London Metropolitan University Research Institutes

Does teaching in Geography contribute to understanding Sustainable Development?

Author(s) Maja Lundahl, Anders Olsson, Inge-Marie Svensson  
Publisher CiCe Publications  
Year 2005  
Editor A. Ross, Teaching Citizenship  
Language English  
Age group -  
The national evaluation of knowledge in 2003 (NU03) in Geography of pupils attending the last year of our compulsory school was meant to have similar questions as the evaluation that took place in 1992 in order to be able to make comparisons. However, many of the questions of 1992 were in 2003 not relevant (e.g. the question about the Soviet Union). Moreover, the syllabus of Geography had since 1994 a new content, which in 2000 had become revised. The new dimension of Geography is the emphasis on Sustainable Development. In our national evaluation of Geography in 2003 we had both one-dimensional and multidimensional questions. The one-dimensional questions, e.g. names, where to find different phenomena and how to handle different diagrams and tables, the pupils in 2003 managed as well as in 1992. In this paper we choose to focus the multi-dimensional questions and especially the ones about Sustainable Development.

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