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.


Fifty years of Geographical Education — Rod Lane and Terri Bourke


Geography and STEM — Susan Caldis and Dr Grant Kleeman

Out-of-field Teaching in GeographySusan 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 GeographyEmeritus Professor Margaret Robertson, Associate Professor, retired Alaric Maude and Dr Jeana Kriewaldt

Integrating GIS in Experiential FieldworkDr Sarah Digan

Teaching Higher-Order Thinking and Powerful Geographical Knowledge Through the Stage 5 Biomes and Food Security UnitAssociate Professor, retired Alaric Maude and Susan Caldis

Book Reviews

Reviews from recent releases

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.