Dewey's Concept of Experience for Inquiry-Based Landscape Drawing during Field Studies

Autor/inn/en	Tillmann, Alexander; Albrecht, Volker; Wunderlich, Jürgen
Titel	Dewey's Concept of Experience for Inquiry-Based Landscape Drawing during Field Studies
Quelle	In: Journal of Geography in Higher Education, 41 (2017) 3, S.383-402 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2017.1331206
Schlagwörter	Geography Instruction; Field Studies; Student Motivation; Freehand Drawing; Questionnaires; Student Attitudes; Epistemology; Educational Philosophy; Reflection; Notetaking; Inquiry; Skill Development; Concept Formation; Teaching Methods; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Praxisforschung; Schulische Motivation; Drawing; Zeichnen; Fragebogen; Schülerverhalten; Erkenntnistheorie; Bildungsphilosophie; Erziehungsphilosophie; Kompetenzentwicklung; Qualifikationsentwicklung; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Deutschland
Abstract	The epistemological and educational philosophy of John Dewey is used as a theoretical basis to analyze processes of knowledge construction during geographical field studies. The experience of landscape drawing as a method of inquiry and a starting point for research-based learning is empirically evaluated. The basic drawing skills are acquired through an online drawing course. The main aim is to foster the self-organized acquisition of relevant skills to explore, describe and reflect on subjective mental and linguistic concepts in relation to scientific landscape models. The results, based on an evaluation of the students' drawings, their responses to questionnaires and a review of students' "reflective notes", indicate that the approach motivated students to learn about the processes which formed the landscape and that the students perceived the method of inquiry after Dewey as a way to overcome cognitive dissonance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01