Links between threshold concepts, student interest and geoscience learning trajectories.

Autor/in	Trend, Roger
Titel	Links between threshold concepts, student interest and geoscience learning trajectories.
Quelle	Aus: Hemmer, Ingrid (Hrsg.); Hemmer, Michael (Hrsg.): Schülerinteresse an Themen, Regionen und Arbeitsweisen des Geographieunterrichts. Ergebnisse der empirischen Forschung und deren Konsequenzen für die Unterrichtspraxis. Weingarten: Selbstverlag des Hochschulverbandes für Geographie und ihre Didaktik e.V. (2010) S. 249-269 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Geographiedidaktische Forschungen. 46
Beigaben	Abbildungen; Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-925319-34-1
Schlagwörter	Interessenforschung; Schüler; Interesse; Lernen; Didaktik; Geowissenschaften; Großbritannien
Abstract	Three strands of research literature are considered together in the context of UK childre's and teacher' geoscience understanding. The focus is on temporal change in interest and conceptualisation: how do interest and conceptual learning influence each other and what theoretical models can be used to illuminate our understanding of these processes? Furthermore, to what extent can the recent literature on threshold concepts contribute towards a developing geoscience pedagogy? The three broad areas of theory are first outlined: interest, threshold concepts and trajectories in interest and conceptualisation. The potential interconnectedness of these theories is then introduced in relation to a 4-phase model of developing interest. Each set of ideas is then examined in relation to selected geoscience concepts, notably geological (deep) time. A range of student and teacher geoscience interests is outlined, followed by a brief critique of conceptual change and threshold concepts with reference to deep time, including the suggestion that threshold concept theory may have greater power in higher education contexts than in schools and informal education. The third broad area of theory, temporal change, is used to integrate the previous two areas. The 4-phase model of developing interest is developed to include examples of conceptual change, thereby integrating ideas of interest and threshold concepts in a temporal framework. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2023/1