Außer Schreiben nichts gewesen?! Materialgestütztes argumentatives Schreiben aus der Sicht der Leseforschung

Writing in Geography Lessons—An Unreflected Routine?

“…In addition to the many mentions of performance assessment, writing for material evaluation was also frequently mentioned. Theoretical work shows that this can help to link subject content, deepen understanding and create new trains of thought [42] (p. 14). As a result, task and problem-solving processes [5,28,29,35] and systemic thinking [4,20] can be fostered.…”

“…Therefore, it is suggested that improvements are made in this area and the integration of the topic into university teaching would be appropriate, so that didactic confidence in dealing with writing tasks in geography lessons can develop and be implemented. Philipp [42] already found when researching the function of subject learning through writing that there is a large discrepancy between the demand of language-sensitive subject teaching and the use of writing for subject learning. He argues for greater awareness of the issue and implementation in everyday university life.…”

“…The educational standards of geography as a subject for the intermediate school leaving certificate state: "In geography lessons, students learn a systematic evaluation of information by structuring the information, elaborating significant insights and linking them with other information, and translating them into other forms of information" [41] (p. 18). In particular, "material-based writing" as an established term promotes the acquisition of knowledge, as writers should "actively select textual content, link it together, reflect on it and transform it into their own language" [42] (p. 14), thereby linking and deepening subject content and creating new trains of thought.…”