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Abstract
Six physical geography textbooks published between 1901 and 2002 were qualitatively analysed for content and compared to the National Geography Standards. General relationships to dominant approaches to geography, content, and pedagogy of these textbooks were analysed. These textbooks reflect dominant approaches to geography at the time they were published. Content reflected the research findings of that time and the technology available. While the National Geography Standards post-date all but one of the textbooks, a comparison of content was made using the 18 standards. There was relatively good representation of the standards with the number of standards represented per textbook varying from 10 to 14. Based on this analysis recommendations for the development of future textbooks are made. These include addressing societal needs, the diversification of textbook material, and the implications of new technologies on textbooks.
