University of Oulu

Eerika Virranmäki, Kirsi Valta-Hulkkonen & Jarmo Rusanen (2019) Powerful knowledge and the significance of teaching geography for in-service upper secondary teachers – a case study from Northern Finland, International Research in Geographical and Environmental Education, 28:2, 103-117, DOI: 10.1080/10382046.2018.1561637

Powerful knowledge and the significance of teaching geography for in-service upper secondary teachers : a case study from Northern Finland

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Author: Virranmäki, Eerika1; Valta-Hulkkonen, Kirsi2; Rusanen, Jarmo1
Organizations: 1Geography Research Unit, University of Oulu, Finland
2Teacher Training School, University of Oulu, Finland
Format: article
Version: accepted version
Access: embargoed
Persistent link: http://urn.fi/urn:nbn:fi-fe2019120545755
Language: English
Published: Informa, 2019
Publish Date: 2020-07-26
Description:

Abstract

The aim of this research is to ask what kind of geography is taught in Finnish upper secondary schools and whether this knowledge is powerful knowledge. This is achieved by analysing 11 in-service geography teachers’ concept maps and in-depth interviews with qualitative data analysis. The results indicate the dominance of three terms: spatiality, phenomena and a holistic approach running through the teachers’ conceptions of geographical knowledge, skills and assessment. Geography is described by the teachers as a science which studies extensive spatial phenomena with the help of concepts and a holistic approach and in which values and students’ own lived experiences play a major role. We conclude that the in-service Finnish upper secondary teachers’ perceptions of geography are a form of powerful knowledge because they: (1) urge students to form new geographical thinking about the world, (2) give possibilities for students to study geographical phenomena and (3) evaluate their own knowledge, (4) encourage students to follow topical debates in different scales, (5) open up the students’ world views and (6) support the general objectives of Finnish upper secondary schools by applying four of the six cross-curricular themes to a great extent in teaching geography, particularly sustainable development.

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Series: International research in geographical and environmental education
ISSN: 1038-2046
ISSN-E: 1747-7611
ISSN-L: 1038-2046
Volume: 28
Issue: 2
Pages: 103 - 117
DOI: 10.1080/10382046.2018.1561637
OADOI: https://oadoi.org/10.1080/10382046.2018.1561637
Type of Publication: A1 Journal article – refereed
Field of Science: 520 Other social sciences
516 Educational sciences
Subjects:
Copyright information: © 2019 Informa UK Limited. This is the peer reviewed version of the following article: Eerika Virranmäki, Kirsi Valta-Hulkkonen & Jarmo Rusanen (2019) Powerful knowledge and the significance of teaching geography for in-service upper secondary teachers – a case study from Northern Finland, International Research in Geographical and Environmental Education, 28:2, 103-117, which has been published in final form at https://doi.org/10.1080/10382046.2018.1561637. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.