How geography textbook tasks promote comparison competency. An international analysis.

Autor/inn/en	Marine, Simon; Budke, Alexandra
Titel	How geography textbook tasks promote comparison competency. An international analysis.
Quelle	In: Sustainability, 12 (2020) 20, S. 1-19 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2071-1050
DOI	10.3390/su12208344
Schlagwörter	Kompetenz; Ländervergleich; Vergleich; Schüler; Didaktik; Schulbuch; Schulbuchforschung; Unterricht; Deutschland; England; Frankreich
Abstract	Comparison is an important competency for gaining and linking knowledge. It can be learned in geography classes to help students understand complex concepts and develop autonomous geographical thinking. However, [the authors] do not currently have any model to assess comparison as a competency in geography classes. In addition, little is known about how textbook tasks promote comparison competency. Therefore, in this study, a competency model for comparison in geography education was developed. It consists of four dimensions of comparison competency, which relate either to the mastering of comparison processes or to content-related elements of comparisons. Then, via a qualitative content analysis and descriptive statistics, the competency model was used to assess which dimensions of comparison competency were featured in 981 tasks from 20 German, English and French textbooks. Results showed that comparison tasks largely failed to promote autonomous and argumentative comparison process planning. However, numerous tasks performed better on the content-related aspects of comparison. Thus, the competency model presented in this study is a valuable tool to assess and enhance comparison competency in geography education and to promote students' autonomous geographical thinking. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2022/3