ABSTRACT

This paper offers an exploratory account of the Nature of Geography (NOG) for geography education. The proposed NOG framework describes geography through the theoretical offerings of the family resemblance approach across the dimensions of: aims and values; knowledge; methods and methodological rules; practices; and geography as a social-institutional system. In science education, the recontextualized family resemblance approach has stimulated fruitful contributions to research, including its applications as an analytical methodological tool for curriculum research and development, and to inform teacher education. Rather than seeking to describe the essence of geography through an illusive shared epistemological object of study, the family resemblance approach offers a framework shown to be robust in science education with space for multiple foci and flexibility to hold unresolved questions in tension. Our argument is that integration of the NOG framework into geography education would introduce students to a more holistic understanding of the different ways in which aims and values, knowledge, methods, practices, and social-institutional dimensions interact in the construction and constitution of geography. We suggest possibilities for NOG across teaching resources, curriculum research, and teacher education.

摘要

本文为地理教育提供了地理性质（NOG）的探索性说明。拟议的 NOG 框架通过家庭相似性方法的理论产品在以下维度上描述地理：目标和价值观；知识; 方法和方法学规则；做法；和作为社会制度体系的地理。在科学教育中，重新情境化的家庭相似性方法激发了对研究的丰硕贡献，包括其作为课程研究和开发的分析方法工具的应用，并为教师教育提供信息。与其试图通过一个虚幻的共同认识论研究对象来描述地理学的本质，家庭相似性方法提供了一个框架，该框架在科学教育中被证明是强大的，具有多个焦点的空间和灵活地处理未解决的问题。我们的论点是，将 NOG 框架整合到地理教育中将使学生更全面地了解目标和价值观、知识、方法、实践和社会制度维度在地理构建和构成中相互作用的不同方式。我们建议 NOG 在教学资源、课程研究和教师教育方面的可能性。实践和社会制度维度在地理学的建构和构成中相互作用。我们建议 NOG 在教学资源、课程研究和教师教育方面的可能性。实践和社会制度维度在地理学的建构和构成中相互作用。我们建议 NOG 在教学资源、课程研究和教师教育方面的可能性。