Multiperspectivity as a process of understanding and reflection. Introduction to a model for perspective-taking in geography education.

Autor/inn/en	Vasiljuk, Dina; Budke, Alexandra
Titel	Multiperspectivity as a process of understanding and reflection. Introduction to a model for perspective-taking in geography education.
Quelle	In: European journal of investigation in health, psychology and education, 11 (2021) 2, S. 529-545 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2174-8144; 2254-9625
DOI	10.3390/ejihpe11020038
Schlagwörter	Kompetenz; Deutschland; Perspektive; Schüler; Unterricht; Didaktik; Kompetenz; Lehr-Lern-Forschung; Schüler; Lehr-Lern-Forschung; Didaktik; Unterrichtskonzeption; Unterricht; Literaturanalyse; Multiperspektivität; Verständnisförderung; Lösungskompetenz; Perspektive; Reflexionsvermögen; Studie; Studie; Deutschland
Abstract	Perspective-taking is an essential competency because it enables a better understanding of complex issues or conflicts with various actors and different points of view involved. However, no competency model for perspective-taking has been provided in geography education to date, which is why a respective model was developed in this study. The model was then applied by analysing 28 articles from four practice journals of geography education from German-speaking countries. This analysis focused on the dimensions of the perspective-taking competencies that were required by respective tasks within the lesson concepts. The results show that the tasks hardly promoted competence-oriented geography teaching in terms of perspective-taking. Therefore, the competency model could be a suitable tool for analysing and developing teaching materials that implement perspective-taking. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2022/3