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

Yıl 2014, Cilt: 4 Sayı: 1, 58 - 70, 30.04.2014

Öz

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).

Kaynakça

  • Althof, W. & M. Berkowitz (2006): „Moral education and character education: their relationship and roles in citizenship education“ Journal of Moral Education, 35, 495– 518.
  • Applis, S. & Ulrich-Riedhammer, M. (2013). Ethisches Argumentieren als Herausforderung. Praxis Geographie 2014(3), 24-29.
  • Applis, S. (2012). Wertorientierter Geographieunterricht im Kontext Globales Lernen. Theoretische Fundierung und empirische Untersuchung mit der dokumentarischen Methode. Weingarten: Selbstverlag des Hochschulverbandes für Geographie und ihre Didaktik.
  • Asbrand, B. (2009). Wissen und Handeln in der Weltgesellschaft. Eine qualitativ-rekonstruktive Studie zum Globalen Lernen in der Schule und in der außerschulischen Jugendarbeit. Münster: Waxmann.
  • Bascom, J. (2011). Geographic Literacy and Moral Formation among University Students. Review of International Geographical Education Online 1(2), 92-112.
  • Bohnsack, R. (2003): Rekonstruktive Sozialforschung - Einführung in qualitative Methoden. Opladen: Leske u. Budrich.
  • Bohnsack, R. (Ed.) (2006): Das Gruppendiskussionsverfahren in der Forschungspraxis. Opladen.
  • Bohnsack, R. & Nentwig-Geesemann, I. (Eds.)(2010). Dokumentarische Evaluationsforschung: Theoretische Grundlagen und Beispiele aus der Praxis. Opladen: Barbara Budrich.
  • Chang Rundgren, S.-N. & Rundgren, C.-J. (2010). SEE-SEP: From a separate to a holistic view of socioscientific issues. Asia-Pacific Forum on Science Learning and Teaching, 11(1), Article 2.
  • DGfG - German Geographical Society (Ed.) 2012. Educational Standards in Geography fort he Intermediate School Certificate – with sample assignments. Berlin: German Geographical Society.
  • Eggert, S. & Bögeholz, S. (2010). Students´ Use of Decision-Making Strategies With Regard to Socioscientific Issues - An Application of the Rasch Partial Credit Model. Science Education, 94(2), 230-258.
  • Gresch, H., Hasselhorn, M. & Bögeholz, S. (2011). Training in Decision-Making Strategies: An Approach to Enhance Student´s Competence to Deal with Socioscientific Issues. International Journal of Science Education
  • Heidbrink, H. (2008). Einführung in die Moralpsychologie. Weinheim
  • Hößle, C. (2001): Moralische Urteilsfähigkeit. Eine Interventionsstudie zur moralischen Urteilsfähigkeit von Schülern zum Thema Gentechnik. Innsbruck.
  • Husen T. & Postlethwaite T. N. (Eds.) International Encyclopedia of Education. Supplement Volume 1. Pergamon Press, Oxford: 162–163.
  • Leat, D. (1998). Thinking Through Geography. Chris Kingston Publishing. Cambridge.
  • Kohlberg, L. (1976). Moral Stages and Moralization: The cognitive-Developmental Approach.
  • Lickona, T. (Ed.): Moral Development and Behaviour. Theory, Research and Social Issuses. New York: Rinehart and Winston, 32-53.
  • Kohlberg, L. (1986). Moral Development. International Encyclopedia of the Social Sciences. New York: Crowell, Collier and Macmillan, 483-494.
  • Kerr, D. (2003). „Citizenship education in Eng-land: the making of a new subject“, Online Journal for Social Science Education, 2(2)
  • Lind, G. & Nowak, E. (2014). Kohlberg’s unnoticed dilemma – The external assessment of internal moral competence? B. Zizek, D. Garz & E. Nowak (Eds.), Kohlberg Revisited. Rotterdam: Sense Publisher.
  • Loader, C. & Kettler, D. (2001). Karl Mannheim's Sociology as Political Education New Brunswick and London: Transaction.
  • Loos, P. & Schäffer, B. (2001). Das Gruppendiskussionsverfahren. Theoretische Grundlagen und empirische Anwendung. Opladen: Barbara Budrich.
  • Luhmann, N. (1997). Die Gesellschaft der Gesellschaft. Bd.1 u. Bd. 2. Frankfurt a. M
  • Mangold, W. (1960). Gegenstand und Methode des Gruppendiskussionsverfahrens. Aus der Arbeit des Instituts für Sozialforschung. Frankfurt/Main: Europäische Verlagsanstalt.
  • Mannheim, K. (1952). Wissenssoziologie. Mannheim, K. (Ed.). Ideologie und Utopie (227- 267). Frankfurt a. M.: Suhrkamp.
  • Mannheim, K. (1964). Beiträge zur Theorie der Weltanschauungsinterpretation. In: Mannheim, K. (Ed.). Wissenssoziologie (p. 91-154.) Neuwied: Vittorio Klostermann.
  • Meja, V. & Stehr, N (Eds) (1990). Knowledge and Politics. The Sociology of Knowledge Dispute, London: Routledge & Kegan Paul.
  • Nentwig-Gesemann, I. (2010): Dokumentarische Evaluationsforschung, rekonstruktive Qualitätsforschung und Perspektiven für die Qualitätsentwicklung. Bohnsack, Ralf &
  • Nentwig-Geesemann, I. (Eds.). Dokumentarische Evaluationsforschung: Theoretische Grundlagen und Beispiele aus der Praxis. Opladen: VS-Verlag.
  • Nichols, A., Kinninment, D. & Leat, D. (2001). More Thinking Through Geography. Cambridge: Chris Kingston Publishing.
  • Nowak, E., Schrader, D. & Zizek, B. (Eds.) (2013), Educating competencies for democracy. Frankfurt a.M.: Peter Lang Verlag.
  • Patton, M.Q. (2000): Utilization-Focused Evaluation. Stufflebeam, D. (Ed.): Evaluation models. Viewpoints on Educational and Human Services Evaluation (p. 425-438). Boston/Dordrecht/London: Kluwer Academic
  • Prehn, K. (2013). Moral judgment competence: A re-evaluation of the Dual-Aspect Theory based on recent neuroscientific research. Nowak, E., Schrader D. & Zizek, B. (Eds.). Educating competencies for democracy (pp. 9 – 22). Frankfurt a. M.: Peter Lang Verlag.
  • Pike, G. (2008). Citizenship Education in a Global Context. O’Sullivan, M. & Pashby, K. (Ed. (2008): Citizenship Education in the Era of Globalization. Canadian Perspectives (p. 41-52). Rotterdam/Taipei.
  • Pike, G. & Selby, D. (1998). Global teacher – Global learner. London
  • Rawls, J. (2001). Justice as Fairness. A Restatement. Cambridge, Massachusetts: Belknap Press.
  • Rhode-Jüchtern, T. (1995). Der Dilemma-Diskurs. Ein Konzept zum Erkennen, Ertragen und Entwickeln von Werten im Geographieunterricht. Geographie und Schule, 17(96), 17- 27.
  • Rose-Krasnor, L. (1997): The nature of social competence: A theoretical review. Social Development, 1997(6), 111-135.
  • Rubin, K.H./Bukowski, W./Parker, J. (2006): Peer interactions, relationships, and groups. Eisenberg, N. (Ed.): Handbook of child psychology: Social, emotional, and personality development (pp. 571-645). New York: Wiley
  • Sadler, T. D. & Zeidler, D. L. (2004). The Morality of Socioscientific Issues: Construal and Resolution of Genetic Engineering Dilemmas. Science Education, 88(1), 4–27
  • Sanchez, J.G. (2011). Teaching Geography for a Sustainable World: A Case Study of a Secondary School in Spain. Review of International Geographical Education Online 1(2), 158-182.
  • Sandel, M. (2013). What Money Can't Buy: The Moral Limits of Markets by Sandel. London: Penguin.
  • Stake, R. E. (2004): Standard-Based & Responsive Evaluation. London, New Delhi: Sage, Thousand Oakes.
  • Scheunpflug, A. & Schröck, N. (2002). Globales Lernen. Stuttgart: Brot für die Welt.
  • Schreiber, J.R. (1999): Konzepte des Globalen Lernens als pädagogische Antwort auf die Globalisierung- Paper presented at the 52th Deutscher Geographentag Hamburg, Fachsitzung Dritte Welt- Eine Welt - Globalisierung im Erdkundeunterricht.
  • Singer, P. (2010). The Life You Can Save. New York: Random House Paperback.
  • Singer, P. (2002). One world. The Ethics of Globalization. New Haven: Yale University Press.
  • Vankan, L. (2003). Towards a New Way of Learning and Teaching in Geographical Education. International Research in Geographical and Environmental Education 12(1), 59-63.
  • Van der Schee, J., Leat, D. & Vankan, L. (2006). Effects of the Use of Thinking Through Geography Strategies. Research in Geographical and Environmental Education 15(2), 124-133.
Yıl 2014, Cilt: 4 Sayı: 1, 58 - 70, 30.04.2014

Öz

Kaynakça

  • Althof, W. & M. Berkowitz (2006): „Moral education and character education: their relationship and roles in citizenship education“ Journal of Moral Education, 35, 495– 518.
  • Applis, S. & Ulrich-Riedhammer, M. (2013). Ethisches Argumentieren als Herausforderung. Praxis Geographie 2014(3), 24-29.
  • Applis, S. (2012). Wertorientierter Geographieunterricht im Kontext Globales Lernen. Theoretische Fundierung und empirische Untersuchung mit der dokumentarischen Methode. Weingarten: Selbstverlag des Hochschulverbandes für Geographie und ihre Didaktik.
  • Asbrand, B. (2009). Wissen und Handeln in der Weltgesellschaft. Eine qualitativ-rekonstruktive Studie zum Globalen Lernen in der Schule und in der außerschulischen Jugendarbeit. Münster: Waxmann.
  • Bascom, J. (2011). Geographic Literacy and Moral Formation among University Students. Review of International Geographical Education Online 1(2), 92-112.
  • Bohnsack, R. (2003): Rekonstruktive Sozialforschung - Einführung in qualitative Methoden. Opladen: Leske u. Budrich.
  • Bohnsack, R. (Ed.) (2006): Das Gruppendiskussionsverfahren in der Forschungspraxis. Opladen.
  • Bohnsack, R. & Nentwig-Geesemann, I. (Eds.)(2010). Dokumentarische Evaluationsforschung: Theoretische Grundlagen und Beispiele aus der Praxis. Opladen: Barbara Budrich.
  • Chang Rundgren, S.-N. & Rundgren, C.-J. (2010). SEE-SEP: From a separate to a holistic view of socioscientific issues. Asia-Pacific Forum on Science Learning and Teaching, 11(1), Article 2.
  • DGfG - German Geographical Society (Ed.) 2012. Educational Standards in Geography fort he Intermediate School Certificate – with sample assignments. Berlin: German Geographical Society.
  • Eggert, S. & Bögeholz, S. (2010). Students´ Use of Decision-Making Strategies With Regard to Socioscientific Issues - An Application of the Rasch Partial Credit Model. Science Education, 94(2), 230-258.
  • Gresch, H., Hasselhorn, M. & Bögeholz, S. (2011). Training in Decision-Making Strategies: An Approach to Enhance Student´s Competence to Deal with Socioscientific Issues. International Journal of Science Education
  • Heidbrink, H. (2008). Einführung in die Moralpsychologie. Weinheim
  • Hößle, C. (2001): Moralische Urteilsfähigkeit. Eine Interventionsstudie zur moralischen Urteilsfähigkeit von Schülern zum Thema Gentechnik. Innsbruck.
  • Husen T. & Postlethwaite T. N. (Eds.) International Encyclopedia of Education. Supplement Volume 1. Pergamon Press, Oxford: 162–163.
  • Leat, D. (1998). Thinking Through Geography. Chris Kingston Publishing. Cambridge.
  • Kohlberg, L. (1976). Moral Stages and Moralization: The cognitive-Developmental Approach.
  • Lickona, T. (Ed.): Moral Development and Behaviour. Theory, Research and Social Issuses. New York: Rinehart and Winston, 32-53.
  • Kohlberg, L. (1986). Moral Development. International Encyclopedia of the Social Sciences. New York: Crowell, Collier and Macmillan, 483-494.
  • Kerr, D. (2003). „Citizenship education in Eng-land: the making of a new subject“, Online Journal for Social Science Education, 2(2)
  • Lind, G. & Nowak, E. (2014). Kohlberg’s unnoticed dilemma – The external assessment of internal moral competence? B. Zizek, D. Garz & E. Nowak (Eds.), Kohlberg Revisited. Rotterdam: Sense Publisher.
  • Loader, C. & Kettler, D. (2001). Karl Mannheim's Sociology as Political Education New Brunswick and London: Transaction.
  • Loos, P. & Schäffer, B. (2001). Das Gruppendiskussionsverfahren. Theoretische Grundlagen und empirische Anwendung. Opladen: Barbara Budrich.
  • Luhmann, N. (1997). Die Gesellschaft der Gesellschaft. Bd.1 u. Bd. 2. Frankfurt a. M
  • Mangold, W. (1960). Gegenstand und Methode des Gruppendiskussionsverfahrens. Aus der Arbeit des Instituts für Sozialforschung. Frankfurt/Main: Europäische Verlagsanstalt.
  • Mannheim, K. (1952). Wissenssoziologie. Mannheim, K. (Ed.). Ideologie und Utopie (227- 267). Frankfurt a. M.: Suhrkamp.
  • Mannheim, K. (1964). Beiträge zur Theorie der Weltanschauungsinterpretation. In: Mannheim, K. (Ed.). Wissenssoziologie (p. 91-154.) Neuwied: Vittorio Klostermann.
  • Meja, V. & Stehr, N (Eds) (1990). Knowledge and Politics. The Sociology of Knowledge Dispute, London: Routledge & Kegan Paul.
  • Nentwig-Gesemann, I. (2010): Dokumentarische Evaluationsforschung, rekonstruktive Qualitätsforschung und Perspektiven für die Qualitätsentwicklung. Bohnsack, Ralf &
  • Nentwig-Geesemann, I. (Eds.). Dokumentarische Evaluationsforschung: Theoretische Grundlagen und Beispiele aus der Praxis. Opladen: VS-Verlag.
  • Nichols, A., Kinninment, D. & Leat, D. (2001). More Thinking Through Geography. Cambridge: Chris Kingston Publishing.
  • Nowak, E., Schrader, D. & Zizek, B. (Eds.) (2013), Educating competencies for democracy. Frankfurt a.M.: Peter Lang Verlag.
  • Patton, M.Q. (2000): Utilization-Focused Evaluation. Stufflebeam, D. (Ed.): Evaluation models. Viewpoints on Educational and Human Services Evaluation (p. 425-438). Boston/Dordrecht/London: Kluwer Academic
  • Prehn, K. (2013). Moral judgment competence: A re-evaluation of the Dual-Aspect Theory based on recent neuroscientific research. Nowak, E., Schrader D. & Zizek, B. (Eds.). Educating competencies for democracy (pp. 9 – 22). Frankfurt a. M.: Peter Lang Verlag.
  • Pike, G. (2008). Citizenship Education in a Global Context. O’Sullivan, M. & Pashby, K. (Ed. (2008): Citizenship Education in the Era of Globalization. Canadian Perspectives (p. 41-52). Rotterdam/Taipei.
  • Pike, G. & Selby, D. (1998). Global teacher – Global learner. London
  • Rawls, J. (2001). Justice as Fairness. A Restatement. Cambridge, Massachusetts: Belknap Press.
  • Rhode-Jüchtern, T. (1995). Der Dilemma-Diskurs. Ein Konzept zum Erkennen, Ertragen und Entwickeln von Werten im Geographieunterricht. Geographie und Schule, 17(96), 17- 27.
  • Rose-Krasnor, L. (1997): The nature of social competence: A theoretical review. Social Development, 1997(6), 111-135.
  • Rubin, K.H./Bukowski, W./Parker, J. (2006): Peer interactions, relationships, and groups. Eisenberg, N. (Ed.): Handbook of child psychology: Social, emotional, and personality development (pp. 571-645). New York: Wiley
  • Sadler, T. D. & Zeidler, D. L. (2004). The Morality of Socioscientific Issues: Construal and Resolution of Genetic Engineering Dilemmas. Science Education, 88(1), 4–27
  • Sanchez, J.G. (2011). Teaching Geography for a Sustainable World: A Case Study of a Secondary School in Spain. Review of International Geographical Education Online 1(2), 158-182.
  • Sandel, M. (2013). What Money Can't Buy: The Moral Limits of Markets by Sandel. London: Penguin.
  • Stake, R. E. (2004): Standard-Based & Responsive Evaluation. London, New Delhi: Sage, Thousand Oakes.
  • Scheunpflug, A. & Schröck, N. (2002). Globales Lernen. Stuttgart: Brot für die Welt.
  • Schreiber, J.R. (1999): Konzepte des Globalen Lernens als pädagogische Antwort auf die Globalisierung- Paper presented at the 52th Deutscher Geographentag Hamburg, Fachsitzung Dritte Welt- Eine Welt - Globalisierung im Erdkundeunterricht.
  • Singer, P. (2010). The Life You Can Save. New York: Random House Paperback.
  • Singer, P. (2002). One world. The Ethics of Globalization. New Haven: Yale University Press.
  • Vankan, L. (2003). Towards a New Way of Learning and Teaching in Geographical Education. International Research in Geographical and Environmental Education 12(1), 59-63.
  • Van der Schee, J., Leat, D. & Vankan, L. (2006). Effects of the Use of Thinking Through Geography Strategies. Research in Geographical and Environmental Education 15(2), 124-133.
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Stefan Applıs Bu kişi benim

Yayımlanma Tarihi 30 Nisan 2014
Gönderilme Tarihi 12 Aralık 2013
Kabul Tarihi 26 Şubat 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 4 Sayı: 1

Kaynak Göster

APA Applıs, S. (2014). Global Learning in a Geography Course Using the Mystery Method as an Approach to Complex Issues. Review of International Geographical Education Online, 4(1), 58-70.
AMA Applıs S. Global Learning in a Geography Course Using the Mystery Method as an Approach to Complex Issues. Review of International Geographical Education Online. Nisan 2014;4(1):58-70.
Chicago Applıs, Stefan. “Global Learning in a Geography Course Using the Mystery Method As an Approach to Complex Issues”. Review of International Geographical Education Online 4, sy. 1 (Nisan 2014): 58-70.
EndNote Applıs S (01 Nisan 2014) Global Learning in a Geography Course Using the Mystery Method as an Approach to Complex Issues. Review of International Geographical Education Online 4 1 58–70.
IEEE S. Applıs, “Global Learning in a Geography Course Using the Mystery Method as an Approach to Complex Issues”, Review of International Geographical Education Online, c. 4, sy. 1, ss. 58–70, 2014.
ISNAD Applıs, Stefan. “Global Learning in a Geography Course Using the Mystery Method As an Approach to Complex Issues”. Review of International Geographical Education Online 4/1 (Nisan 2014), 58-70.
JAMA Applıs S. Global Learning in a Geography Course Using the Mystery Method as an Approach to Complex Issues. Review of International Geographical Education Online. 2014;4:58–70.
MLA Applıs, Stefan. “Global Learning in a Geography Course Using the Mystery Method As an Approach to Complex Issues”. Review of International Geographical Education Online, c. 4, sy. 1, 2014, ss. 58-70.
Vancouver Applıs S. Global Learning in a Geography Course Using the Mystery Method as an Approach to Complex Issues. Review of International Geographical Education Online. 2014;4(1):58-70.