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

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 designin...

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Bibliographic Details
Published in:International research in geographical and environmental education 2017-10, Vol.26 (4), p.342-356
Main Authors: Lee, Jongwon, Catling, Simon
Format: Article
Language:English
Subjects:
Authors
authors' perspectives
Case Method (Teaching Technique)
Case Studies
Foreign Countries
Geography Instruction
Geography textbook
Instructional Design
Interviews
National Curriculum
Questionnaires
Relevance (Education)
Selection Criteria
Textbook Content
textbook content design
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Description
Summary: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.
ISSN:1038-2046
1747-7611
DOI:10.1080/10382046.2016.1220125