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Nina Scholten, Dietmar Höttecke & Sandra Sprenger. (2020) How do geography teachers notice critical incidents during instruction?. International Research in Geographical and Environmental Education 29:2, pages 163-177.
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Jan Karkdijk, Joop A. van der Schee & Wilfried F. Admiraal. (2019) Students' geographical relational thinking when solving mysteries. International Research in Geographical and Environmental Education 28:1, pages 5-21.
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Steven Puttick. (2017) Should we only teach about real people and real places?. Geography 102:1, pages 26-32.
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Stefan Applis. (2016) Geography teachers' concepts of working with Thinking Through Geography strategies – results of an empirical reconstructive study. International Research in Geographical and Environmental Education 25:3, pages 195-210.
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Stefan Applis. (2015) Analysis of the possibilities for discussing questions of global justice in geography classes on the use of methods of empirical social research when analyzing the teaching of geography in class. International Research in Geographical and Environmental Education 24:3, pages 273-285.
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Gert Jan Bent, Anouke Bakx & Perry den Brok. (2014) Pupils’ Perceptions of Geography in Dutch Primary Schools: Goals, Outcomes, Classrooms Environment, and Teacher Knowledge and Performance. Journal of Geography 113:1, pages 20-34.
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Jan Karkdijk, Joop van der Schee & Wilfried Admiraal. (2013) Effects of teaching with mysteries on students’ geographical thinking skills. International Research in Geographical and Environmental Education 22:3, pages 183-190.
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Katie Oost, Bregje De Vries & JoopA. Van der Schee. (2011) Enquiry-driven fieldwork as a rich and powerful teaching strategy – school practices in secondary geography education in the Netherlands. International Research in Geographical and Environmental Education 20:4, pages 309-325.
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Joop van der Schee, Henk Notté & Luc Zwartjes. (2010) Some thoughts about a new international geography test. International Research in Geographical and Environmental Education 19:4, pages 277-282.
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Margaret Roberts. (2010) What is “evidence-based practice” in geography education?. International Research in Geographical and Environmental Education 19:2, pages 91-95.
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Articles from other publishers (2)
Jens Benninghaus, Andreas Mühling, Kerstin Kremer & Sandra Sprenger. (2019) Complexity in Education for Sustainable Consumption—An Educational Data Mining Approach using Mysteries. Sustainability 11:3, pages 722.
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Petr Knecht. 2014. Příležitosti k rozvíjení kompetence k řešení problémů v učebnicích a ve výuce zeměpisu. Příležitosti k rozvíjení kompetence k řešení problémů v učebnicích a ve výuce zeměpisu.