International Research in Geographical and Environmental Education
Editors: A/Prof John Lidstone, Queensland University of Technology and Prof Joseph P. Stoltman, Western Michigan University
Book Review Editor: Dr Sarah Witham Bednarz, Texas A & M University
Editorial Assistant: Donna Bennett, Australia
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Volume: 15 Number: 1 Page: 29–40
doi:10.2167/irgee185.0
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To What Extent can Children’s Geography Books Help a Primary School Teacher Explain Cause and Purpose?
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Lynn D. Newton and Douglas P. Newton
School of Education, Durham University, Leazes Road, Durham DH1 1TA, UK
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New teachers and those without a strong background in geography tend to neglect ‘higher level’ thinking, including causal explanations and thinking about reasons in primary school geography. This is a problem that training has yet to address effectively, at least in the UK. It could be that children’s textbooks may help such teachers address these deficiencies. To assess the potential of such books, 29 were analysed to gauge their concern for causal understanding (cause and purpose). Some showed no such concern. Others showed a selective concern that could, on occasions, be useful to a teacher. There was, however, little evidence of an attempt to foster children’s grasp of the reasons underpinning their geographical enquiry. The conclusion was that these books had the potential to support teachers, up to a point. One problem anticipated is that some teachers may not be able to recognise a ‘good’ book. In that event, these teachers benefit from training (either initially or in-service) in textbook evaluation, selection and use.
Keywords: textbooks, causal explanation, teacher knowledge
© 2006 L.D. Newton & D.P. Newton
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