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Geography lessons focusing on the structural transformation of relevance:
A strategy for teaching views and ways of thinking based on children's earnestness    %     "         /   #    



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This paper presents a new strategy for teaching geographical views and ways of thinking in social
studies geography classes by focusing on the structural shift in the relevance to children.
The paper first reviews the current research trends related to geographical thinking in geography
education. Next, it examines the teaching of geographical ways of thinking and children's sense ofurgency for learning. In this way, the paper reveals how geographical ways of thinking should betaught.
The research procedure involves three methods: First, we organise the research trends on thegeographical way of thinking to examine how traditional geography education research has
accumulated against the backdrop of academic conflicts, which have prevented us from conducting
an in-depth examination of specific teaching strategies and identifying the challenges. Second, we
examine the teaching of the ‘views and ways of thinking’ and children's earnestness in terms of Alfred
Schutz's concept of relevance. We also examine how relevance operates when children are placed inproblematic situations rather than being taught how to observe and think in order to acquire various
geographical concepts and perspectives. We also address the question: ‘How does relevance operate?’
Third, we present specific lesson designs and strategies for teaching children the ‘views and ways ofthinking’. In this paper, we use a case study on the geographic field of social studies in junior highschools to design a lesson from the viewpoint of teaching children the ‘views and ways of thinking’taking into consideration their earnestness to learn.
Keywords: geography education, geographic views, ways of thinking, geographic thoughts, relevance,children’s earnestness

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