Learning Progressions in Geography Education

Osvaldo Muñiz Solari is a professor in the Department of Geography at Texas State University. His major research interests are new technologies for global collaboration, online learning methods, and international flows. He is member of the Commission of Geographical Education of the International Geographical Union and member of the US national section of the Pan American Institute of Geography and History.

• Preface by the Editors.- Introduction.- Chapter 1: Australia – New Zealand: Do we understand ‘progress’ first to develop learning progression then?.- Chapter 2: Germany: The need for rigorous conceptualization of progression.- Chapter 3: England: A study of slow and uncertain progress towards mapping progression.- Chapter 4: Sweden: Past didactic influence and present efforts to create learning progression.- Chapter 5: China: Theory and practice in the curriculum for learning progression.- Chapter 6: Spain: Learning progression: from compulsory to non-compulsory geography education.- Chapter 7: Singapore: Curriculum making and geographical learning progression.- Chapter 8: Belgium: Learning progression in geography education: the need for definition.- Chapter 9: South Africa: Looking for geographical learning progression principles in the schools.- Chapter 10: Turkey: Learning progression in K-12: a critical overview and prospect for the future.- Chapter 11: Russia: Geographical education of school children at LSU (preliminary).- Chapter 12: Japan: Learning progression in Japanese geography education (preliminary).- Glossary.