Deep Learning Opportunities in the Geography Classroom

Autor/in	Naidoo, Devika
Titel	Deep Learning Opportunities in the Geography Classroom
Quelle	In: South African Journal of Education, 41 (2021) 2, Artikel 1901 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Naidoo, Devika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Geography Instruction; Teaching Methods; Discourse Analysis; Classroom Communication; Pedagogical Content Knowledge; Grade 10; Grade 11; High School Students; Lesson Plans; Cognitive Development; Epistemology; Concept Formation; Learning Processes; Racial Differences; Academic Achievement; Foreign Countries; Social Change; Racial Segregation; National Curriculum; South Africa + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Klassengespräch; Pädagogische Kompetenz; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lesson planning; Unterrichtsplanung; Kognitive Entwicklung; Erkenntnistheorie; Concept learning; Begriffsbildung; Learning process; Lernprozess; Rassenunterschied; Schulleistung; Ausland; Sozialer Wandel; Rassentrennung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	From a cognitivist theory stance, domain-specific subject knowledge is necessary for deep learning and cognitive advance. What opportunities for deep learning and cognitive advance are provided in geography classrooms? This analysis of teaching in geography classrooms is framed by the concepts of deep learning, pedagogic discourse, and a curriculum of engagement. This article draws on Grade 10 and 11 lessons observed, recorded, transcribed, analysed and qualitatively interpreted. Analysis of pedagogic discourse shows diminished opportunities for deep learning and cognitive advance. Geography is being taught in less elaborated ways and more for compliance, thereby hindering deep learning of the epistemic structure of geography. Furthermore, surface features of the curriculum including knowledge as "given" have displaced attention to underlying principles and conceptual meanings. These practices deny learners access to deep learning of powerful knowledge. Implications for social equality and teacher education are raised. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01