Geography Reference
In-Depth Information
Iwamoto (
1981
) studied the imaginary environment of children and structure
of their local environments while referencing Hart's (
1979
) theories. Iwamoto suc-
cessfully measured the spatial domains of children living in cities. This research is
a valuable resource, rich in experimental results that are foundational to geography
curriculum development and the selection of appropriate instructional content.
Other Japanese researchers continued this line of research, for example, Teramoto
(
1984
) analyzed hand-drawn maps to understand the activity domains of children
doing fi eldwork. Ohnishi (
1999
) extended Teramoto's work to investigate children's
understanding of the environment.
16.1.2
Research on History of the Theory
of Geography Education
Research on the history of geography education covers a range of topics, such as on the
underpinning theories of geography education and historical practices of geography
theory in education.
Taro Tsujimura and Kumataro Yamamoto, two geographers in the early twentieth
century, contributed to the idea of Landscape Theory in Japan, a concept that is part
of geography education. Thus, observation was considered an important means for
collecting information and learning about surrounding areas. Gaps in their work
were pointed out by Iwata (
1985a
), who criticized Tsujimura for not including the
core idea of Schulter's Landscape Theory. Iwata (
1985b
) analyzed practices of
geography education using Yamamoto's philosophy that combines the natural and
cultural landscape, grounded in the Landscape Theory. Iwata noted the contribution
of Yamamoto's practices, because they used quantitative analysis that differed from
his philosophy.
16.1.3
Research on Geography Lesson Theory
Iwata (
1986
) argued that teachers should use geography textbooks in conjunction
with clear lectures developed on the components of knowledge and geographical
perspectives and way of thinking. He presented a lecture structure that allows stu-
dents to search for concepts in geography, enabling them to differentiate between
“understanding” and “knowing.” His work was based on social science research
studies. Given the recent infl uence of the Programme for International Student
Assessment (PISA) test, there is a trend toward promoting explanations and descrip-
tions. However, this type of explanation-based learning was already suggested by
scholars (e.g., Iwata
1991
). Iwata was a visionary for geography, with progressive
ideas. For example, he saw that Social Studies could help students develop good
citizenship and that rational decision making was at its foundation. He conducted a
value analysis and proposed Social Studies classes as a way for students to develop
general inquiry and analysis values. Explanation and decision-making learning
