The impact of students’ conceptions and interests on organisation and effectivity of teaching is undisputable. The following article presents the results of different empirical studies dealing with natural disasters. In ...

In a project jointly organized by a German high school and the local university’s Department of Geography, students together with their teachers and scientists investigated the usage and state of water bodies in their ...

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 ...

The reform of teacher training within the Bologna process provides the opportunity to rethink the geographic-didactical education of German universities. Based on central didactical documents (e.g. standards for teacher ...

Given Germany’s low frequency of GI(S) use in its secondary schools’ geography classrooms, we surveyed 410 teachers on their point of view of main impediments to wider implementation of GI-applications and the chances ...

The article at hand refers to results from an evaluation study on the 2009 oral A-level examinations in Geography/History plus International Economic and Cultural Regions at Austrian Commercial Academies (secondary ...

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 ...

Dieser Artikel untersucht, wie Indigenes Ökologisches Wissen (IEK) und nachhaltige Entwicklung in neukaledonischen Geographieschulbüchern und Lehrplänen dargestellt werden. Unsere Fallstudie zeigt, dass staatlich gelenkte ...

This article examines the effects of portfolio practice within a problem-oriented learning environment (APU) in the subject Geography. Portfolios are collections of students’ own learning products, such as papers, presentations ...

Während in der anglophonen geographiedidaktischen Diskussion ernsthaft über eine deutliche fachdisziplinäre Orientierung des Unterrichts in Richtung von powerful knowledge nachgedacht wird, scheint sich eine jüngere Strömung ...