Global Learning in a Geography Course Using the Mystery Method as an Approach to Complex Issues

Year 2014, Volume: 4 Issue: 1, 58 - 70, 30.04.2014

Stefan Applıs

Abstract

In the study which is the foundation of this essay, the question is examined of whether the complexity
of global issues can be solved at the level of teaching methodology. In this context, the first qualitative
and constructive study was carried out which researches the Mystery Method using the ThinkingThrough-Geography
approach (David Leat, 1998). The research tool used was the Documentary
Method as applied by Ralf Bohnsack (2006), which is detailed enough to evaluate both explicit and
implicit student knowledge levels within complex teaching/learning frameworks. The study results
demonstrate that the purely cognitive research approaches are not able to reflect the complexity of the
student interactions at a teaching method level. In the research project it could be reconstructed that the
youths prefer complex teaching methods with a cooperative design when dealing with phenomena of
globalization as a result of the experiences in the Treatment (Applis, 2012).

Keywords

global learning, mystery-method, thinking-through-geography, cognitioncentered research, qualitative-reconstructive research, documentary method, secondary school, the textile industry

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