"Island pictures" and "situation representations". Children's everyday perceptions as a challenge for teaching primary geography in the 21st century.

Autor/in	Schmeinck, Daniela
Titel	"Island pictures" and "situation representations". Children's everyday perceptions as a challenge for teaching primary geography in the 21st century.
Quelle	Aus: Reinfried, Sibylle (Hrsg.); Schleicher, Yvonne (Hrsg.); Rempfle, Armin (Hrsg.): Geographical views on Education for Sustainable Development. Proceedings. Lucerne-Symposium, Switzerland, July 29-31, 2007. Weingarten: Selbstverlag des Hochschulverbandes für Geographie und ihre Didaktik e.V. (2007) S. 151-157 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Geographiedidaktische Forschungen. 42
Beigaben	Abbildungen; Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-925319-29-7
Schlagwörter	Assoziation; Mind Map; Räumliche Bildvorstellung; Räumliche Wahrnehmung; Vorstellung (Psy); Assoziation; Geografieunterricht; Grundschule; Karte; Kartografie; Schüler; Welt; Grundschule; Primarbereich; Schüler; Landkarte; Geografieunterricht; Karte; Kartografie; Bildung für nachhaltige Entwicklung; Nachhaltige Entwicklung; Grundschulalter; Tagungsbeitrag; Welt
Abstract	What do primary school children think about the world? Do they know the world at all? Talking about "sustainable development" in primary school education should lead us to several questions concerning the perceptions and competencies of children. Why do some draw the world as an "island picture" or a "situation representation" while others are able to draw a detailed world map with numerous geographical information? Can primary school children understand the structure of the wide world without having direct and real experiences? By which age will it make sense to talk about foreign countries and the world in school? How can we enable children to have a more accurate and durable frame of reference for developing store of location. How can we enable them to understand the meaning of "sustainable development". The requirements for a Primary Geography Model for the 21st Century presented in this paper are based on the results of an actual study on children perceptions about the world. The paper discusses the implications of a global dimension into the learning and teaching of Primary School Geography for the creation of a learning environment, which supports the sustainable development of children's spatial representation and perception. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2023/1