Bedeutung der politischen Bildung im Geographieunterricht aus der Sicht von Geographielehrkräften

Budke, Alexandra; Kuckuck, Miriam; Wienecke, Maik

doi:10.1553/gw-unterricht142/143s49

Cited by 7 publications

(16 citation statements)

References 5 publications

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“…The opinions in relation to the importance are therefore not very far apart, but in relation to the self-assessment of the students or the assessment of the students by their lecturers, this looks different. Regarding skills, the lecturer assessments are very similar to those from various studies that attest to student deficits, especially in the area of argumentation in written work [ 10 , 11 ] as well as in dealing with argumentation and geomedia [ 15 ]. The lecturers also perceived deficits in student writing skills, which were attributed to the way they communicate in digital media.…”

Section: Discussionmentioning

confidence: 63%

“…This is contrary to a multi-perspective approach, which is necessary in geography lessons. This also applies to geography student teachers, for whom deficits were also identified in this area [ 14 , 15 ]. These deficits are particularly noteworthy because the study by Lytzerinou and Iordanou [ 10 ] showed that the competence of teachers to write argumentations correlates with the ability to assess pupils’ performance in this area.…”

Section: State Of Research/theoretical Backgroundmentioning

confidence: 99%

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Self-Assessment of Students of Geography Education and Primary Social and Science Teaching towards the Use of Digital (Geo-) Media for Written and Oral Argumentation

Wolff-Seidel

Budke

2022

EJIHPE

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This article discusses possible challenges and potentials in the use of digital geomedia in the context of written and oral argumentation in higher education by examining the perspectives of students and lecturers, especially for the subjects of geography in general and primary school science. To this end, potentials and challenges, as well as competences that have to be promoted among pupils and students in dealing with digital geomedia in the context of written and oral argumentation are first discussed. In the following, we present the results of a mixed methods approach in which we surveyed student teachers with a questionnaire (n = 150) on the one hand and, on the other hand, reflected their view of the issue by analysing qualitative expert interviews (n = 17) with lecturers who teach at the same universities in the corresponding degree programmes. In this way we contextualise the student’s self-assessment in the respective location’s teacher training. Our results show that there is a high degree of commonality between lecturers and students with regard to the importance of argumentation with digital geomedia. At the same time, the assessment of the students’ abilities differs greatly; most students feel capable of dealing with these topics, while lecturers see deficits here.

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Section: Discussionmentioning

confidence: 63%

Section: State Of Research/theoretical Backgroundmentioning

confidence: 99%

Self-Assessment of Students of Geography Education and Primary Social and Science Teaching towards the Use of Digital (Geo-) Media for Written and Oral Argumentation

Wolff-Seidel

Budke

2022

EJIHPE

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“…For geography teachers in Germany, various works show that teachers' attitudes to teach ethically open topics and to initiate political judgement is very positive. However, the implementation in the classroom does not take place to the same extent (Applis, 2016;Budke et al, 2016). Many teachers feel overwhelmed by ethical openness.…”

Section: Reflections Of Teachers In Dealing With Sustainability and R...mentioning

confidence: 99%

“…Many teachers feel overwhelmed by ethical openness. Geography teachers sometimes assess their own political knowledge, which is not part of their training, as low (Budke et al, 2016). Laub et al (2021) describe knowledge that would be necessary for ESD II as "subject-related ethical professional knowledge" of teachers and regard it as knowledge that is linked to specialist knowledge.…”

Section: Reflections Of Teachers In Dealing With Sustainability and R...mentioning

confidence: 99%

Education, Sustainability and Responsibility–Pedagogic Antinomies for Prospective Teachers?

Laub

2022

INTERDISCIP J ENV SCI ED

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Current approaches of education for sustainable development (ESD) focus on the importance of dealing with sustainability values and ethical judgements in sustainability issues. Vare and Scott (2007) distinguish between different understandings of education for sustainable behavior (ESD I) or education for a reflective awareness of the value of sustainability (ESD II) (Singer-Brodowski, 2016;Sippl et al., 2020;Vare & Scott, 2007). It has not been examined in detail yet, how teachers recognize or reflect on the pedagogical and content-related antinomies (Helsper, 2004) of ESD. However, it is important to reflect on the content related pedagogical antinomies of ESD mentally, if this is to be implemented (Laub, 2021a). The present article therefore considers how prospective teachers integrate the concepts of education, sustainability, and responsibility into an idea of ESD argumentative and which antinomies they reflect on. By a qualitative approach, texts of prospective teachers are analyzed and types of argumentation are build (Kuckartz, 2018). The results show basically two different types of argumentation, that show different degrees of reflection of antinomies and different integrations of their concept of responsibility in ESD.

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“…High school students have problems with plausibly connecting information found in literature with a certain cause [74]. Other studies have shown that students successfully work with opinion and justification for these opinions in simple argumentation structures, but struggle with more stages and structures [75][76][77]. Another observation is that, since many issues in geography refer to the everyday lives of students, students tend to have on opinion on issues but commonly have problems justifying this opinion using complex evidence and links with validity [75][76][77].…”

Section: Developing High School Students' Argumentation Skills In Geomentioning

confidence: 99%

How Digital and Oral Peer Feedback Improves High School Students’ Written Argumentation—A Case Study Exploring the Effectiveness of Peer Feedback in Geography

Morawski

Budke

2019

Education Sciences

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This article approaches written argumentation as a concept of promoting geographical literacy. It is argued that student-centered peer feedback is an effective method with which to improve individual students’ argumentative texts. This research uses a case-study design, which analyzed how high school students in different pairs improve their argumentation text under subject-specific criteria. For the feedback process, a subject-specific feedback sheet for students has been designed for them to review their partner’s argumentative text. The findings mainly suggest two outcomes: Different kinds of feedback in terms of interaction, content and argumentative integration of text material lead to text improvement, and that there are varying complexities of feedback acceptance in terms of subject-specific criteria. The results provide a deeper insight into how students can be prepared and rewarded for producing qualitatively high and effective feedback on argumentative texts in socio-scientific contexts with a strong focus on the (linguistic) skills they need for these procedures.

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Bedeutung der politischen Bildung im Geographieunterricht aus der Sicht von Geographielehrkräften

Cited by 7 publications

References 5 publications

Self-Assessment of Students of Geography Education and Primary Social and Science Teaching towards the Use of Digital (Geo-) Media for Written and Oral Argumentation

Self-Assessment of Students of Geography Education and Primary Social and Science Teaching towards the Use of Digital (Geo-) Media for Written and Oral Argumentation

Education, Sustainability and Responsibility–Pedagogic Antinomies for Prospective Teachers?

How Digital and Oral Peer Feedback Improves High School Students’ Written Argumentation—A Case Study Exploring the Effectiveness of Peer Feedback in Geography

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