Abstract
The geographic curriculum in Costa Rica’s secondary education follows a sustainability approach aligned to the United Nations sustainable development goals. Students aim to develop a geographic understanding of economic, environmental, and social perspectives of current sustainability challenges at different scales. This vision requires a change on how pre-service teachers must be trained at universities, where sustainability should be addressed by the online integration of technology, pedagogy, and geography when working with students in high schools. On this regard, the present chapter shows the results of a six-week workshop with a group of 28 pre-service teachers, who engaged in the development of a story map, an online geospatial technology for teaching students about food geography and sustainability issues. The results provide opportunities for reflecting on how to prepare future educators for teaching these topics in high schools.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
The ethical-scientific committee at University of Costa Rica did not require an IRB for this research. Pre-service teachers signed an informed consent and authorization for participating, visual data gathering, and the use of story maps information in the research.
- 2.
A limitation of story maps is the difficulty of compiling student’s answers or information within the GST.
References
Bagoly-Simó P, Hemmer I, Reinke V (2018) Training ESD change agents through geography: designing the curriculum of master’s program with emphasis on education for sustainable development (ESD). J Geogr High Educ 42:174–191. https://doi.org/10.1080/03098265.2017.1339265
Biddulph M, Béneker T, Mitchell D et al (2020) Teaching powerful geographical knowledge—A matter of social justice: initial findings from the GeoCapabilities 3 project. Int Res Geogr Environ Educ 29:260–274. https://doi.org/10.1080/10382046.2020.1749756
Boehm R, Solem M, Zadrozny J (2018) The rise of powerful geography. Soc Stud 109:125–135. https://doi.org/10.1080/00377996.2018.1460570
Ferreti J (2018) The enquiry approach in geography. In: Jones M, Lambert D (eds) Debates in geography education, 2nd edn. Routledge, London, pp 115–126
Harte W (2017) Preparing preservice teachers to incorporate geospatial technologies in geography teaching. J Geogr 116:226–236. https://doi.org/10.1080/00221341.2017.1310274
IGU-CGE (2016) International charter on geographical education. https://www.igu-cge.org/wp-content/uploads/2019/03/IGU_2016_eng_ver25Feb2019.pdf. Accessed 02 Aug 2022
Jo I, Muñiz-Solari O (2015) An agenda of GST in geography education for the future. In: Muñiz-Solari O, Demirci A, van der Schee A (eds) Geospatial technologies and geography education in a changing world: geospatial practices and lessons learned. Springer, Japan, pp 205–221
Koehler M, Mishra P (2009) What is technological pedagogical content knowledge? Contemp Issues Technol Teach Educ 9:60–70
Lambert D, Solem M, Tani S (2015) Achieving human potential through geography education: a capabilities approach to curriculum making in schools. Ann Assoc Am Geogr 105:723–735. https://doi.org/10.1080/00045608.2015.1022128
Lee DM (2020) Cultivating preservice geography teachers’ awareness of geography using story maps. J Geogr High Educ 44:1–19. https://doi.org/10.1080/03098265.2019.1700487
Mackenzie T (2016) Dive into inquiry: amplify learning and empower student voice. EdTechTeam Press, California
Maude A (2018) Geography and powerful knowledge: a contribution to the debate. Int Res Geogr Environ Educ 27:179–190. https://doi.org/10.1080/10382046.2017.1320899
Meadows ME (2020) Geography education for sustainable development. Geogr Sustain 1:88–92. https://doi.org/10.1016/j.geosus.2020.02.001
Ministerio de Educación Pública (2016) Programas de estudio de estudios sociales tercer ciclo de la educación general básica y educación diversificada. https://www.mep.go.cr/sites/default/files/programadeestudio/programas/esociales3ciclo_diversificada.pdf. Accessed 05 Aug 2022
Muller J, Young M (2019) Knowledge, power and powerful knowledge re-visited. Curric J 30:196–214. https://doi.org/10.1080/09585176.2019.1570292
National Geographic Society (2017) The geo-inquiry process: educator guide. National Geographic Society, Washington D.C
Nguyen AN, Nguyen TP, Kieu KT et al (2022) Assessing teacher training programs for the prevalence of sustainability in learning outcomes, learning content, and didactic approaches. J Clean Prod 365:132786. https://doi.org/10.1016/j.jclepro.2022.132786
Oberle A (2020) Advancing students’ abilities through geo-inquiry process. J Geogr 119:43–54. https://doi.org/10.1080/00221341.2019.1698641
Rieckman M (2018) Learning to transform the world: key competencies in education for sustainable development. In: Leicht A, Heiss J, Byun WJ (eds) Issues and trends in education for sustainable development. UNESCO Publishing, Paris, pp 39–60
Schnitzler C (2020) Telling human stories of climate change with ArcGIS story maps. Geogr Teach 17:169–172. https://doi.org/10.1080/19338341.2020.1828133
Treves R, Mansell D, France D (2021) Student authored atlas tours (story maps) as geography assignments. J Geogr High Educ 45:279–297. https://doi.org/10.1080/03098265.2020.1827375
UNESCO (2020) Education for sustainable development: a road map. UNESCO, Paris
United Nations (2015) Transforming our world: the 2030 agenda for sustainable development. https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf. Accessed 28 June 2022
Vojteková J, Žoncová M, Tirpáková A et al (2022) Evaluation of story maps by future geography teachers. J Geogr High Educ 46:360–382. https://doi.org/10.1080/03098265.2021.1902958
Walshe N, Sund L (2022) Developing (transformative) environmental and sustainability education in classroom practice. Sustain 14:110. https://doi.org/10.3390/su14010110
Acknowledgements
This research was possible thanks to the support of professors Guillermo Artavia and Alejandra Méndez at the Universidad de Costa Rica.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Cascante Campos, A. (2023). Preparing Pre-service Teachers for Practicing Sustainable Geographies Through Online Technology Integration. In: Muñiz Solari, O., Schrüfer, G. (eds) Understanding Sustainability with Pedagogical Practice. Advances in Geographical and Environmental Sciences. Springer, Singapore. https://doi.org/10.1007/978-981-99-2687-9_13
Download citation
DOI: https://doi.org/10.1007/978-981-99-2687-9_13
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-99-2686-2
Online ISBN: 978-981-99-2687-9
eBook Packages: Earth and Environmental ScienceEarth and Environmental Science (R0)