PL EN


2021 | 12 | 1 | 131-150
Article title

Toward a new energy paradigm in geography: revisiting the curriculum and teaching practices

Content
Title variants
Languages of publication
EN
Abstracts
EN
Aim. The aim of the article is to investigate how energy topics are presented in the geography curriculum in Lithuania and how school geography becomes an educational response to the current global challenges related to energy production and consumption. Methods. The article presents research using several methods: review of literature on energy geography and energy literacy, analysis of Lithuanian national curriculum for geography, content analysis of 14 geography textbooks for forms 6–12, expert interview with 9 geography teachers. Results. The empirical research reveals that the national curriculum and textbooks still represent the old energy paradigm with a profound focus on fossil fuel and nuclear energy resources. Meanwhile, the new energy paradigm is realised in the teaching of experienced and qualified teachers who, in addition to the new green energy economy, emphasise environmental and social issues of energy use. Conclusions. The conclusions include observations on necessary changes in teaching energy geography: on the one hand, by revising the formal curriculum and textbooks and integrating concepts of energy literature and new energy developments; on the other hand, by initiating changes in primary and continuous teacher education. Professional development of teachers could include new energy topics, new teaching and learning sources (political debates in media, TV, strategic energy development documents), new teaching and learning strategies and methods.
Year
Volume
12
Issue
1
Pages
131-150
Physical description
Dates
published
2021-06-17
Contributors
  • Faculty of Social Sciences, Vytautas Magnus University, Jonavos str. 66, LT-44191 Kaunas, Lithuania
  • Education Academy, Institute of Education Research Vytautas Magnus University, Jonavos str. 66, 44191 Kaunas, Lithuania
References
  • Bodzin, A. (2012) Investigating Urban Eighth-Grade Students’ Knowledge of Energy Resources. International Journal of Science Education, 34:8, 1255–1275, DOI: 10.1080/09500693.2012.661483
  • Calvert, K. (2016). From ‘energy geography’ to ‘energy geographies’: Perspectives on a fertile academic borderland. Progress in Human Geography 2016, Vol. 40(1), 105–125
  • Day, T. (2012). Undergraduate teaching and learning in physical geography. Progress in Physical Geography 36(3) 305–332
  • DeWaters, J., Qaqish, B., Graham, M. & Powers, S. (2013). Designing an energy literacy questionnaire for middle and high school youth. The Journal of Environmental Education, 44:1, 56–78, DOI: 10.1080/00958964.2012.682615
  • Gilbert J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28:9, 957–976, DOI: 10.1080/09500690600702470
  • Graybill, J. K. (2016). Teaching energy geographies via videography. Journal of Geography in Higher Education, 40:1, 55–66, DOI: 10.1080/03098265.2015.1089474
  • Huber, M. (2016). Teaching energy geography? It’s complicated. Journal of Geography in Higher Education, 40:1, 77–83, DOI: 10.1080/03098265.2015.1089476
  • Nacionalinė energetinės nepriklausomybės strategija, 2018
  • Nilsson, P. & Ryve, A. (2010). Focal event, contextualization, and effective communication in the mathematics classroom. Educational Studies in Mathematics, Vol. 74, No. 3 (July 2010), pp. 241–258.
  • Thoyre, A. & Harrison, C. (2016). Introduction: teaching energy geographies. Journal of Geography in Higher Education, 40:1, 31–38, DOI:10.1080/03098265.2016.11325
  • Van der Horst, D., Harrison, C., Staddon, S. and Wood, G. (2016). Improving energy literacy through student-led fieldwork – at Home. Journal of Geography in Higher Education, 2016, Vol. 40, No. 1, 67–76, http://dx.doi.org/10.1080/03098265.2015.1089477
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.ojs-doi-10_15503_jecs2021_1_131_150
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