1,721,007 research outputs found
Interkulturalität und Mehrsprachigkeit (in) der Vermittlung. Blended Learning in einem universitätsweiten berufsqualifizierenden Zertifikatsprogramm für Deutsch als Fremd- und Zweitsprache
No full textFächerübergreifend lernen. Periphere ländliche Räume – Welche Zukunft für die Alpen?
No full textRaum-zeitliche Interdisziplinarität wird im neuen Deutschschweizer Lehrplan 21 im Integrationsfach Natur-Mensch-Gesellschaft (NMG) auf der Sekundarstufe I mit der Perspektive „Räume, Zeiten Gesellschaften“ abgebildet. Da sich die Zukunftsaussichten einer Region nur aus der Bestimmung des Entwicklungspfades aus der zeitlichen Tiefe und der aktuellen räumlichen Ausprägung erschließen lassen, ist dieser Ansatz geeignet, Chancen und Gefahren für die Raumentwicklung auszuloten
Exkursionsdidaktik
Full text linkFor the multi-perspective (subject) teaching in primary school, the reference to the living world is a central orientation. Field trips are an ideal way to bring the living world into the classroom.
This anthology shows fifteen didactic methods for excursions in primary school, which can be transferred to different learning environments and places.
Not only classical excursions are realised, but also student-centred as well as media augmented and digital excursions are presented. Each excursion method introduces and applies a guiding didactic principle of geography and science education, so that in addition to the variety of methods, this volume also provides a broad conceptual-didactic orientation
The Construction of an Empirically-Based Typology
Full text linkSpatial information and decisions are increasingly modeled with the help of geomedia.
Likewise the access to geomedia and tools for geomedia production is democratized
as part of the web2.0. Thus, reflexive geomedia competence is a fundamental skill for
everyday life. Reflexive geomedia competence is the critical consumption of geomedia
and the awareness of the social construction of spaces displayed in geomedia, while being
self-reflexive towards one’s own performance with geomedia as well. Basing on an
interview study conducted by the author this paper answers the question, if secondary
school teachers are able and willing to promote reflexive geomedia competence in geography
education at school and how this ability and willingness can be supported. The
results indicate that the implementation of reflexive geomedia competence in education
is closely linked to the teachers’ general willingness to critical thinking and pedagogical
reflexivity. The data leads to a typology of teachers, ranging from high reflexivity to
complete aversion to reflection regarding the usage of geomedia. These types point to
different opportunities to further reflexive geomedia competence at school.Peer Reviewe
Mehr als Distance Learning. Digitalisierung als Notwendigkeit, Herausforderung und Chance in der Lehramtsbildung für die Grundschule
Full text linkDer Beitrag befasst sich mit der Digitalisierung in der Grundschule, deren Debatte vor allem durch die Corona-Pandemie starke Präsenz erlangte. Nicht nur als lange vernachlässigte Option zur Unterstützung des Lernens verlangt eine Digitalisierung sowohl fachliche als auch fachdidaktische Kompetenzen. Zunächst genannte Anwendungsfelder und ihre Bedeutung für die Grundschüler*innen verweisen auf einen breiten Professionalisierungsbedarf von Grundschullehrkräften, dessen Chancen und Grenzen in einem weiteren Schritt aufgearbeitet werden. Dabei spielen Selbstwirksamkeitsüberzeugungen eine entscheidende Rolle und das Nichtvorhandensein entsprechender technischer Ressourcen steht häufig einer Professionalisierung entgegen. (DIPF/Orig.
A Starting Point: Children as Spatial Citizens. GI_Forum|GI_Forum 2015 – Geospatial Minds for Society|
No full textThe Spatial Citizenship approach targets active and reflexive usage of geomedia, in order to enable people to participate in spatial decision-making processes, and to gain maturity when acting in everyday spaces. Originally, it was constituted to form a counterweight to a workforce-dominated GIS education that neither considered the needs and abilities of lay people in everyday spatially related situations, nor embraced the chances of an upcoming neogeography. Therefore, Spatial Citizenship helps to shift the geomedia production focus to citizens’ everyday action in society. Still, it focuses on secondary and postsecondary education. This paper’s aim is to explore whether children can become spatial citizens, and/or whether Spatial Citizenship can possibly become an integral part of daily life when growing up, if introduced at an early age. This paper’s methodology ranges from literature analysis and theoretical research to an explorative experiment
Mensch-Umwelt-Systeme in der Geographie - zur metatheoretischen Möglichkeit einer grundlegenden Systemkompetenz
Full text linkEine Annäherung an die Komplexität von Mensch-Umwelt-Beziehungen ist über einen systemischen Zugang denkbar. Während die diesbezügliche fachdidaktische Auseinandersetzung noch in den Kinderschuhen steckt, existieren in der Fachwissenschaft unterschiedliche Ansätze, um eine systemische Betrachtung mit der notwendigen theoretischen Fundierung und für die Anwendung unabdingbaren Komplexität zu realisieren. Dieses Buch gibt einen Einblick in die theoretischen Grundlagen dieser Ansätze und zeigt konkrete Möglichkeiten der unterrichtspraktischen Umsetzung auf. Damit richtet sich dieser Band an Lehrende an Schulen und Hochschulen, an Fachdidaktiker/-innen, an Studierende auf der Suche nach Systematik und Anwendungsbeispielen und an jene Fachwissenschaftler/-innen, die an einer Vermittlung theoretischer Ansätze interessiert sind
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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