2010, Band 38 - Heft 4http://edoc.hu-berlin.de/18452/262792024-03-28T13:39:14Z2024-03-28T13:39:14ZSozialökologisches SystemverständnisRempfler, ArminUphues, Rainerhttp://edoc.hu-berlin.de/18452/262822022-12-07T02:04:24Z2010-01-01T00:00:00ZSozialökologisches Systemverständnis
Rempfler, Armin; Uphues, Rainer
Mathematisch-Naturwissenschaftliche Fakultät
http://dx.doi.org/10.18452/25540
The main goal of the article is to present a consistent system theory which is suitable as a basis for the modelling of geographical system competence. An analysis of the system understanding in physical and human geography brings distinct differences to the forefront. The efforts of the scientific discipline specialisations to overcome these differences with the goal of investigating natural and social systems in an integrated manner also prove to be very productive for geography education. Following this discussion and under special consideration of a systemic understanding such as that held by social ecology (according to the Frankfurt school), the relevant system attributes are described. On this basis the cornerstones of a model of system competence in Geography are defined.
2010-01-01T00:00:00ZWirksamkeit einer lernpsychologisch optimierten Lernumgebung auf die Veränderungen von Schülervorstellungen über den Treibhauseffekt und die globale ErwärmungReinfried, SibylleRottermann, BennoAeschbacher, UrsHuber, Erichhttp://edoc.hu-berlin.de/18452/262812022-12-07T02:15:14Z2010-01-01T00:00:00ZWirksamkeit einer lernpsychologisch optimierten Lernumgebung auf die Veränderungen von Schülervorstellungen über den Treibhauseffekt und die globale Erwärmung
Reinfried, Sibylle; Rottermann, Benno; Aeschbacher, Urs; Huber, Erich
Mathematisch-Naturwissenschaftliche Fakultät
http://dx.doi.org/10.18452/25541
This research project is based on the hypothesis that the understanding of complex concepts in physical geography and the geo sciences warped by popular mental models largely immune to change can be rectified through cognitive conflict strategy. So, for instance, holes in the atmosphere or layers of pollutant gases in the atmosphere are commonly blamed for the greenhouse effect. In order to test whether such lay perceptions can be altered by adequate teaching material, a constructivist learning environment was devised and optimized according to the findings of instructional psychology geared to causing a cognitive conflict and conceptual change. A longitudinal pilot survey using a pretest-posttest design with intervention and a delayed posttest two months later was employed to analyze the efficacy of the constructivist learning environment compared to conventional teaching materials. A total of 41 thirteen-years-old 8th grade students participated. The results of the statistical analysis show that the intervention lead to a significant increase in knowledge and a better understanding of the principle of the greenhouse effect in the experimental group in the posttest as well as in the delayed posttest. These results are of considerable significance because none of the attempted treatments published so far have succeeded in bringing about long-term conceptual change.
2010-01-01T00:00:00ZUnter welchen Voraussetzungen kann Regionales Lernen Partizipation stärken?Schockemöhle, Johannahttp://edoc.hu-berlin.de/18452/262802022-12-07T02:09:05Z2010-01-01T00:00:00ZUnter welchen Voraussetzungen kann Regionales Lernen Partizipation stärken?
Schockemöhle, Johanna
Mathematisch-Naturwissenschaftliche Fakultät
http://dx.doi.org/10.18452/25542
Taking as a basis that on-site learning in the own region has a high educational potential and addressing the objective of promoting the participation of adults, young people and children at regional level, the concept of Regional Learning 21+ was developed, tested and evaluated in this research project. The evaluation results show that regional action-oriented learning promotes the identity formation and the acquisition of participatory competence, thus contributing effectively to the participation at regional level with particular emphasis on education for sustainable development. A two-group pre-test and post-test design was used to evaluate the effectiveness of Regional Learning 21+. Participants in learning activities were asked to complete a questionnaire before and after the activity in order to detect changes in the characteristics of regional identity and participatory competence. In addition, interviews with organizers of learning activities provided comprehensive data to identify factors that influence the effectiveness of the measure.
2010-01-01T00:00:00Z