Geographical Education 32
Fifty years of Geographical Education
Geographical Education is a refereed journal. Articles submitted to Geographical Education for consideration in the Refereed Articles section are reviewed anonymously by a minimum of two referees. Articles are selected by the Editor based on the outcome of the anonymous reviews and ratified by the Editor. Authors of accepted articles are sent guidelines for their final submission. Contributions to other sections such as Book Reviews and Reports are not refereed. The ISSN for Geographical Education is ISSN 2204-0242.
Editorial
Fifty years of Geographical Education — Rod Lane and Terri Bourke
Articles
Geography and STEM — Susan Caldis and Dr Grant Kleeman
Out-of-field Teaching in Geography — Susan Caldis and Dr Grant Kleeman
Aligning Mapping Skills With Digitally Connected Childhoods to Advance the Development of Spatial Cognition and Ways of Thinking in Primary School Geography — Emeritus Professor Margaret Robertson, Associate Professor, retired Alaric Maude and Dr Jeana Kriewaldt
Integrating GIS in Experiential Fieldwork — Dr Sarah Digan
Teaching Higher-Order Thinking and Powerful Geographical Knowledge Through the Stage 5 Biomes and Food Security Unit — Associate Professor, retired Alaric Maude and Susan Caldis
Book Reviews
An Invitation to Share
We invite your participation in producing this journal. Geographical Education encourages school, university teachers and all others interested in geography to share their research, ideas and experiences in order to promote sound practice, innovative strategies, modern developments and reflection in geographical education. Contributions of varying length are invited, with a maximum of 5000 words for major articles and research reports. Shorter articles of 2000 words, featuring classroom strategies, reflections on issues and practices in geography teaching, in-service education workshops and comments on previous articles are especially welcome. Lesson plans, teaching units and how-to-do-it advice on classroom and field skills are also invited as long as they have relevance for a broad range of teachers across Australia.