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Autor/inOberle, Alex
TitelAdvancing Students' Abilities through the Geo-Inquiry Process
QuelleIn: Journal of Geography, 119 (2020) 2, S.43-54 (12 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0022-1341
DOI10.1080/00221341.2019.1698641
SchlagwörterActive Learning; Inquiry; Geography Instruction; Local Issues; Citizen Participation; Self Efficacy; Skill Development; Advocacy; Problem Based Learning; Early Adolescents; State Standards; Student Projects; Middle School Students; Spatial Ability; Map Skills; Instructional Program Divisions; Visualization; Data Collection; Institutional Characteristics; Iowa
AbstractDesigned for middle school grades, the National Geographic Geo-Inquiry Process engages students in geographic inquiry that begins with formulating a question that addresses an issue in the local community and ends with taking informed action to advocate for a specific, concrete solution. This research employs a pretest and post-test in classrooms in five schools to assess changes in students' geography competencies, inquiry skills, and self-efficacy in civic engagement after undertaking a geo-inquiry project. In addition, this article provides a context for geo-inquiry to include its development, articulation with state standards, and example projects. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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