Ein sprachbewusster Geographieunterricht wird aufgrund zunehmender sprachlicher Heterogenität in den Klassen notwendig. Die Refl exion sprachlicher Anforderungen und Methoden bei der Kartenarbeit ist ein wichtiger Baustein für die Umsetzung sprachbewussten Geographieunterrichts. In dem Artikel wird der Frage nachgegangen, inwiefern Kartenarbeit im Geographieunterricht tatsächlich sprachbewusst stattfi ndet. Dafür wurden 585 Geographiestunden in der Sekundarstufe I beobachtet und analysiert. Keywords: Sprachbewusster Geographieunterricht, Kartenarbeit, PraxissemesterLanguage awareness when working with maps? Observations concerning the usage of maps in the geography classroom Due to increasing linguistic heterogeneity in geography classes, language-aware geography education becomes crucial. Th e refl ection of language requirements and methods when working with maps is a necessary means when performing languageaware geography lessons. Th is article assesses the question, to what extent working with maps happens with languageawareness. In that matter, 585 geography lessons have been monitored and analyzed.
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.
Since philosophical turns such as the spatial turn etc., geography has been dealing more intensively with the subjective per-ception and construction of space. Video games, and especially the vast digital spaces therein, are developed by teams of programmers, developers, and designers who make creative spatial construction decisions based on different worldviews, experiences, values, and skills. These processes result in a specific intended spatial experience for players to traverse. How-ever, these players also approach the games with certain worldviews, prior experiences, values, etc., and the question arises to what extent spatial experiences can be intentionally passed through and what consequences the perception has for the (young) players we address with geography instruction. Thus, there is undoubtedly communication be-tween both sides about digital space in video games. Furthermore, the question arises what role the creation of digital spaces in the games plays for the experience, understanding and reception of real analog spaces as well as for the further competences of stu-dents like, exemplary, in the field of sustainability or decision reflections. Thus, it cannot be dismissed that an engagement with video games should play a stronger role in the context of addressing the reflection of spatial perceptions and construc-tions in geography education. Yet, they are still largely underrepresented in studies of geography education and many stud-ies lack sufficient empirical proof and orientation for teacher professionalization. In the paper, results from the research pro-ject "Gaming & Geography" will be presented, which attempts to create further legitimizing foundations for the integration of video games as a medium in the didactic discourse of geography via a mixed method a-proach and transfer services for teachers. Based on the research in the project, a model for reflexive analysis of digital space and action in video games will also be presented, which should facilitate a stronger and more serious didactic integration of video games in geographic education. The results of the study provide a significant contribution to take the medium of video games as a geographical medium more seriously and the study provides further establishment measures to use the presented model didactically, be-cause they show that students actively engage in geographic contexts in games, they reflect on the contexts presented and the experts encourage the necessity of the presented model.
Fostering argumentation competences in geography classrooms is critical from both a language-aware and content-complexity perspective. Peer feedback can be a successful method for geography teachers to successfully promote written argumentation skills in the (political geography) classroom. The peer feedback method has many empirically verified advantages in educational research and is also successfully used in bilingual education. To ensure that future teachers have verified methods at their fingertips, geography education is in demand by dealing professionally with OERs. The paper examines the extent to which a group of student teachers (n = 16) can be professionalized through an OER unit in how they use peer feedback methods to foster (written) argumentation competence in their future pupils. The research question of the paper is to what extent and in which areas does the OER unit improve the teaching competencies of student teachers in the area of promoting the argumentation competencies of their future students with peer feedback methods? This study provides highly relevant impulses for the future implementation of language-aware professionalization of geography teachers using digital learning units.
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