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Theory and Practice in the Curriculum for Learning Progressions

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Learning Progressions in Geography Education

Part of the book series: International Perspectives on Geographical Education ((IPGE))

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Abstract

Education research on learning progressions (LPs) has had a significant emergence in China. At present, researchers in science education have started to make use of the learning progressions research model for developing research tools and collecting data of progressions of student learning in K-12 grade levels. However, there have not been any empirical research studies on the LPs for secondary geography education in high schools. Aiming to solve or at least improve numerous challenges in the present geography education system, Chinese curriculum standards for secondary geography are being revised. The process of current curriculum reform shares some key points with LPs research. The method of learning progressions is a good approach to strengthen student learning within geography curriculum reform in China. However, it is also important to be aware of the challenges confronted in the process of conducting research on LPs for geography education in secondary schools.

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Author information

Authors and Affiliations

  1. East China Normal University, Shanghai, P.R. China

    Yushan Duan, Qian Gong, Liling Qin, Ya Li, Weiguo Zhou & Lianfei Jiang

  2. Zhejiang Normal University, Jinhua, P.R. China

    Jianzhen Zhang

Authors
  1. Yushan Duan
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  2. Jianzhen Zhang
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  3. Qian Gong
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  4. Liling Qin
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  5. Ya Li
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  6. Weiguo Zhou
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  7. Lianfei Jiang
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Correspondence to Lianfei Jiang .

Editor information

Editors and Affiliations

  1. Department of Geography, Texas State University, San Marcos, Texas, USA

    Osvaldo Muñiz Solari

  2. American Association of Geographers , Washington, District of Columbia, USA

    Michael Solem

  3. Texas State University , San Marcos, Texas, USA

    Richard Boehm

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Duan, Y. et al. (2017). China. In: Muñiz Solari, O., Solem, M., Boehm, R. (eds) Learning Progressions in Geography Education. International Perspectives on Geographical Education. Springer, Cham. https://doi.org/10.1007/978-3-319-44717-9_5

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  • DOI: https://doi.org/10.1007/978-3-319-44717-9_5

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-44716-2

  • Online ISBN: 978-3-319-44717-9

  • eBook Packages: Social SciencesSocial Sciences (R0)

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