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Open research questions in Geography Education and Pedagogy

63 unresolved questions extracted from the limitations and future-work sections of 3,406 Geography Education and Pedagogy papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • academic achievement The study aimed at establishing the relationship between the frequency of VFTs use by geography teachers and student academic achievement in geomorphology. Based on the findings realized, the study concluded that the frequency of teachers’ use of VFTs significantly influences students’ in geomorphology. Students taught by teachers who regularly integrated VFTs into the classroom instruction consistently demonstrated better performance compared to those exposed to limited or no VFTs use. The findings, therefore, suggest that frequent and well-structured use of learners' understanding of VFT enhances geomorphological promoting by concepts visualisation and experiential learning. The study further established that teachers' knowledge of where to find VFT resources plays a key role in determining the frequency of integration in teaching. Overall, the consistent findings across both student-level and teacher-level analysis provide strong empirical evidence that regular and pedagogically scaffolded integration of VFTs is improving strategy an effective for geomorphology learning outcomes in Kenyan secondary schools.

    Correlation Between Teachers’ Frequency of Virtual Field Trips Use and Student Achievement in Geomorphology in Secondary Schools in Murang'a East Sub-County · 2026 · DOI

  • This study investigated the integration of Phenomenon-Based Learning (PhenoBL) and Geographic Information Systems (GIS) to enhance geo-literacy and student engagement among Grade 8 students in Thailand, addressing the gap in research on their combined impact in secondary geography teaching within the Thai educational context.

    Integrating phenomenon-based learning and GIS to improve geo-literacy and student engagement: an action research approach · 2025 · DOI

  • Abstract In developing countries in Africa and Asia, meeting challenges of water scarcity and pollution has often been hampered by shortcomings in higher education, including insufficient research productivity and funding, lack of opportunity for university graduates, and a mismatch between university activities and societal needs.

    Skills Development in Hydrologic Sciences for Cohorts of Graduate Students from Morocco, Egypt, Türkiye, and Indonesia · 2024 · DOI

  • The main theme of orientations consisted of the sub-themes of study topics, reasons for topic preferences, research orientations and influential events and phenomena; the main theme of problems consisted of the sub-themes of problems, rich literature and limited literature; and the main theme of expectations consisted of the sub-themes of future of the field and researcher profile.

    Examination of the Academic Status of Geography Education in Turkish Higher Education According to the Opions of Faculty Members · 2024 · DOI

  • Scientific modeling and systems thinking (SMST) is central to the geosciences, yet few studies have documented how and to what extent undergraduate geoscience courses emphasize SMST, as well as factors that might help explain or predict these trends.

    National Geoscience Faculty Survey 2016: Prevalence of systems thinking and scientific modeling learning opportunities · 2019 · DOI

  • This article situates intentional communities (ICs) in the discipline of geography, and outlines an agenda for further research into the geographies and experiences of ICs, insofar as such spaces may inform future strategic responses to the complex, multiscalar problems that characterize the Anthropocene.

    Placing Intentional Communities in Geography · 2019 · DOI

  • There were three main findings: (1) students held many alternative conceptions about plate tectonics, most of which have not been reported in previous research; (2) students’ alternative conceptions most commonly concerned the formation of landforms at tectonic plate boundaries; and (3) students were particularly confused about the cause of subduction at an oceanic-continental convergent plate boundary.

    Junior secondary school students' conceptions about plate tectonics · 2016 · DOI

  • The main argument is that the collaboration between Geddes and the Recluses inaugurated specific strategies of multisensorial geographic education that were not limited to the sight, and that questioned and relativized the uniqueness of the observer's standpoint through devices like the Hollow Globe.

    Situated Knowledge and Visual Education: Patrick Geddes and Reclus's Geography (1886–1932) · 2016 · DOI

  • AbstractLatitude and longitude are foundational concepts for geography education, yet they are typically poorly understood by students and receive indifferent attention from instructors and publishers' materials.

    Redefining the Longitude/Latitude Experiencewith a Scaffolded Geocache · 2014 · DOI

  • Although there are different international curricular documents for outcome-based design of learning activities within the geographic information science and technology domain, it has not yet been clarified which competences should be considered essential components of a university-level course of study in GIS.

    Essential competences for GIS learning in higher education: a synthesis of international curricular documents in the GIS&T domain · 2013 · DOI

  • While Shulman argues that an important component of pedagogical content knowledge (PCK) is teachers’ understanding of the alternative conceptions commonly held by students, relatively little is known about what students believe about many topics in the school curriculum.

    Students’ alternative conceptions of tropical cyclone causes and processes · 2012 · DOI

  • 13 On the advice of ALTC, DASSH and the National Forum, no Standards Statements were produced for Geography or History postgraduate qualifications (including Honours) as part of the LTAS project.

    Over the Threshold—Setting Minimum Learning Outcomes (Benchmarks) for Undergraduate Geography Majors in Australian Universities · 2012 · DOI

  • While many urban planning programmes now make GIS&T concepts and GIS operations central features of spatial planning education, the competencies that they teach vary widely from programme to programme.

    Competency-based UK Urban Spatial Planning Education · 2009 · DOI

  • While the application of geoinformation (GI) in German schools is becoming increasingly important, a systematic integration in school curricula, arranged in a cumulative and competence-oriented manner, is still lacking.

    Learning with geoinformation in German schools: systematic integration with a GIS competency model · 2009 · DOI

  • The results demonstrated that although the geography community has spent significant time and energy developing and disseminating alternative instructional strategies for use in all classroom levels, the limited conceptual gain experienced by students suggests that a different curriculum-development approach is warranted.

    Assessing Students' Acquisition of Basic Geographical Knowledge · 2008 · DOI

  • A field-based inquiry project focusing on Earth systems and system interactions overcomes the obstacles imposed by the urban environment by permitting teachers to focus on student observations and student initiated research questions rather than solely being limited to the use of text and laboratory activities.

    Overcoming the Limitations of an Urban Setting Through Field-based Earth Systems Inquiry · 2004 · DOI

  • By now it seems that a geographic aualysis can not approach completeness without the multiple-scale approach. The question remaiiiiiig is how many scales are necessary. A general recommendation is for each item of study, a minimum of three scales with maps aiid two or three with photographs. It is suggested that one needs at least regional (perhaps 1/500,000-1/200,000), sectional (c. 1/200,000-1/75,000), (c. 1/75,000-1/15,000) analyses in cartographic form (Figure l a - l c). Possibly a sub-continental scale (smaller than 1/500,000) needs to be added, depending on the items being analyzed. local and Then photographic supplementation is advisable. This probably should iriclude one picture, possibly the same scale as that of the largest-scale map, that is an air photo or large-area ground view (Figure I d) aiid then large-scale coverage at the sub-local, or individual, scale (larger than 1/15,000, Figure l e). Beyond this still larger scales are imaginable where highly specific elements (e.g., details of a tree type or the constructional characteristics of a building) are involved. If the multiple-scale approach in research, teaching, and publication is accepted then rapid progress in geographic analysis and its contribution to science is assured. U p to the present time many illustratioiis have been developed in a ieductio ad abstiidicni situation: determinants of scale have been the filial published cartographic conclusion of a study (whether a wall map or an article) which is determined by the sheet- or page-size of the is related to the effipublished item-which cient cut of the paper-which is based on the FIGURE l c The Trysil Village area (west center of Figure I b). Each dot or circle represents one dwelling: a poriion of Trvsil topographic sheet ( 1954); exemplary of local-scale treatment in original form. original manufacturing size of the sheet of paper-which is a technological characteristic of paper making. Surely our analyses are not to be controlled by an historic technologic characteristic such as tliis! The Trysil Villiigc area. Portion of a local-scale virw similar to Figure Ic; southwestward on 19 ld,. 1958. FIGURE Id 360 THE JOURNAL OF GEOGRAPHY Downloaded by [New York University] at 03:53 05 May 2015 Certainly not. It is suggested that a complete geographic study calls for allalysis and presentation (orally or in writing) in at least five or six scales, Sub-continentac regional, sectional, local, alld individual, divided as the deems significant, are basic and others are possibly desirable.

    A Geographer's Strength: The Multiple-Scale Approach · 1972 · DOI

  • 20 Presented on a line graph this relation- Murphyz1 suggests many such aspects of “Urban Educational Patterns” that could be studied in the local context.

    Why Not a Geography of Education? · 1972 · DOI

  • Another assumption, for example, that there are only two potential sites alike, but no more, would give more limited information : assuming, for more simplicity, that S is even. Since the theory relies upon measurements on a nominal scale, it may be used as a kind of descriptive statistic when census data are scarce or un- reliable.

    Information Theory and Geography* · 1972 · DOI

  • It is essential for the young person to learn to know this world as more than chaos or chance-to make the discovery that it has sufficient unity and regularity so that he can acquire a framework which makes sense out of the vast diver- sity, and at the same time reveals the points at which knowledge to provide explanation is still lacking.

    Why Study Geography? · 1966 · DOI

  • Future research should explore co-design practices with students and educators to optimize VFEs for equity, sustainability, and pedagogical impact across diverse learning environments.

    Digital field representations as a holistic approach to experiential learning in High Arctic geoscience field education · 2026 · DOI

  • We conclude by arguing the importance of educators engaging with students’ “everyday” geographies, and for further research into progress across education phases in geography to co-construct a rich and rounded geographic education.

    Navigating personal and disciplinary frontiers: engaging with undergraduate geography students’ reflections on their geographical education · 2024 · DOI

  • In addition, we hope and expect that the thematic concepts, country distribution of articles and outlining the highly cited studies of this field will contribute to paving the way for future research and identifying the gaps in the literature.

    A Bibliometric Analysis of Outdoor Education · 2022 · DOI

  • We argue that pedagogy needs to be examined in tandem with knowledge in curriculum analyses because enabling students to access knowledge and developing their capacities to inquire are intricately linked.

    Cross‐national comparisons of inquiry learning in secondary geography curricula · 2021 · DOI

  • While the UK government has brought the GCRF programme to a close, further work on these themes should inform the next iteration of global research.

    Towards framing the global in global development: Prospects for development geography · 2021 · DOI

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63 open questions have been extracted from the limitations and future-work passages of 3,406 Geography Education and Pedagogy papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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