Download - Apresentação freiburg 23_ag13-30
Significant Learning in ESD guidelines for the use of fieldwork strategies
to promote Critical Spatial Thinking
Experience-based Geography Learning2012 Symposium, 22-25 August
Freiburg, Germany
Vânia Carlos (University of Aveiro) | [email protected] Cachinho (University of Lisbon) | [email protected]
Significant learning experiences? Critical Spatial Thinking? Education for Sustainable Development?
Introduction
What are the main principles to implement ESD? What characterizes reference teacher and learning
strategies, on the scope for ESD? What defines significant learning? What are the existent significant learning taxonomies? What are the Critical Spatial Thinking (CST) skills? Which concepts and reasoning processes are essential in
CST? What are the main difficulties to promote CST skills? Which student´s CST skills are most relevant to promote, on
the scope for ESD?
Research Questions
Literature Review
Focus Group
Methodology
ESD principles- collaboration and dialogue- engaging the ‘whole system’- developing innovate curriculum as well as teaching and learning
experiences- improving active and participatory learning (Unesco, 2009)
Lucerne Declaration- Geographical interdisciplinary competences in SD- Criteria for the selection of geographical themes- Criteria for the selection of geographical areas (Lucerne
Declaration, 2007)
Education for Sustainable Development (ESD) Guidelines
- “to focus on problems, to evaluate alternatives, to calculate risks- to perceive complex cause-effect relations and dynamics- to reflect about side effects and consequences that are to be expected from an action- to think in systems and complex networks- to find, evaluate, process and use information with appropriate methods- to respect other views and opinions- to think about and evaluate one’s own personal motives- to give one’s own life sense and an ethical basis- to contribute to common tasks with one’s own competencies- to commit to environmental planning and projects- to evaluate one’s own actions and their results- to perceive life-long learning as an enrichment of one’s quality of life- to perceive problems and phenomena from different perspectives- to flexibly apply different methods to solve problems- to relate local and regional experiences to global phenomena”
Lucerne Declaration: Interdisciplinary competencies
to enhance SD
Lucerne Declaration, 2007, pp. 245-246
Students’ experiences, interests and preconceptionsSignificance for the individual, people, culture and the environmentIllustrative examplesBalance Selection of Geographic Themes- Major issues in the contemporary world- Geographical perception of space, place and environment- Geographical ways of looking at spatial organization Selection of Geographic Areas- Variety in spatial extent- Topographical coverage (Lucerne Declaration, 2007)
Lucerne Declaration: geographical themes and areas
Significant Learning Taxonomy (Fink, 2003)
- Application - Integration- Human Dimension- Caring
Significant Learning
Ennis Taxonomy of Critical Thinking (1985)
Critical Thinking
http://pegiflynt.com/images/criticalThinkingSkills.png
Spatial Thinking
National Research Council (2006)
http://www.teachspatial.org/finding-spatial/6485&docid
Jo, I. & Bednarz, S. (2009)
Spatial Thinking
http://www.teachspatial.org/finding-spatial/6486&docid
Spatial Thinking
Janelle, D. G. and M. F. Goodchild (2011)
- Primary concept- Subsidiary concepts- Problems- Tools and
measurements- Key references
http://www.teachspatial.org/finding-spatial/449&docid
Fieldwork
Issue-based fieldwork using the route to enquiry (Job, 1999)
(factual and values enquiry)- Observation and perception- Definition and description- Analysis and explanation- Prediction and evaluation- Decision-makingPersonal evaluation and judgementPersonal response
Questions/challenge Geographical competences , CST and ESD?
Focus Group
Difficulties of teaching CST- Purpose of education (content / skills, competences,
values)- CT is not explicitly worked in schools- Lack of teacher training- “Do ‘we’ want students to think?”- Takes time and effort/practice- Inferiority of ST
Focus Group
CT dispositions- Try to be well informed- Having an open mind- Take a position (and
change) CT abilities- Focusing on one issue- Analyze arguments - Make and evaluate
inferences (generalizing, …)
ST concepts- scale, space, territory, place- distance and routes- location- spatial dependence- “thirdspace” or lived places
ST reasoning processes- scaling and levels of
conceptualization - generalization and
relativization, - spatial perception- summarizing
Focus Group
Geographical competences- The development of the ability to think geographically- The correct use of graphic and cartographic techniques - The predisposition to be geographically well informed - The relativization of the importance of the place where the individual
lives Geographical learning goals- The student develops fieldwork for the collection of data needed to
understand places and physical and human phenomena- The student identifies and uses arguments based on the discussion of
environmental and social issues- The student evaluates alternative views on interventions in the territory
Characterization of Pedagogical Practice towards CST in ESD
Characterization of Pedagogical Practice towards CST in ESD
A Taxonomy of Critical Spatial Thinking…
Further development
Thanks, Danke, Obrigada!