2011, Band 39 - Heft 4

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  • Publication
    2011Zeitschriftenartikel
    Erdkunde/Geographie in den Lehr- und Bildungsplänen für das Gymnasium in Baden-Württemberg 1957-2004
    (Mathematisch-Naturwissenschaftliche Fakultät) Kisser, Thomas
    The organization of the school system and the curricula of different disciplines are part of the German states politics. This paper discusses whether or not the curricula of geography at grammar schools in the county of Baden-Wuerttemberg changed between 1957 and 2004. During this period of nearly 50 years curricula developed in several ways, according to what children should be able to learn and know respectively what teachers had to teach: main contents, social and technical competencies, which partly are related to the subject, interdisciplinary lessons, and the way how restrictedly teachers were guided. This study shows that from 1957 to 1976 teachers became more tightly guided than before. After that period, they were given a greater choice of methods. The curricula always demanded interdisciplinary lessons, and from 1984 on they became more and more part of the geographic curricular. The content of the subject has always been adapted to new developments in science and society, for example the environment movement and environmental education. From 2001 on a change from input-focused curricula to output-focused curricula has been carried out. The 2004 curriculum brought this change to high public attention along with social und technical abilities, although technical abilities have always been part of geographical syllabi.
  • Publication
    2011Zeitschriftenartikel
    Wissenserwerb im Kontext schulgeographischer Exkursionen
    (Mathematisch-Naturwissenschaftliche Fakultät) Neeb, Kerstin
    The acquisition of competence in the area of knowledge constitutes an essential feature to assess the output of learning by excursions in the context of geographical education in school. Different, cognitivist and constructivist designs of excursions may expect specific possibilities of acquiring competence in the area of knowledge. So far, this aspect has not been explored empirically in the academic community. In the context of this research the main effort is focused on answering questions to demonstrate the potential and especially the limits of a cognitivist and a constructivist excursion with regard to the acquisition of competence in the area of knowledge by offering an empirical foundation. The results of the empirical survey built the basis to demonstrate specific characteristics of different excursions, to determine first trends to assess a cognitivist and constructivist didactic of excursions and to show up possibilities and future aspects for further research in the context of the didactic of excursions.
  • Publication
    2011Zeitschriftenartikel
    Förderung interkultureller Kompetenz auf geographischen Exkursionen
    (Mathematisch-Naturwissenschaftliche Fakultät) Schrüfer, Gabriele
    Intercultural competence as the objective of intercultural learning is part of the key qualifications of our society. In order to develop intercultural competence learning by experience through contact with other cultures is often assumed as essential. However, the literature shows diverse results whether cultural interactions on travels really support intercultural competence. Particularly in studies about students exchange it was noticed that especially direct contact with different cultures might consolidate attitudes and strengthen prejudices. There are no empirical studies which focus on the promotion of intercultural competence on geographic field trips so far. The main question of this empirical study is: which conditions does a field trip have to impose in order to develop intercultural competence? A nineteen-day field trip with nineteen students to Tanzania served as a research approach. The research design consists of a quantitative and a qualitative study. The qualitative study comprises diaries and interviews. The quantitative study refers to a questionnaire. First, with the use of the questionnaire, it was found that intercultural competence develops in different ways among students during a field trip. With the help of the diaries, which were both quantitatively and qualitatively evaluated, three different types could be identified. Thereby conclusions could be drawn to encouraging and retarding factors of developing intercultural competence.