In this study, a diary was developed and used by students to reflect on digital games in geography lessons. The students’ reflection results, through the use of the diary, were compared with ...reflections without instructional guidance. These results show a significant improvement in reflection through the use of the reflection diary compared to a previous study. Through the combination of lessons, play phases, and the reflection diary, a learning arrangement that enables in-depth reflections at different levels of reflection was created. The medium plays a decisive role by taking the pupils out of their role as players and enabling a critical distance to the game. With the help of the reflection diary, students should be able to better reflect on the game. The reflection diary is integrated into the lessons. It also shows that subject-specific lessons are indispensable for reflecting on the gaming experience in order to counteract subject-specific misconceptions.
In recent times characterised by rapid changes in knowledge, technology and also in values systems, children and adolescents with special educational needs have taken on a different place and role in ...the world compared to the past. Along with these changes, when it comes to people with special educational needs the ideas of integration, normalisation and, more recently, of inclusion have emerged and borne fruit. Through a qualitative pilot study we aimed to determine how geography teachers who teach in primary and secondary schools in Slovenia evaluate their own ability to work with students with special educational needs and garner their previous experience doing so. Geography teachers are aware of the importance of their tasks and accept them with full responsibility although they are critical about their own competencies. Among the main shortcomings of the current work in the inclusive school teachers mention an excessive number of pupils with special needs since the involvement of more than two pupils with different special needs can have a significant impact on their ability to achieve high quality teaching standards.
Writing is an integral part of everyday school life and is a relevant didactic tool in geography lessons. Nevertheless, there is still little research on the topic of writing in geography lessons. ...The study aims to investigate the attitudes towards writing and school practice of geography teachers by analysing qualitative guided interviews. It will reflect on the extent to which teachers ascribe meanings and didactic significance to this language action and implement it in their geography lessons. Teachers see writing in particular as a function of performance assessment and material evaluation and less as a means of subject-specific learning. In addition, the integration of writing tasks in geography lessons is a challenge for them. Research and university teaching should support teachers in cultivating a didactically justified approach to writing tasks and raise awareness among them to the diverse functions of writing.
The author examines linguistic challenges faced by learners at the end of lower secondary level in subject education. Her empirical data come from schools in Italy. It identifies discrepancies ...between learners' use of language and the registers used in textbooks and by teachers. The analyses focus on vocabulary and explore other linguistic aspects and the role of language educators.
In a postmodern society being able to discuss is one of the most important competences. Therefore, the National Standards for Geography explicitly formulate the goal of students’ achieving ...communication skills. In order to accomplish this, it is proposed to develop a competence model of argumentation skills. Arguments usually have two sides: the structure of the argument which is field-invariant and the content of the argument which is field-dependent. A suitable basis for the field-invariant aspects of arguments are the Common European Framework of Reference for languages, which proposes a model for communication skills and the influential model of the structure of an argument offered by Toulmin.
Over the past years the term intercultural learning was almost inflationary used by many fields. Both discussions in education which naturally influences geography education illustrate that the term ...is not well-defined. Besides, not only the intentions are determined partly different but also many curriculum and textbooks differ about the transfer. In newer literature cross-cultural competence is considered as the aim of intercultural learning, but nonetheless it is barely described how and with which steps this aim can be accomplished consistently. The developmental model of intercultural sensitivity, a model by Bennett (1993) for developing cross-cultural competence, could be helpful for realizing this in geographic teaching. This paper introduces this model after an overview of the discussion in education and teaching geography and discusses possible consequences for geography education.
The demand for competence related assignments in geography lessons that are based on standards even increases the effort that has to be put into the didactic analysis when considering the following ...questions: How can spatial concepts and competences be connected? How can isolated knowledge be transferred into skills and how can the subject matters to be dealt with are combined to develop not only geographical but also interdisciplinary competences? What type and quality should the assignments correspond to?
São várias as realidades e experiências com as quais o professor se depara na prática escolar. Entre as dificuldades está a falta de interesse do corpo discente nas aulas de Geografia. Buscando ...identificar alguns dos motivos que contribuem para que os alunos não tenham interesse nas aulas da referida disciplina, este trabalho tem como objetivo analisar, na perspectiva dos educandos, as principais causas da falta de interesse nas aulas de Geografia. Para tanto, foi realizada uma pesquisa em uma escola privada de Ensino Fundamental em Belém, estado do Pará, com um universo de 90 alunos de três turmas: 7º, 8º e 9º anos. Os resultados demonstraram que 43% pensam que a maior causa da falta de interesse nas aulas são as metodologias usadas pelos professores; para 30% o motivo é o caráter muito descritivo da Geografia; para 14% é a distância entre os conteúdos ministrados e a realidade; e para 10%, a principal causa é falta de interesse dos próprios alunos. Palavras-chave: Ensino de Geografia; Metodologias de Ensino; Aulas de Geografia. THE LACK OF INTEREST OF STUDENTS IN GEOGRAPHY CLASSES: A case study of a private school in Belém – PA ABSTRACT There are several realities and experiences that the teacher comes across in school practice. Among the difficulties is the lack of interest of the student body in Geography classes. Trying to identify some of the reasons that contribute to students not interested in the lessons of that discipline, this paper aims to analyze, from the perspective of students, the main causes of lack of interest in Geography classes. For this purpose, a survey was conducted in a private school of elementary school in Belem, state of Para, with a universe of 90 students from three classes: 7th, 8th and 9th grades. The results showed that 43% think that the major cause of the lack of interest in class are the methodologies used by teachers; to 30% the reason is very descriptive of Geography; 14% is the distance between the content taught and reality; and 10%, the main cause is lack of interest from the students themselves. Keywords: Geography Teaching; Teaching Methods; Geography Lessons. LA FALTA DE INTERÉS DE LOS ESTUDIANTES EN CLASES DE GEOGRAFÍA: Un estudio de caso de una escuela privada en Belém – PA RESUMEN Hay varias realidades y experiencias que el maestro viene a través de la práctica escolar. Entre las dificultades es la falta de interés de los estudiantes en las clases de Geografía. Tratar de identificar algunas de las razones que contribuyen a los estudiantes que no están interesados en las lecciones de esa disciplina, el presente trabajo tiene como objetivo analizar, desde la perspectiva de los estudiantes, las principales causas de la falta de interés en las clases de Geografía. Para ello, se realizó una encuesta en una escuela privada de la Educación Primaria en Belém, estado de Pará, con un universo de 90 estudiantes de tres clases: séptimo, octavo y 9º grados. Los resultados mostraron que el 43% piensa que la causa principal de la falta de interés en la clase son las metodologías utilizadas por los profesores; y el 30% de la razón es muy descriptivo de Geografía; 14% es la distancia entre el contenido enseñado y realidad; y el 10%, la causa principal es la falta de interés por parte de los propios estudiantes. Palabras clave: Enseñanza de la Geografía; Metodologías de Enseñanza; Lecciones de Geografía.
The author examines linguistic challenges faced by learners at the end of lower secondary level in subject education. Her empirical data come from schools in Italy. It identifies discrepancies ...between learners' use of language and the registers used in textbooks and by teachers. The analyses focus on vocabulary and explore other linguistic aspects and the role of language educators.
Im Zentrum des vorliegenden Forschungsvorhabens stehen die sprachlichen Herausforderungen, mit denen Schülerinnen und Schüler in Italien am Ende der Sekundarstufe I (8. Klasse) im Fach Erdkunde ...konfrontiert sind. ... Das zweite Kapitel liefert als theoretische Rahmung Informationen zu den gesellschaftlichen Ansprüchen an die Sprachkompetenz, zu dem daraus für die Schulen resultierenden Bildungsauftrag und zur Beschaffenheit der schulsprachlichen Register samt ihrer kognitionspsychologischen Bedeutung und Erwerbsbedingungen. ... Im Weiteren befasst sich das Kapitel konkret mit der schulischen Sprachbildung. ... Außerdem wird auf die sprachbezogene Bewertungspraxis an den Bildungsinstitutionen eingegangen. Im dritten Kapitel erfolgt zunächst ein historischer und dann ein gegenwartsorientierter Überblick über die unterschiedlichen, teils mehrsprachigen Ausgangslagen der Lernenden an italienischen Schulen und die Anzahl, Verteilung und Herkunft der Zugewanderten. Aufgrund der zentralen Rolle der Lehrwerke in der Unterrichtsgestaltung wird hiernach der Stand der Lehrmittelforschung umrissen... Zwei Schwerpunkte der Lehrmittelforschung werden dabei eigens thematisiert, und zwar die Lesbarkeitsforschung und Untersuchungen zur Wortschatzverwendung. Kapitel vier befasst sich mit wesentlichen Hintergrundinformationen zum Erhebungskontext. Es schildert die Lehrerausbildung in Italien, die geltenden Lehrpläne für das Fach Erdkunde in der Sekundarstufe I und die Verankerung der Sprachbildung in den Lehrplänen und ministerialen Richtlinien. ...Weitere Informationen über spracherwerbstheoretische und sprachpädagogische Aspekte und über die Arbeitsbedingungen in den während der Studie beobachteten Klassen an drei verschiedenen Bildungsinstitutionen schließen das Kapitel ab. Im Folgenden werden die Erhebungsergebnisse vorgestellt, wozu das fünfte Kapitel zunächst die methodischen Überlegungen darlegt, die das Vorgehen geleitet haben, und das sechste Kapitel mit einer Präsentation der fünf beobachteten Klassen die Schilderung der Studie beginnt. Das siebte Kapitel besteht aus einer sprachlichen Analyse ausgewählter Seiten der fünf verwendeten Erdkundebücher, die sich vorrangig auf die lexikalische Gestaltung konzentriert, aber auch andere Textmerkmale wie die Länge der Satzgefüge, die Zusammensetzung nach Wortarten und die Komplexität morphosyntaktischer Strukturen in den Blick nimmt. Im achten Kapitel werden die Ergebnisse eines durchgeführten Sprachtests vorgestellt, der auf der Grundlage von Texten der Unterrichtswerke entwickelt wurde und auf dem Tilgungsprinzip beruht... Darauf folgt ein neuntes Kapitel, in dem anhand konkreter Beispiele aus der Unterrichtspraxis ein Bild der spracherzieherischen Rolle der Lehrkräfte und der mündlichen Leistungen der Schülerinnen und Schüler gezeichnet wird. Kapitel 10 hingegen stellt schriftliche Textproduktionen der Lernenden vor, die mit dem Auftrag verfasst wurden, dem Charakter eines Lehrbuchtextes ihrer Klassenstufe zu entsprechen, um die Lernenden zu einem möglichst bildungssprachlichen Schreibstil zu bewegen. Abschließend fasst das elfte Kapitel die einzelnen Ergebnisse der Untersuchung noch einmal zusammen, zieht ein Fazit und bietet Vorschläge für mögliche anknüpfende Untersuchungen. (DIPF/Orig.).
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