Powerful geographical knowledge; innovation in the quality of geography education

Background and ObjectivesIn the last decade, the concept of “powerful knowledge” has attracted the attention of many education professionals. In such an approach, the main goal of schools is to provide knowledge that enables students to understand and think about the world and its issues beyond the limitations of their own experience. The field of geography is in a favorable position with regard to its capacities to equip students with powerful knowledge. The key concepts on which the field is based help students to develop their perspectives for visualization and holistic thinking and to place what is being studied in its bigger picture. Methods: This article uses the traditional review method and the qualitative method of conceptual analysis to examine, analyze and apply powerful knowledge in geography education, especially in school geography. Accordingly, first, by reviewing the relevant literature, the epistemology supporting the concept of powerful knowledge was examined, and then the relationship of this concept with geography and powerful geography, the school system and curriculum planning in school geography was discussed. Findings: The findings suggest that applying strong geographic knowledge and providing students with a bigger picture understanding offers new ways to think, analyze, and explain. Conclusion:Furthermore, the present study emphasizes that innovative thinking in geography education and the implementation of a strong geography-based curriculum can significantly contribute to students' better understanding and increasing their skills and ability to observe the world with such knowledge and capabilities and find solutions to issues and problems with different contexts by teaching applied geography abilities and skills