The Potential Contribution of Geography Curriculum to Scientific Literacy

Xiaowei Xuan; Qingna Jin; Injeong Jo; Yushan Duan; Mijung Kim

doi:10.1080/00221341.2019.1611906

The Potential Contribution of Geography Curriculum to Scientific Literacy

Xiaowei Xuan
, Qingna Jin
, Injeong Jo
, Yushan Duan
, Mijung Kim

School of Geographic Sciences

Department of International Cooperation at Shanghai Teacher Training Center
University of Alberta
Texas State University

Research output: Contribution to journal › Article › peer-review

19 Scopus citations

Abstract

Few studies, if any, have systematically investigated the connection or relationship between geography curriculum and scientific literacy. With this realization, in this article, we examined the potential contribution of geography curriculum to developing students’ scientific literacy, with China’s middle-school geography curriculum as an example. Through content analysis and semi-structured interviews, we found that geography curriculum holds significant potential to develop scientific literacy, especially regarding interpreting data in various formats, scientific reasoning, and interrelationships among science, technology, society, and environment. This study could provide insights for educators to design interdisciplinary programs to develop students’ scientific literacy.

Original language	English
Pages (from-to)	185-196
Number of pages	12
Journal	Journal of Geography
Volume	118
Issue number	5
DOIs	https://doi.org/10.1080/00221341.2019.1611906
State	Published - 3 Sep 2019

Keywords

geography curriculum
middle-school level
scientific literacy

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10.1080/00221341.2019.1611906

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title = "The Potential Contribution of Geography Curriculum to Scientific Literacy",

abstract = "Few studies, if any, have systematically investigated the connection or relationship between geography curriculum and scientific literacy. With this realization, in this article, we examined the potential contribution of geography curriculum to developing students{\textquoteright} scientific literacy, with China{\textquoteright}s middle-school geography curriculum as an example. Through content analysis and semi-structured interviews, we found that geography curriculum holds significant potential to develop scientific literacy, especially regarding interpreting data in various formats, scientific reasoning, and interrelationships among science, technology, society, and environment. This study could provide insights for educators to design interdisciplinary programs to develop students{\textquoteright} scientific literacy.",

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AU - Xuan, Xiaowei

AU - Jin, Qingna

AU - Jo, Injeong

AU - Duan, Yushan

AU - Kim, Mijung

PY - 2019/9/3

Y1 - 2019/9/3

N2 - Few studies, if any, have systematically investigated the connection or relationship between geography curriculum and scientific literacy. With this realization, in this article, we examined the potential contribution of geography curriculum to developing students’ scientific literacy, with China’s middle-school geography curriculum as an example. Through content analysis and semi-structured interviews, we found that geography curriculum holds significant potential to develop scientific literacy, especially regarding interpreting data in various formats, scientific reasoning, and interrelationships among science, technology, society, and environment. This study could provide insights for educators to design interdisciplinary programs to develop students’ scientific literacy.

AB - Few studies, if any, have systematically investigated the connection or relationship between geography curriculum and scientific literacy. With this realization, in this article, we examined the potential contribution of geography curriculum to developing students’ scientific literacy, with China’s middle-school geography curriculum as an example. Through content analysis and semi-structured interviews, we found that geography curriculum holds significant potential to develop scientific literacy, especially regarding interpreting data in various formats, scientific reasoning, and interrelationships among science, technology, society, and environment. This study could provide insights for educators to design interdisciplinary programs to develop students’ scientific literacy.

KW - geography curriculum

KW - middle-school level

KW - scientific literacy

UR - https://www.scopus.com/pages/publications/85066914425

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The Potential Contribution of Geography Curriculum to Scientific Literacy

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Keywords

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