Name: Geography in focus: Teaching and learning in issues-based classsrooms (en Inglés)
SKU: 56724822
Price: 861.08 MXN
Availability: InStock
Author: Taylor, Mike ; Richards, Louise ; Morgan, John
ISBN: 9781927231708

portada Geography in focus: Teaching and learning in issues-based classsrooms (en Inglés)

Geography in focus: Teaching and learning in issues-based classsrooms (en Inglés)

Formato

Libro Físico

Editorial

Nzcer Press

Autor

Taylor, Mike ; Richards, Louise ; Morgan, John

Idioma

Inglés

N° páginas

166

Encuadernación

Tapa Blanda

Dimensiones

24.4x17x0.9 cm

Peso

0.27 kg.

ISBN13

9781927231708

Categorías

Planificación y desarrollo curricular

Geography in focus: Teaching and learning in issues-based classsrooms (en Inglés)

Taylor, Mike ; Richards, Louise ; Morgan, John (Autor) · Nzcer Press · Tapa Blanda

Libro Nuevo Importado

Envío: 13 a 18 días háb.

$ 1,565.60$ 861.08

-45%

Costos de importación incluídos en el precio ✅

Libro Nuevo

Quedan más de 100 unidades

$ 861.08

¡Envío Gratis! Llega entre el 07 Sep y el 15 Sep a CUAUHTÉMOC, Ciudad de México. Seleccionar ubicación

Agregar a lista de deseos

Reseña del libro "Geography in focus: Teaching and learning in issues-based classsrooms (en Inglés)"

This book is a comprehensive and stimulating discussion of issues-based geography education in Aotearoa New Zealand. It is an essential read for geography teachers and educators from the wider social sciences. Geography as a subject gets little attention in curriculum and assessment literature. Seeking to address that gap, the authors - teachers and academic practitioners - have thought deeply about the complexities and limitations of issues-based approaches. This book is not intended to offer strategies for teaching but the voices of teachers and the challenges of classroom practice come through strongly. Chapters include an exploration of social inquiry methodology here and internationally; the importance of subject-specific literacy in geography classrooms and the role of NGOs in development education. The case is made for subject knowledge to ensure the big ideas of geography are not lost and there is a critique of futures education discourse. Above all, the writers urge teachers to focus on the core business of teaching and learning and to lift the conversation beyond the constraints of NCEA.