Olga KHLEBOSOLOVA, ,
Batchulun YEMBUU, Mongolian National University of Education, Mongolia
Nella MUNICH, Taras Shevchenko Kyiv National University, Ukraine
Laura TSAREVA, ,
Daria SHCHEDROVA, ,
The content of curriculum for geography at the national level contains topics and questions to which modern science has not yet given unambiguous answers. What controversial scientific geographic issues are included in the school geography curriculum in different countries? Are the geography teachers ready to discuss "non-obvious truths" (controversial, debatable issues)? How do they prepare for such lessons? What modern pedagogical approaches do they use? Are there any differences in the answers to these questions among teachers of different countries? To answer these questions in 2019–2021 we conducted a special comparative study in which geography teachers from Russia, Mongolia and Ukraine took part. The aim of the study was to consider the views of teachers from the three countries on teaching "non-obvious truths" in a geography lesson and to identify the prospects for teacher education. The main research methods were the analysis of curriculum for geography at national level, questionnaires of teachers, comparative and statistical methods.
The analysis of curriculum for geography at the national level and the data of the teacher's questionnaire were obtained results that allow: (1) to compare the content of national programs in geography and identify a list of "non-obvious truths"; (2) to give brief information about the survey participants (gender, age, region, level of education, direction of training, teaching experience, teaching disciplines); (3) to evaluate the attitude of geography teachers to teaching "non-obvious truths"; (4) to make a rating of the information sources used; (5) to identify the most popular methods and pedagogical approaches; (5) to consider the difficulties of teachers in preparing lessons; (6) to compare the results across countries, identify common features and differences; (7) to discuss the perspectives of teacher education for teaching difficult scientific issues and “non-obvious truths”.
Keywords: curriculum for geography|comparative studies|non-obvious truths|teacher education|national level