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020 _a9781402048074
_99781402048074
024 7 _a10.1007/1402048076
_2doi
035 _avtls000334918
039 9 _a201509030225
_bVLOAD
_c201404120904
_dVLOAD
_c201404090642
_dVLOAD
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040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aG1-922
100 1 _aLidstone, John.
_eeditor.
_9309380
245 1 0 _aGeographical Education in a Changing World :
_bPast Experience, Current Trends and Future Challenges /
_cedited by John Lidstone, Michael Williams.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2006.
300 _axv, 250 páginas
_brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
490 0 _aThe GeoJournal Library,
_x0924-5499 ;
_v85
500 _aSpringer eBooks
505 0 _aTraditions In School Geography -- Researching Change and Changing Research in Geographical Education -- Messages from the Past -- Turning Points in Geographic Education -- Changing Philosophies in Geographical Education from the 1970s to 2005 An International Perspective -- Changing Learning and Teaching -- Changing Assessment -- Contemporary School Geography -- School Geography and International Trends -- Geography in Europe -- Geographical Education in North America (Canada and the United States of America) -- Geography in Australasia -- Geographical Education in East Asia -- Geographical Education in South America -- The Future Of School Geography -- Whither School Geography? -- Geography and New Technologies -- Geography and Sustainability The Future of School Geography? -- Discerning Citizenship in Geography Education -- Promoting Lifelong Learning through Geographical Education.
520 _aThe status of geography in school curricula varies across the globe. Geography, as a discrete subject, has, in some countries, established a strong position in both primary and secondary schools while in others it has a weaker position, often a component of integrated and cross-curricular arrangements. Globally, the trend is for geography's status to be challenged. A central theme of this book is the location of geography in school curricula with particular reference to centrality and marginality. A second theme relates to the subject status of geography. A third theme relates to the spirit and purpose of school geography and the traditions that underpin the subject and how these are changing. A fourth theme relates to the way geography is being seen by curriculum planners as contributing to the achievement of governmental aims for society in general. A fifth theme concerns the human and material resources infrastructure. Finally, what of the future? The underpinning assumption is that experiences gained in one country will be of real interest to educators in another. The book, is part of the work of the Commission on Geographical Education of the International Geographical Union. Part 1, written in a global context, focuses on the distinctive traditions of school geography. Part 2 reviews the contemporary state of school geography on a broad continental basis with each chapter including national case studies, written by experts drawn from those countries. The final parts comprises chapters that extrapolate from the present and point to likely future developments in the subject, again with examples drawn from various countries.
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700 1 _aWilliams, Michael.
_eeditor.
_9308131
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9781402048067
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/1-4020-4807-6
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
942 _c14
999 _c282555
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