Kommunikation und Argumentation im Geographieunterricht

Budke, Alexandra; Kuckuck, Miriam; Engelen, Eva

doi:10.1007/978-3-662-65720-1_21

Cited by 4 publications

(6 citation statements)

References 2 publications

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“…With regard to the targeted use of the texts in class, it is certainly worthwhile to research the effect of different types of narration on learners. The same applies to their suitability with regard to the development of argumentation skills [53][54][55]. Additionally, a fruitful research topic can still emerge from the various possibilities of combining personal source texts with creative work assignments.…”

Section: Discussionmentioning

confidence: 99%

“…126-142), [28] (pp. [49][50][51][52][53][54][55][56][57][58][59][60][61]. Perspectivity raises awareness of the perspective-bound nature of any perception of the world, including one's own.…”

Section: The Potential Of Personal Narratives In Geography Lessonsmentioning

confidence: 99%

“…Multiperspectivity occurs in 63% of all personal narratives, but a small selection of perspectives and often inadequate contextual information are included overall [42] (pp. [51][52][53][54][55][56][57].…”

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confidence: 99%

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“It’s Easy to Put Oneself in the Shoes of Others.” Results of a School Study in Geography Lessons on Working with Authentic Personal Narratives in Comparison to Factual Texts

Lütje

Budke

2023

EJIHPE

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Texts represent the most frequently used medium in geography teaching, although they do not belong to leading subject-specific media. Despite their undisputed didactic importance, they have not yet been sufficiently researched. In this article, we consider the use of authentic and personal narratives in geography lessons. We first show their theoretical potential for realistic, multi-perspective and motivating teaching. Then, we present a school study in which the use of authentic, personal narratives was investigated in comparison to a factual text. The areas of investigation were the students’ understanding of the content of a geographical topic, their memory performance and their motivation to work. The results show that authentic, personal narratives are better suited than factual texts to convey a topic to pupils in a multi-perspective and differentiated way. They also confirm their potential to empathise better with other people and to understand their actions through changes in perspective. Regarding recall performance, however, the results show no difference between the two groups. Finally, the results of the school study are considered in the context of forming suggestions for the use of authentic, personal narratives in geography lessons.

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Section: Discussionmentioning

confidence: 99%

Section: The Potential Of Personal Narratives In Geography Lessonsmentioning

confidence: 99%

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“It’s Easy to Put Oneself in the Shoes of Others.” Results of a School Study in Geography Lessons on Working with Authentic Personal Narratives in Comparison to Factual Texts

Lütje

Budke

2023

EJIHPE

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“…Currently, empirical studies that research the topic of writing in geography education focus on the use of writing tasks, the skills of pupils and students in argumentative writing, and the importance of argumentation in lessons and the attitudes of teachers in this regard [24][25][26]. In a first explorative, quantitative study, Budke [6] (p. 58ff) used open structured observation of 178 geography lessons to investigate to what extent writing is embedded in geography lessons and what meaning could be derived from this.…”

Section: Current State Of Empirical Research Of Writing In the Lessonsmentioning

confidence: 99%

Writing in Geography Lessons—An Unreflected Routine?

Steingrübl

Budke

2022

Education Sciences

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Writing is an integral part of everyday school life and is a relevant didactic tool in geography lessons. Nevertheless, there is still little research on the topic of writing in geography lessons. The study aims to investigate the attitudes towards writing and school practice of geography teachers by analysing qualitative guided interviews. It will reflect on the extent to which teachers ascribe meanings and didactic significance to this language action and implement it in their geography lessons. Teachers see writing in particular as a function of performance assessment and material evaluation and less as a means of subject-specific learning. In addition, the integration of writing tasks in geography lessons is a challenge for them. Research and university teaching should support teachers in cultivating a didactically justified approach to writing tasks and raise awareness among them to the diverse functions of writing.

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“…Dabei können sich im Einzelnen die Anforderungen bzw. Auffassungen von fachspezifischer Argumentationskompetenz unterscheiden (Budke et al, 2015a;Budke & Meyer, 2015;Pohl, 2014). Beispielsweise ist in der Mathedidaktik das Argumentieren stark mit dem mathematischen Beweisen assoziiert (Jahnke & Ufer, 2015).…”

Section: Argumentationskompetenz In Der Empirischen Bildungsforschungunclassified

Wie lässt sich musikbezogene Argumentationskompetenz empirisch untersuchen?

Ehninger

2021

b:em

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Die Rolle von Argumentationskompetenz wurde in den letzten Jahren in vielen Fachdidaktiken verstärkt empirisch untersucht. In der Musikpädagogik gibt es jedoch bisher kaum empirische Arbeiten in diesem Forschungsfeld. Der vorliegende Artikel untersucht die methodischen Herangehensweisen von sieben Forschungsprojekten zu Argumentationskompetenz in verschiedenen Fächern, um daraus Rückschlüsse für entsprechende musikpädagogische Forschungen ziehen zu können. Dabei werden sowohl qualitative (z. B. inhalts- oder gesprächsanalytische), als auch quantitative Ansätze (z. B. Probabilistische Testtheorie) berücksichtigt. Ausgehend von einer kritischen Reflexion der jeweiligen Forschungsdesigns werden Rückschlüsse für die musikpädagogische Forschung gezogen, um zu analysieren, wie dort fachspezifische, aber auch fächerübergreifende Aspekte von Argumentationskompetenz untersucht werden können. Es wird argumentiert, dass eine Vielfalt an Forschungsdesigns nötig ist, um die diversen Facetten von musikbezogener Argumentationskompetenz in den Blick zu nehmen. Herausgabe: Valerie Krupp

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Kommunikation und Argumentation im Geographieunterricht

Cited by 4 publications

References 2 publications

“It’s Easy to Put Oneself in the Shoes of Others.” Results of a School Study in Geography Lessons on Working with Authentic Personal Narratives in Comparison to Factual Texts

“It’s Easy to Put Oneself in the Shoes of Others.” Results of a School Study in Geography Lessons on Working with Authentic Personal Narratives in Comparison to Factual Texts

Writing in Geography Lessons—An Unreflected Routine?

Wie lässt sich musikbezogene Argumentationskompetenz empirisch untersuchen?

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