2012, Band 40 - Heft 1

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  • Publication
    2012Zeitschriftenartikel
    Argumentationen im Geographieunterricht
    (Mathematisch-Naturwissenschaftliche Fakultät) Budke, Alexandra
    This article concentrates on the advancement of competencies in argumentation during geography lessons. Firstly, the significance of conducting arguments for comprehension intensive learning of geographical contents and individual opinion forming is discussed. Afterwards, two empirical studies are introduced, that deal with the question, to what extent argumentation takes place in geography lessons. Observation of 1414 geography lessons have shown, that only in a small fraction of this amount, arguments are conducted. For interpreting this result, teacher’s statements from qualitative interviews assessing the topic are used.
  • Publication
    2012Zeitschriftenartikel
    Die Qualität von Geographieunterricht optimieren
    (Mathematisch-Naturwissenschaftliche Fakultät) Golay, David; Rempfler, Armin; Vettiger, Barbara
    Using an explorative multi-phase study we tried to explore the effectiveness of so called ‘Basic Modules’ in teaching. These teaching modules have been created for a range of geographical topics and contain theory-based curriculum making ideas as well as subject knowledge resources. We argue that teachers using these modules are better enabled to consider pedagogical ideas in their teaching practice than those who do not. The evaluation study of the ‘Basic Modules’ is based on one hand on a qualitative enquiry (interrogation) of geography teachers who taught one of the ‘Basic Modules’ and on the other hand on a quantitative study designed to scrutinize student’s learning achievements and their attitudes towards the new teaching method/‘Basic Modules’. Moreover, the study explores to which extent the concept of learning presented by the ‘Basic Module’ has been accepted by the teachers and how much it had been effecting their own teaching. As a result, a first set of hypothesis about the quality of geography education from year 7 to 9 might be tested. Taking into account the small and less representative data base, we could nevertheless observe that teachers rather preferred to focus on the subject knowledge resources of the ‘Basic Modules’ than on dealing with the theoretical concepts.
  • Publication
    2012Zeitschriftenartikel
    Relation between University Geographies and Syllabuses for Geography Instruction in General Secondary Schools in Slovenia
    (Mathematisch-Naturwissenschaftliche Fakultät) Kotnik, Eva Konečnik; Kolnik, Karmen
    In this empirically based study the syllabuses of geography instruction are evaluated by academics at the university level. They had to evaluate the objectives and terminology of physical geography, human geography and regional geography in the syllabus of geography instruction in secondary schools in Slovenia. The terminology as well as the objectives for human geography and in a lesser way for physical geography was quite criticized. The evaluation of the regional geography was ambiguous.