How Key Competencies Progress across School Terms? A Study of “Activities” in Geography Textbooks for Secondary Schools-Reference-Cited by-同舟云学术

How Key Competencies Progress across School Terms? A Study of “Activities” in Geography Textbooks for Secondary Schools

Published:2022-03-04 Issue:2 Volume:121 Page:67-76
ISSN:0022-1341
Container-title:Journal of Geography
language:en
Short-container-title:Journal of Geography

Author:

Xiang Xi¹^ORCID,Chen Yaling²,Fang Yuan³,Zhang Qi¹

Affiliation:

1. School of Geographic Sciences, East China Normal University, Shanghai, China

2. Shanghai Cao Yang No. 2 High School, Shanghai, China

3. Shanghai Fengxian High School, Shanghai, China

Funder

Shanghai Geographical Teaching and Learning Research Base

Publisher

Informa UK Limited

Subject

Earth-Surface Processes,Geography, Planning and Development,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00221341.2022.2052936

Reference46 articles.

1. Achieve. 2015. The role of learning progressions in competency-based pathways. Accessed October 10, 2019. https://www.achieve.org/files/Achieve-LearningProgressionsinCBP.pdf.

2. Tracing sustainability: Education for Sustainable Development in the lower secondary geography curricula of Germany, Romania, and Mexico

3. Science and Geography Textbooks in Light of Subject-Specific Education

4. Cai, W. 2013. Research on implementation of the ‘activity system’ in geography textbooks for lower secondary schools in Shanghai. Master thesis. Shanghai Normal University.

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