Journalartikel

Jahr der Veröffentlichung: 2014

Seiten: 28-35

Zeitschrift: Geography

Bandnummer: 99

ISSN: 0016-7487

eISSN: 2043-6564

Verlag: Taylor and Francis Group

Abstract: 
Geography is usually viewed as the world subject. Geographers take pride in being the ones who take a look at how different people live in different parts of the world, often in very different circumstances. Therefore, it may come as something of a surprise to discover that geographers and especially geography educationists tend not to perceive what people from other countries, who have the same professional background, think, discuss or do. This may be due to two factors: first, much of the literature on educational questions continues to be published in the native languages of respective countries; and, second, because education still takes place within rather constrained national frameworks. Considering the global contexts in which our students live, these factors may not justify such mutual disregard. This article blends ideas and views from quite different national settings - mainly British, French and German - in order to discuss the opportunities and challenges of teaching conceptual understanding in geography in schools and elsewhere. It takes a look at developments in education in France with particular reference to the introduction of croquis and schemas, and discusses the implications of these learning approaches.

Harvard-Zitierstil: Uhlenwinkel, A. (2014) Factual knowledge and conceptual understanding, Geography, 99, pp. 28-35

APA-Zitierstil: Uhlenwinkel, A. (2014). Factual knowledge and conceptual understanding. Geography. 99, 28-35.