Geographical Concepts als Strukturierungshilfe für den Geographieunterricht
Ein international erfolgreicher Weg zur Erlangung fachlicher Identität und gesellschaftlicher Relevanz
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.
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