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2012Zeitschriftenartikel DOI: 10.18452/25103
Die Qualität von Geographieunterricht optimieren
dc.contributor.authorGolay, David
dc.contributor.authorRempfler, Armin
dc.contributor.authorVettiger, Barbara
dc.date.accessioned2022-08-10T10:45:19Z
dc.date.available2022-08-10T10:45:19Z
dc.date.issued2012none
dc.identifier.urihttp://edoc.hu-berlin.de/18452/25802
dc.description.abstractUsing 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.eng
dc.language.isogernone
dc.publisherHumboldt-Universität zu Berlin
dc.rights(CC BY-NC-ND 4.0) Attribution-NonCommercial-NoDerivatives 4.0 Internationalger
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectSubject oriented study in teaching-quality-researcheng
dc.subjectmulti-phase studyeng
dc.subjectgeography based criteria for measuring quality of geography teachingeng
dc.subjectperceptions of teachingeng
dc.subjectexplorative pilot studyeng
dc.subject.ddc370 Bildung und Erziehungnone
dc.subject.ddc550 Geowissenschaftennone
dc.titleDie Qualität von Geographieunterricht optimierennone
dc.typearticle
dc.subtitleEine explorative Pilotstudie zur Prüfung der Wirksamkeit von Planungsunterlagennone
dc.subtitle.translatedAn Explorative Study Evaluating the Effectiveness of Ready-to-Use Teaching Resourceseng
dc.title.translatedEnhancing the Quality of Geography Teachingeng
dc.identifier.urnurn:nbn:de:kobv:11-110-18452/25802-4
dc.identifier.doihttp://dx.doi.org/10.18452/25103
local.edoc.container-titleZeitschrift für Geographiedidaktiknone
local.edoc.container-creatorPéter Bagoly-Simónone
local.edoc.pages20none
local.edoc.type-nameZeitschriftenartikel
local.edoc.institutionMathematisch-Naturwissenschaftliche Fakultätnone
local.edoc.container-typeperiodical
local.edoc.container-type-nameZeitschrift
local.edoc.container-publisher-nameHumboldt-Universität zu Berlin, Geographisches Institutnone
local.edoc.container-publisher-placeBerlinnone
local.edoc.container-volume40none
local.edoc.container-issue1none
local.edoc.container-year2012none
local.edoc.container-firstpage4none
local.edoc.container-lastpage22none
dc.description.versionPeer Reviewednone
local.edoc.container-erstkatid2976413-0
dc.identifier.eissn2698-6752

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