Lehrervorstellungen und fachliche Vorstellungen zu Experimenten im Geographieunterricht

Taking into current literature of didactics of Geography, there is a lack of clear and coherent criteria concerning teaching-related experiments. Up to now there is a wide range of different criteria to refer to so that in concrete teaching situations the teachers’ own perception of how experiments...

Author: Spellsiek, Marc
Division/Institute:FB 14: Geowissenschaften
Document types:Master thesis
Media types:Text
Publication date:2013
Date of publication on miami:23.05.2013
Modification date:24.10.2014
Series:Münstersche Arbeiten zur Geographiedidaktik, Bd. 4
Edition statement:[Electronic ed.]
Subjects:Geographiedidaktik; Didaktische Rekonstruktion; Experiment; Versuch; Lehrervorstellungen; Naturwissenschaftliche Grundbildung
DDC Subject:550: Geowissenschaften, Geologie
License:InC 1.0
Language:German
Format:PDF document
URN:urn:nbn:de:hbz:6-66389487241
Permalink:http://nbn-resolving.de/urn:nbn:de:hbz:6-66389487241
Digital documents:MAG_Band_04.pdf
MAG_Band_04_Anhang.pdf
DownloadFiles:ZIP File

Taking into current literature of didactics of Geography, there is a lack of clear and coherent criteria concerning teaching-related experiments. Up to now there is a wide range of different criteria to refer to so that in concrete teaching situations the teachers’ own perception of how experiments should be used plays an important role. Against this background this paper firstly is meant to develop a workable definition of using experiments in Geography. Secondly this paper aims at analyzing and evaluating the results of six guided and standardized interviews with teachers on the subject of “Experiments in Geography lessons” based on the model of Didactical Reconstruction. These findings show that teachers are able to name main criteria for experiments, however the meaning of a control approach often seems to be unclear. Furthermore, the teachers‘ goal to achieve more precise clarity by using experiments partly correlates with the undifferentiated equating of experiments and models.