Geography for teachers, school year 7-9, 15 hp (31-45).

Module 1: Perspectives and tools for teaching geography 5 ECTS cr
The module runs parallel to modules 2 and 3 and comprises three units. Unit 1 introduces the course and units 2 and 3 are integrated in modules 2 and 3.

Unit 1: Knowledge traditions and assessment criteria in geography
The module provides an updated survey of the teaching tradition in geography in terms of the design of geography in school and its relation to scientific perspectives and the content of current curricula. Knowledge of geography is problematised in relation to teaching and to pupils' learning and geographies. The unit aims to provide relevant knowledge on issues of knowledge assessment and grading in the subject geography in school.

Unit 2: Thematising the world
The unit deals with relevant knowledge of how different models and perspectives can be used in teaching to thematise the world. Traditional geographical models of regions and perspectives and also relational forms of thematisations of space and landscape are included in terms of parametres such as environmental use, health, trade, social flows and natural conditions. Through applications different ways of thematising geographical data are problematised, for instance, exemplary method versus comparison, diagrams and maps, time geographical analysis and comparative image analysis.

Unit 3: GIS and ICT as teaching tools
Students develop their skills in using digital tools in teaching, for example, handling Google Earth and using Google Earth and Google Maps to produce their own maps and practise cooperation via the map, as well as using GPS-technology in teaching with simple GPS-receivers. There are exercises in dealing with geographical information from organisations and authorities, currently available on the web for free, for example gapminder and worldmapper. Students learn to use GIS programs available via the web and easy to use.

Module 2: Local and global landscapes 5 ECTS cr
The module deals with examples of landscape, nature resources and environmental change through a number of case studies clarifying the human-nature interaction in a problem-based perspective. There is a focus on people's different conditions in various part of the world for the purpose of analysing the interaction between nature and society from the local to the global level in terms of, for instance, rich and poor countries. Also aspects of natural conditions, demographical issues, resource use and conflicts of interests, food supply, landscape changes and urbanisation are treated. The evolution of the Swedish landscape through natural processes and exploitation of land and how we interpret and describe it, are studied and contrasted with the landscape in other climate zones. Excursions with field exercises are included.

Module 3: Sustainable development, the environment and planning 5 ECTS cr
The module centres on the core issues of environmental problems and their societal consequences and possible solutions. Different approaches to sustainable development are discussed in a geographical perspective. Also included are the basics of social planning and Swedish examples of applications, linked to the use of GIS. Environmental issues and their application in the school environment are investigated with a special focus on pupils' perspectives and participation.

Progressive specialisation: G1F (has less than 60 credits in first‐cycle course/s as entry requirements)

Education level: Undergraduate level

Admission requirements: Degree in Teacher Education and Geography 1-30 ECTS cr

Selection:

Selection is usually based on your grade point average from upper secondary school or the number of credit points from previous university studies, or both.