Reformpädagogik vor der Reformpädagogik

Matthes, Eva; Schütze, Sylvia

doi:10.1007/978-3-658-07491-3_3

Cited by 2 publications

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“…Textbooks can not only be defined as pure educational media, but also as socio-cultural media representing a self-image of society that is, in many ways, filtered, pre-structured and controlled ( Höhne, 2003 , p.73–74). They are essential in the preparation and implementation of teaching sequences ( Matthes and Schütze, 2011 , p.9) and sometimes replace, or interpret, the curriculum. For Lee and Catling (2017 , p.345), textbooks are the result of programmatic orientation and curricula, and differ depending on whether education systems promote closed or open teaching approaches.…”

Section: Methodsmentioning

confidence: 99%

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The objectives and uses of comparisons in geography textbooks: results of an international comparative analysis

Simon

Budke

Schäbitz

2020

Heliyon

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Comparison is a cognitive process and a method of acquiring geographical knowledge widely promoted within school systems in Germany, France and England. Comparison is an everyday practice, but it is also one of the methods systematically used by geographers and serves various scientific purposes. However, little is known about the functions, extent and objectives of comparison tasks in geography education. This study presents an analysis of 20 textbooks from three countries: Germany, England and France. In this international comparative study we analysed all cognitive tasks involving comparison using qualitative content analysis and descriptive quantitative methods. We developed a reliable classification system for categorising the objectives of comparison tasks. In our results we demonstrated that a large proportion of comparison tasks in textbooks are simple, lower-order tasks. Also, many complex tasks in the three countries involve inductive processes, although we identified some national differences resulting from differing textbook structures. Our system for classifying the objectives of comparison tasks will help develop meaningful tasks, aiming to enhance students’ autonomous and critical thinking, and improve their proficiency in the competencies and methods required in geography education.

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Section: Methodsmentioning

confidence: 99%

“…Tasks in textbooks are seen as vital for students to become competent in a skill ( Matthes and Schütze, 2011 , p.10, Menck, 2011 , p.24). The analysis undertaken in this study considers the place of tasks in the "textbook system" ( Niclot, 2001 , p.103).…”

Section: Methodsmentioning

confidence: 99%

The objectives and uses of comparisons in geography textbooks: results of an international comparative analysis

Simon

Budke

Schäbitz

2020

Heliyon

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Waldorf, Montessori und Pestalozzi‐Hype? – Schulnamen im Spiegel der Geschichte der Pädagogik

Engelmann,

Weiand

2024

Ber Wissenschaftsgesch

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Schools in Germany are frequently named after people. Thus, these persons are remembered in the public sphere. This article answers the question to what extent the school names in the federal state of Thuringia correspond with the history of scientific pedagogy. For this purpose, in a first step, the controversial discussion about key figures in pedagogy and history of education is presented. In a second step the entirety of all school names in Thuringia is considered and individual results are discussed. As a rule, it is not pedagogues who lend their names to schools but writers, artists and political figures. Only one fifth of all schools named after a person are named after educators. It is found that the key figures in pedagogy are rarely available as namesakes, whereas in practice successful school founders are preferred as name‐givers. Accordingly, the history of pedagogy is represented in a filtered way in school names. Based on these results, further research perspectives for research on school names are formulated.

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Reformpädagogik vor der Reformpädagogik

Cited by 2 publications

References 1 publication

The objectives and uses of comparisons in geography textbooks: results of an international comparative analysis

The objectives and uses of comparisons in geography textbooks: results of an international comparative analysis

Waldorf, Montessori und Pestalozzi‐Hype? – Schulnamen im Spiegel der Geschichte der Pädagogik

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