2013, Band 41 - Heft 1http://edoc.hu-berlin.de/18452/254022024-03-28T11:20:10Z2024-03-28T11:20:10ZGeographical Concepts als Strukturierungshilfe für den GeographieunterrichtUhlenwinkel, Ankehttp://edoc.hu-berlin.de/18452/254072022-06-09T01:23:28Z2013-01-01T00:00:00ZGeographical Concepts als Strukturierungshilfe für den Geographieunterricht
Uhlenwinkel, Anke
http://dx.doi.org/10.18452/24614
Bagoly Simó, Péter
Geographical concepts are a well-known tool for curriculum making in Britain as well
as in France. This paper argues that they would also be helpful to overcome the lasting
dichotomy between thematic and regional approaches in the curricula of the German
federal states. To validate this view each geographical concept is theoretically explained.
Its practical value is then demonstrated using Israel as an example. While this discussion
draws heavily on British and French resources, the paper then turns to the German context
and examines the concepts in relation to the spatial concepts used in the Educational
Standards. From here the argument leads to practical proposals for a convergence of thematic
and regional approaches in geography teaching. Finally the concepts are discussed
in the relation to educational debates on constructivism, spatial thinking, cross-curricular
approaches and competences.
2013-01-01T00:00:00ZKoexistenz oder Kooperation? Bildung für nachhaltige Entwicklung an Hochschulen und UmweltbildungseinrichtungenHemmer, IngridBagoly-Simó, PéterFischer, Carolinehttp://edoc.hu-berlin.de/18452/254062022-06-09T01:23:30Z2013-01-01T00:00:00ZKoexistenz oder Kooperation? Bildung für nachhaltige Entwicklung an Hochschulen und Umweltbildungseinrichtungen
Hemmer, Ingrid; Bagoly-Simó, Péter; Fischer, Caroline
http://dx.doi.org/10.18452/24613
Bagoly Simó, Péter
One way to improve Education for Sustainable Development (ESD) is to link formal with
non-formal education. Therefore, this empirical study takes a closer look at the quality
and quantity of cooperation between institutions of higher education and establishments
of Environmental Education (EE). All approved Bavarian EE establishments were asked
to deliver information about their cooperation with universities in the areas of teaching,
research, and educational offer. In order to describe basic patterns, network theories
and research methods were used. The results show weak intensity and continuity of
networking. While universities and establishments of EE cooperate frequently in the area
of teaching, other areas show much weaker interconnectedness. Furthermore, establishments of EE are explicitly seeking cooperation with universities in the area of evaluation.
2013-01-01T00:00:00Z