What do geography textbook authors in England consider when they design content and select case studies?

Jongwon Lee, Simon Catling

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

This study investigated the perspectives of seven English authors, on aspects of their geography textbook writing for schools in England, through a questionnaire-based enquiry. This investigation asked about the features that geography textbook authors consider to be the most important when designing student activities, and which criteria they used to select and develop case studies for their textbooks. The authors emphasized the geographical content and key concepts for developing pupils’ knowledge base, rather than the learning processes. The key criteria identified by the majority of the authors were the geographical relevance of the case studies, coverage of the national curriculum requirements, and geographical balance.

Original languageEnglish
Pages (from-to)342-356
Number of pages15
JournalInternational Research in Geographical and Environmental Education
Volume26
Issue number4
DOIs
StatePublished - 2 Oct 2017

Keywords

  • Geography textbook
  • authors’ perspectives
  • case studies
  • textbook content design

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