’I learned a lot about my classmates …’. Exploring focus group discussions as learning environment to raise controversial issues in geography and economic education

Abstract

Teachers of geography and economics address numerous topics in the classroom which are controversially discussed in society and/or affect pupils directly. How they deal with issues such as migration or identity depends not only on the respective curriculum but also on their disciplinary knowledge and pedagogic skills. This paper argues for the need to adapt learning environments depending on educational objectives, content, age and discusses focus groups as one possible way to work with students in secondary education on sensitive matters. Focus groups are seen as a tool to enable real-world complexity in the classroom, and to prepare students for participatory, active citizenship. The paper first discusses current theoretical thought regarding controversy in both society and the classroom. It then goes on to illustrate real-world classroom experiences of focus-group based learning on controversial issues and to discuss its benefits and challenges.

Enhancing Motivation Strategies in a Mandatory University Geography Course

“…Although it is common for textbooks to include practical activities centered on the analysis of photographs, active engagement through the commentary and manipulation of self-sourced or external landscape photographs has not yet been incorporated into textbooks across various academic levels (Trahorsch et al, 2022;Varjas, 2022;Hintermann et al, 2021). Research such as this article, as well as studies by Yasar & Seremet (2007), Rose (2008), andSidaway (2002), suggest that the integration of such activities should be more regularly implemented throughout the course, rather than being utilized solely as an occasional resource.…”