Der Stellenwert der reflexiven Kartenkompetenz im Geographieunterricht aus der Perspektive von Fachlehrerinnen und Fachlehrern : Eine qualitative Untersuchung in nordrhein-westfälischen Gymnasien

The educational standards’ demand to promote reflexive mapping competence in the Geography classroom and the omnipresence of maps in everyday life stress the need to sensitize students for a critical approach towards the medium with a view to its subjective nature. As clarified by previous studies,...

Author: König, Jana
Document types:Master thesis
Media types:Text
Publication date:2018
Date of publication on miami:21.11.2018
Modification date:21.11.2018
Series:Münstersche Arbeiten zur Geographiedidaktik, Bd. 15
Edition statement:[Electronic ed.]
Subjects:Geographiedidaktik; Kartenkompetenz; Kritische Kartographie; Qualitative Inhaltsanalyse; Reflexive Kartenarbeit
DDC Subject:550: Geowissenschaften, Geologie
License:InC 1.0
Language:German
Format:PDF document
URN:urn:nbn:de:hbz:6-76199416726
Permalink:http://nbn-resolving.de/urn:nbn:de:hbz:6-76199416726
Digital documents:MAG_2018_15.pdf

The educational standards’ demand to promote reflexive mapping competence in the Geography classroom and the omnipresence of maps in everyday life stress the need to sensitize students for a critical approach towards the medium with a view to its subjective nature. As clarified by previous studies, the promotion of reflexive mapping competence is disregarded in the Geography classroom. With regard to these findings, the present work investigates the relevance of reflexive mapping competence from teachers’ point of view as a research desideratum. The marginal relevance in school practice can be confirmed by means of problem-centered interviews and qualitative content analysis. Insufficient preconditions on the part of both students and teachers, the administrative and educational-political requirements as well as the lack of appropriate teaching material have been identified as the main reasons.