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Translation and Development Theory in Geographic Education: A Model for the Genesis and Production of Geography Instructional Materials in a Competitive Funded Grant Environment
Ist Teil von
Journal of geography (Houston), 1992-05, Vol.91 (3), p.97-105
Ort / Verlag
Chicago, IL: Taylor & Francis Group
Erscheinungsjahr
1992
Link zum Volltext
Quelle
ERIC
Beschreibungen/Notizen
Geographic educators strive to improve the quality of instructional materials. Understanding the process of creating materials is key in that endeavor. The process combines translation, the conversion of the languages of geography and education for the student, and development, a packaging process that considers geography, education, and the adoption environment. Good materials require careful planning, management, and knowledge of geography and educational theory. All of those requirements, however, are rarely possessed by geographers. Building theory addresses that shortage. A preliminary model, constructed from analyses of competitive funded grant projects, begins an explanation of translation and development in geography. It begins with a problem that is solved by new materials. Geographers seek input, develop objectives, and choose an approach to explanation with a medium for delivery. Necessary staff and communication complete the elements for funding proposals, followed by production, testing, revision, and publication. Projects typically end with a reflective final report.