Pupils’ perceptions of geography in Dutch primary schools : goals, outcomes, classrooms environment and teacher knowledge and performance

Concerns about the decreasing quality of geography education within primary schools can be linked to a decrease of time spent on geography education and, for example, to low achievement on national or school-specific tests. Learning outcomes for geography stay behind in relation to what experts believe that pupils should perform. Results indicate that pupils would like to gain more theoretical knowledge and get more help from teachers to apply actual and conceptual knowledge within new subject content. Pupils also wish to have more active, inquiry-based teacher activities during the lessons, and to be actively coached and motivated by the teacher

Young people’s world-mindedness and the global dimension in their geography education : a comparative study of upper secondary school students’ ideas in Finland, Germany and the Netherlands

Geography is one of the most important school subjects for the development of global awareness and international understanding. Curricular concepts and pedagogical strategies for developing global awareness through geography abound. What is largely unknown, however, is howyoung peoplemake sense of theworld inwhich they are growing up and if this has any relationship with their geography education. In this cross-national research project, we compare students’ worldviews and ideas about the global dimension in their geography education in Finland, Germany and the Netherlands. To analyze the students’ worldviews, we use a world-mindedness scale as a methodological tool. Despite differences in national contexts, the students from each of the three countries show very similar outcomes. Specifically, the students are open to the world and possess a sense of curiosity, seeking cultural experiences and the opportunity to meet other people and see other places. At the same time, they prioritize their own and national interests over wider global interests, such as sharing welfare and giving up specific rights. These answers do not show much regard for responsibility or solidarity with the world. In regards to their opinions about their own geography education, the students recognize the attention for global issues and themes but have problems identifying the teaching and learning approaches associated with global education. We wonder if their dual position toward theworld should be a perspective that is incorporated into geography education when developing global awareness