Study-Unit Description

Study-Unit Description


CODE MSG5002

 
TITLE Geography Education: A Conceptual Introduction

 
UM LEVEL 05 - Postgraduate Modular Diploma or Degree Course

 
MQF LEVEL 7

 
ECTS CREDITS 5

 
DEPARTMENT Mathematics and Science Education

 
DESCRIPTION The study-unit distinguishes school geography from geography as a discipline to draw the broad educational value of the subject in a globalised world affected by a knowledge economy. As a consequence, today’s school geography should reflect the role and value of geography education 'in this day and age’. Students will be led to evaluate the role of school geography within the broader educational context and appraise their role as curriculum makers based on the Model presented by Lambert and Morgan (2010).

The Model presents the teacher as the curriculum maker as s/he leads the pupils to powerful disciplinary knowledge by negotiating between the pupils' experience, the subject content and different pedagogies.

The students will transfer the theoretical knowledge to practical examples by designing lesson plans that will be discussed in seminars. This exercise will refer to the geocapabilities project and other on-line resources.

Study-Unit Aims:

The study-unit aims to:
- Lead students to become aware of the cultural turn in geography education.
- Lead students to critically reflect on their role as geography teachers.
- Engage students to transfer the conceptual development in school geography into practice.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:
- Describe and analyse the underpinning concepts of geography education vs geography as a discipline.
- Appraise the role of school geography in the education of young people for this day and age.
- Critically reflect on the role of the teacher as the curriculum maker.
- Comprehend and analyse the role of geocapabilities as a means to develop Powerful Disciplinary Knowledge.
- Outline issues that might hinder the teacher's role as curriculum maker.
- Identify strategies and approaches to address the factors that hinders the teachers role.

2. Skills:

By the end of the study-unit the student will be able to:
- Critically appraise the role of the teacher as a curriculum maker in school geography.
- Design lesson plans that reflect the conceptual knowledge related to the role of geography education.
- Evaluate the geocapabilities approach in school geography with reference to the local education system.

Main Text/s and any supplementary readings:

Main Text:

- LAMBERT, D. & MORGAN, J. (2010). Teaching geography 11-18, A Conceptual Approach, UK, Open University Press.

Supplementary Readings:

- BONNETT, A (2008) What is Geography? Sage Publication.
- BUTT, G. (2012) Geography, Education and the Future, Continuum International Publishers.

Websites:

- http://www.geography.org.uk

Other specific reading material will be suggested in the course of the study-unit.

 
STUDY-UNIT TYPE Lecture

 
METHOD OF ASSESSMENT
Assessment Component/s Assessment Due Sept. Asst Session Weighting
Reflective Diary SEM1 Yes 20%
Presentation SEM1 Yes 20%
Assignment SEM1 Yes 60%

 
LECTURER/S

 

 
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years.

https://www.um.edu.mt/course/studyunit