“A border is a Ban” - Students’ Conceptual Understanding and Experiences of Europe’s Borders and Boundaries

Seidel, Sebastian; Budke, Alexandra

doi:10.33403/rigeo.573476

Cited by 5 publications

(5 citation statements)

References 13 publications

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“…As a starting point prior knowledge of borders should first be asked (Personal experiences in relation to borders lead to very different prior knowledge, especially in heterogeneous class groups, which is shaped by travel, etc. [44]). Pupils should then become familiar with the content of different spatial concepts [28] or border concepts [1].…”

Section: Discussionmentioning

confidence: 99%

Representations and Concepts of Borders in Digital Strategy Games and Their Potential for Political Education in Geography Teaching

2019

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In Germany, 93% of young people between the ages of 10 and 18 play video games daily. Political geography, in particular popular geopolitics, have found that video games can help to establish and develop people’s understanding of geopolitics. Consequently, this affects geography education, providing both challenges and opportunities for teaching. Geography teaching is an integral part of political education as students need to understand how boundaries and territories create spaces with regards to social power and become the object of political conflict. Reflection plays a central role in understanding and deconstructing such spatial constructions. In this article, we examine representations and concepts of borders in digital strategy games and the perception and reflection of these by the players. The results provide an outlook on the potential and the challenges of digital strategy games for political education in geography lessons in secondary schools as well as for teacher training at universities. For this reason, possible approaches for education and training will be outlined on the basis of the results.

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Section: Discussionmentioning

confidence: 99%

Representations and Concepts of Borders in Digital Strategy Games and Their Potential for Political Education in Geography Teaching

2019

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“…Egy érdekes eredményük az volt, hogy a kelet-és kelet-közép-európai diákoknak részletesebb topográfiai ismereteik voltak Nyugat-Európáról, és azt jobban ki is hangsúlyozták. Seidel, S. -Budke, A. (2019) vizsgálatai Európa külső határaira, mint térbeli képződményekre irányultak, és a mentális térképezést interjúkkal kombinálták.…”

Section: Európa Mentális Térképével Kapcsolatos Nemzetközi éS Hazai K...unclassified

Hogyan látjuk Európát? Egy berlini középiskola diákjainak mentális térképei Európáról és annak határairól

Bagoly-Simó¹,

Graaf²,

Farsang³

et al. 2023

GEOMET

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Nowadays, the experience related to migration is leading to a series of social and economic debates about the borders of nation states, and this is leaving a noticeable imprint on students' thinking even in formal education. Students may have very different experiences regarding borders in Hungary, but even more so in a super-diverse urban environment like Berlin. Despite this, research into students' knowledge about European borders is relatively scarce. This study explores Berlin secondary school students' perceptions of Europe. Using the method of mental mapping, we investigated how Berlin secondary school students (n=45) perceive Europe and its borders. The results indicate that students' spatial and cartographic knowledge of Europe is rather limited. Furthermore, it appears that students predominantly interpret Europe as groups of nation states, resulting in a predominance of representations of the borders of nation states in their maps. Drawing on the diagnostic significance of mental maps, the study presents thought-provoking results on students' spatial cognition, spatial orientation and map skills.

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“…Despite the fact that students understood the basic knowledge or concept, they are not quite right in applying it to another case [1]- [3]. The accurate conceptual understanding is obtained from basic knowledge formed, improved, added, and revised repeatedly [4]. Aspects closely related to conceptual understanding include knowledge of facts and procedures, connection and transfer of expertise, meaningful learning, and metacognition [5], [6].…”

Section: Introductionmentioning

confidence: 99%

The learners’ conceptual understanding: Literature review of vapor-pressure lowering and boiling-point elevation

Analita,

Bakti,

Nugraheni

et al. 2023

EduLearn

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The learners’ conceptual understanding has become one of the leading research areas conducted by educational researchers. Both students and current educators should actively work to improve their understanding of alternative conceptions and deepen their conceptual knowledge. One of the essential concepts in chemistry learning is colligative properties. This research is a literature review that discusses vapor-pressure lowering and boiling-point elevation, parts of colligative properties concept. The method used a meta-analysis review that combined the results of multiple studies that required a systematic approach to research of the literature. A preferred reporting items for systematic reviews and meta-analysis or known as PRISMA process was used for study selection. The following literature review was summarized based on various studies from Indonesia, United States of America (USA), Turkey, and Greece. The aims of this review were to provide important details from several previous studies to help researchers obtain complete sources. The findings were also expected to provide the learner with the correct understanding of chemistry, especially in vapor-pressure lowering and boiling-point elevation concepts.

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“A border is a Ban” - Students’ Conceptual Understanding and Experiences of Europe’s Borders and Boundaries

Cited by 5 publications

References 13 publications

Representations and Concepts of Borders in Digital Strategy Games and Their Potential for Political Education in Geography Teaching

Representations and Concepts of Borders in Digital Strategy Games and Their Potential for Political Education in Geography Teaching

Hogyan látjuk Európát? Egy berlini középiskola diákjainak mentális térképei Európáról és annak határairól

The learners’ conceptual understanding: Literature review of vapor-pressure lowering and boiling-point elevation

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