Geocapabilities: identifying geographical knowledge

This presentation explores geographical knowledge in the context of the GeoCapabilities project and a capabilities approach.
It introduces the role of geographical knowledge in terms of capabilities. It then illustrates three dimensions of powerful disciplinary knowledge (NCGRE):
- content-based geographic knowledge
- conceptual geographic knowledge and
- procedural geographic knowledge
The presentation is part of the Web site for the GeoCapabilities 3 project

1. Geo Capabilities Geographical Knowledge

2. Geographical Knowledge A capabilities approach to education considers how the individual can live a life that she or he values. A GeoCapabilities approach argues that  an individual will develop a greater potential to do so if they acquire geographical knowledge , which enables them to think geographically. GeoCapabilities relates to the role of powerful geographical knowledge in teaching and learning

3. The GeoCapabilities Project The project sees geographical knowledge as a  powerful educational resource   Pupil’s needs are placed in the foreground Enabling them in many ways to: participate in big debates sort truth from fiction know their world at different scales and open real choices about how to live

4. content-based geographical knowledge e.g. knowledge and understanding of geographical terminology and substantive concepts such as alluvial plain, metropolitan area, ethnic group, tertiary economy, coniferous forest, geological fault, flood plain, natural hazards, etc. Three dimensions of Powerful Geographic Knowledge National Center for Research in Geography Education (NCRGE), http://www.ncrge.org/

5. 2. conceptual geographical knowledge e.g. the use of ' big ideas ' in Geography , such as location, place, region, interconnection, spatial relationships, etc., to think about about people, places and environments, from the local to the global. Three dimensions of Powerful Geographic Knowledge National Center for Research in Geography Education (NCRGE), http://www.ncrge.org/

6. 3. procedural geographical knowledge e.g. when undertaking spatial analysis with a GIS or other geospatial technology, or designing a geographical survey and research study, collecting spatial data in the field, etc.  Three dimensions of Powerful Geographic Knowledge National Center for Research in Geography Education (NCRGE), http://www.ncrge.org/