Die Einstellung Jugendlicher zur Globalisierung und der Einfluss interkultureller Kontakte

In diesem Beitrag werden zunächst die Ergebnisse einer empirischen Studie zu Einstellungen Jugendlicher zur Globalisierung dargestellt. Von besonderer Bedeutung ist dabei die Frage nach der Bedeutung interkultureller Kontakte für diese Einstellungen. Anschließend werden aus den dargestellten Ergebnissen methodisch-didaktische Implikationen gezogen. (DIPF/Orig.)This article presents the results of an empirical study concerning the attitudes of adolescents about globalization. Special impact lies on the importance of intercultural contacts for these attitudes. Based on these empirical findings didactical implications will be outlined. (DIPF/Orig.

Jugendliche und ihre Einstellung zur Globalisierung: Entwurf einer empirisch begründeten Typologie

Globalisation is one of the mostly discussed processes right now. It is necessary to know students' attitude towards this process to improve contemporary teaching concepts. To raise the efficiency of these concepts they need to be connected to students' realities. This article describes the contents and the methodology of an empirical poll among more than 1,000 students. Basing on these results, it is possible to develop a typology of attitudes among students. Three types can be seen: the global-conscious type, the global-indifferent type and the global-cognitive type of attitude towards globalisation. Furthermore, this poll is the foundation for didactical and methodological recommendations. Considering those it is possible to individualize everyday teaching processes

Systemic Understanding of Social Ecology

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.Peer Reviewe

A Model for a Competency-Based Teacher Education in Geography Teaching

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 training from the ministry of education) and empiric knowledge approaches of a renewed training concept for geography didactics are developed. Following, these approaches are presented within an ideal model of a compe-tence-orientated teacher training. The model consists of 5 steps of progression. For each step the aimed compe-tence focus and different forms of competence diagnostics are described. Furthermore all steps are illustrated with innovative examples

Learning with Geographic Information (Systems) from the Point of View of Geography Teachers in Germany

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 they see in the usage of GI(S) in the geography classroom. We did this in the framework of a larger cumulative mixed methods study which aims at improving the implementation of GI(S) in the classroom by developing well-founded implementation strategies and concrete measures for implementation. In this paper we present the results from the quantitative part of the study (impediments and chances from the point of view of the teachers) and later offer an overview of similar studies in other countries, followed by some concluding thoughts.Peer Reviewe

Kalkutta liegt am Ganges, Paris liegt an der Seine… Welches Topographische Orientierungswissen benötigt ein Bundesbürger aus der Perspektive der Gesellschaft und der Geographieexperten?

Within the didactical discussion is no final agreement on a canon that represents the minimum of necessary topographical knowledge. Several authors have made suggestions based on hermeneutics or experience. This article completes these attempts through an empirical approach. 172 prominent members of society and 110 experts in geography have been asked to mark those elements on maps of Germany, Europe and the world that they consider important. The results show a broad consensus among the participants and are helpful in setting standards for topographical knowledge

Räumliche Orientierung. Eine empirische Untersuchung zur Relevanz des Kompetenzbereichs aus der Perspektive der Gesellschaft und der Experten

The national standards for education in geography include six areas of competence. One of these areas is spatial orientation. This particular field includes topographical knowledge, categories of spatial imagination, the ability to orient one's self in real space, and the use of maps and patterns of spatial perception. There is no discussion on the meaning of spatial orientation in general, but it is still not determined which elements within the whole of geographical knowledge and abilities must be mastered by German students. This survey aims to feed this discussion. 172 prominent members of society and 110 experts on geography have been asked how they ranked certain topographical knowledges and abilities

Influencing Factors of Children’s Spatial Orientation Competence with the Help of a City Map within a Real Area

Within this article a research project on influencing factors of children’s spatial orientation competence is presented. Partially, the main focus is put on the concept of representation as a theoretical foundation. The research design (preliminary and main investigation) for collecting data of independent variables (e.g. previous knowledge, self-image, spatial intelligence) and dependent variables (orientation competence) as well as the self-developed measuring instrument are explained. Concluding, the study is outlined. Altogether 328 pupils of the 3rd, 4th and 5th grade from all kinds of North Rhine-Westphalian schools have been tested.Peer Reviewe