Springer International Publishing :2021.
Description:	vi, 375 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	GeographyStudy and teachingSouth America.
Online resource:	https://doi.org/10.1007/978-3-030-79847-5
ISBN:	9783030798475$q(electronic bk.)

Geographical reasoning and learningperspectives on curriculum and cartography from South America /
Geographical reasoning and learningperspectives on curriculum and cartography from South America /[electronic resource] :edited by Sonia Maria Vanzella Castellar, Marcelo Garrido-Pereira, Nubia Moreno Lache. - Cham :Springer International Publishing :2021. - vi, 375 p. :ill. (some col.), digital ;24 cm. - International perspectives on geographical education,2367-2781. - International perspectives on geographical education..

Introduction -- The Geography Curriculum in Brazil: spatial thinking, principles and categories -- The challenges of the recontextualization of the new Brazilian national curriculum in the local educational realities: a look from Basil Bernstein -- There is no reform without justice: opportunities and limitations for spatial justice in the Chilean curriculum, a view from Geography -- The Social Science Curriculum in Colombia: A Proposal To Strengthen The Geography -- Spatial Thinking: bibliometric analysis of scientific papers (1970-2017)

This book presents the distinctive theoretical and methodological approaches in geography education in South America and more specifically in Brazil, Chile and Colombia. It highlights cartography and maps as essential tools and provides a meaningful approach to learning in geographical education, thereby giving children and young people the opportunity to better understand their situations, contexts and social conditions. The book describes how South American countries organize their scholar curriculum and the ways in which they deal with geography vocabulary and developing fundamental concepts, methodologies, epistemological comprehension on categories, keywords and themes in geography. It also describes its use in teachers' practices and learning progressions, the use of spatial representations as a potent mean to visualize and solve questions, and harnesses spatial thinking and geographical reasoning development. The book helps to improve teaching and learning practices in primary and secondary education and as such it provides an interesting read for researchers, students, and teachers of geography and social studies.

ISBN: 9783030798475$q(electronic bk.)

Standard No.: 10.1007/978-3-030-79847-5doiSubjects--Topical Terms:

907609
Geography
--Study and teaching--South America.

LC Class. No.: G76.5.S63 / G46 2021

Dewey Class. No.: 910.7108

Geographical reasoning and learningperspectives on curriculum and cartography from South America /
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520 $a This book presents the distinctive theoretical and methodological approaches in geography education in South America and more specifically in Brazil, Chile and Colombia. It highlights cartography and maps as essential tools and provides a meaningful approach to learning in geographical education, thereby giving children and young people the opportunity to better understand their situations, contexts and social conditions. The book describes how South American countries organize their scholar curriculum and the ways in which they deal with geography vocabulary and developing fundamental concepts, methodologies, epistemological comprehension on categories, keywords and themes in geography. It also describes its use in teachers' practices and learning progressions, the use of spatial representations as a potent mean to visualize and solve questions, and harnesses spatial thinking and geographical reasoning development. The book helps to improve teaching and learning practices in primary and secondary education and as such it provides an interesting read for researchers, students, and teachers of geography and social studies.
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