Students’ approaches when researching complex geographical conflicts using the internet

Engelen, Eva; Budke, Alexandra

doi:10.11645/14.2.2756

Cited by 6 publications

(7 citation statements)

References 13 publications

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“…The students mentioned only a small number of arguments in their written texts and were rarely able to precisely formulate the necessary evidence to support their conclusion (claim). This is indicative of the weak quality of the arguments made, and is in line with other studies on students' written argumentation in geography classes (Engelen & Budke, 2020;Budke et al, 2010, among others). These weak outcomes could possibly be explained by the fact that argumentation skills are not developed to a great enough extent in German geography classes.…”

Section: Discussionsupporting

confidence: 89%

Reference to Materials in Written Argumentations of Students in Geography Lessons

Schwerdtfeger¹,

Budke²

2021

JCT

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Until now, geography teaching has only touched upon the way in which students write argumentations focused on geographical topics, and the challenges of doing this. In order to shed light on this process, this study considers the problems and challenges students face when using material-based written argumentation in geography lessons. The results from 19 evaluated text products and sound thinking protocols, which were collected in the 8th grade of a comprehensive school, are presented and analyzed. These results show that simultaneously handling several materials at once is a challenge for the students in material-based writing due to a lack of processing techniques.

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Section: Discussionsupporting

confidence: 89%

Reference to Materials in Written Argumentations of Students in Geography Lessons

Schwerdtfeger¹,

Budke²

2021

JCT

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“…We are currently in the process of using our findings to develop a framework for students that will help them structure their digitally-acquired geographical knowledge and improve the quality of the subsequent argumentation. To develop this, we use the findings from the analysis of the students' internet information searches and their simultaneous thinking aloud (Engelen & Budke, 2020). Among other things, it was found that students find more information on the Internet when they use different types of websites, e.g.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Although they tend to find a high amount of multi-dimensional information on a conflict, they rarely use maps to analyse the associated spatial conditions. They predominantly do not pay attention to publishing dates of the information to trace developments and to find out about the latest state of the conflict (Engelen & Budke, 2020).…”

Section: Internet Searches On Complex Geographical Conflicts As a Basis For Developing Argumentsmentioning

confidence: 99%

“…Figure 5). With this amount of information all participating students had collected a good set of pre-conditions for writing an argumentation on the conflict (Engelen & Budke, 2020). One of the participating students did not present his/her own opinion with a reasoned judgment at all and therefore achieved 0 points in the argumentation task.…”

Section: Students' Argumentation Skills On Complex Geographical Conflictsmentioning

confidence: 99%

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Secondary school students’ development of arguments for complex geographical conflicts using the internet

Engelen

Budke

2021

Education Inquiry

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In secondary school geography lessons, students are encouraged to form argumentatively founded opinions on complex geographical conflicts. For these conflicts, there is no one right solution and the content quality of the argumentation lies especially in the multi-perspective approach to the conflict and the integration of spatial information. The Internet offers a wealth of multiperspective and spatial information on a great number of geographical conflicts worldwide. However, the digital information is neither checked nor filtered nor didactically prepared. This study examined the ability of 20 German secondary school students in developing arguments on a complex geographical conflict after searching the Internet for information. The students' information search and their concurrent verbalisations were taped using screen and audio capture technology. The developed arguments have been assessed using defined criteria for argumentations on geographical conflicts. The analysis of the arguments showed that the students included a range of perspectives , which suggests that they were able to use the Internet as a source for obtaining multi-perspective information on the conflict. However, whilst effective digital information retrieval was the pre-condition in understanding the geographical conflict, it has not shown to guarantee the development of a high-quality argumentation.

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“…When considering the above, the question arises as to how to deal with these challenges. Studies show that pupils have difficulty finding geographical information on the internet [ 1 ] and studies on subject-specific implementation show that teachers struggle to develop pupils’ political argumentation skills and creative competence in geography lessons [ 2 ]. In addition, findings on the production and reception of arguments show that pupils and geography students have major problems with the production and reception of geographical arguments [ 3 ].…”

Section: Introductionmentioning

confidence: 99%

Self-Assessment of Students of Geography Education and Primary Social and Science Teaching towards the Use of Digital (Geo-) Media for Written and Oral Argumentation

Wolff-Seidel

Budke

2022

EJIHPE

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This article discusses possible challenges and potentials in the use of digital geomedia in the context of written and oral argumentation in higher education by examining the perspectives of students and lecturers, especially for the subjects of geography in general and primary school science. To this end, potentials and challenges, as well as competences that have to be promoted among pupils and students in dealing with digital geomedia in the context of written and oral argumentation are first discussed. In the following, we present the results of a mixed methods approach in which we surveyed student teachers with a questionnaire (n = 150) on the one hand and, on the other hand, reflected their view of the issue by analysing qualitative expert interviews (n = 17) with lecturers who teach at the same universities in the corresponding degree programmes. In this way we contextualise the student’s self-assessment in the respective location’s teacher training. Our results show that there is a high degree of commonality between lecturers and students with regard to the importance of argumentation with digital geomedia. At the same time, the assessment of the students’ abilities differs greatly; most students feel capable of dealing with these topics, while lecturers see deficits here.

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Students’ approaches when researching complex geographical conflicts using the internet

Cited by 6 publications

References 13 publications

Reference to Materials in Written Argumentations of Students in Geography Lessons

Reference to Materials in Written Argumentations of Students in Geography Lessons

Secondary school students’ development of arguments for complex geographical conflicts using the internet

Self-Assessment of Students of Geography Education and Primary Social and Science Teaching towards the Use of Digital (Geo-) Media for Written and Oral Argumentation

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