Australia

inquiry learning with GIS to simulate coastal storm inundation

John C. Kinniburgh*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Citations (Scopus)

Abstract

The study of geography is vital to the education of every young Australian as it provides students with a holistic view of the world, combining the natural and social sciences. Students of geography gain the understanding, knowledge, and skills to make sense of complex issues such as climate change, drought, aging populations, urban growth, ethnic conflicts, and globalization (National Committee for Geography, 2007, p. 2). Geography studies have long been part of the Australian school curriculum and this is certain to continue with a national curriculum to be implemented from 2011 onward. After at least two decades of discussion and debate about what Australian children should and should not learn, the Australian Curriculum, Assessment and Reporting Authority (ACARA) was established in May 2009 after an act of parliament in December 2008. The functions of ACARA are to develop and administer a national school curriculum, including content of the curriculum and achievement standards for school subjects. The development of the geography curriculum will take place from July 2010 to June 2011 with implementation soon after.

Original languageEnglish
Title of host publicationInternational perspectives on teaching and learning with GIS in secondary schools
EditorsAndrew J. Milson, Ali Demirci, Joseph J. Kerski
Place of PublicationLondon, UK
PublisherSpringer, Springer Nature
Pages13-25
Number of pages13
Volume9789400721203
ISBN (Electronic)9789400721203
ISBN (Print)9400721196, 9789400721197
DOIs
Publication statusPublished - 1 Nov 2012
Externally publishedYes

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Kinniburgh, J. C. (2012). Australia: inquiry learning with GIS to simulate coastal storm inundation. In A. J. Milson, A. Demirci, & J. J. Kerski (Eds.), International perspectives on teaching and learning with GIS in secondary schools (Vol. 9789400721203, pp. 13-25). London, UK: Springer, Springer Nature. https://doi.org/10.1007/978-94-007-2120-3_2