Journalartikel

Jahr der Veröffentlichung: 2016

Seiten: 12-23

Zeitschrift: Journal of Geography

Bandnummer: 115

Heftnummer: 1

ISSN: 0022-1341

eISSN: 1752-6868

DOI Link: https://doi.org/10.1080/00221341.2015.1016546

Verlag: Taylor and Francis Group

Abstract: 
In spite of various actions, the implementation of GIS (geographic information systems) in German schools is still very low. In the presented research, teaching experts as well as teaching novices were presented with empirically based constraints for implementation stemming from an earlier survey. In the process of various group discussions, the participants developed ideas for overcoming the constraints in the field of continuing teacher education among others. These ideas were used to create empirically based strategies for the future design of training activities in continuing education of teachers while taking these constraints into account. These strategies were later validated externally by comparing them to empirical findings on effects of training activities in continuing teacher education in general and empirical findings on GIS implementation from other studies.

Harvard-Zitierstil: Hoehnle, S., Foegele, J., Mehren, R. and Schubert, J. (2016) GIS Teacher Training: Empirically-Based Indicators of Effectiveness, Journal of Geography, 115(1), pp. 12-23. https://doi.org/10.1080/00221341.2015.1016546

APA-Zitierstil: Hoehnle, S., Foegele, J., Mehren, R., & Schubert, J. (2016). GIS Teacher Training: Empirically-Based Indicators of Effectiveness. Journal of Geography. 115(1), 12-23. https://doi.org/10.1080/00221341.2015.1016546