Reflection, Argumentation, and Participation through Geomedia: A Model of Emancipatory Use for Teacher Training

被引：0

作者：

Jekel, Thomas ^{[1
]}

Gryl, Inga ^{[1
]}

Lauffenburger, Melanie ^{[2
]}

Kanwischer, Detlef ^{[2
]}

Budke, Alexandra ^{[3
]}

Schulze, Uwe ^{[2
]}

机构：

[1] Univ Duisburg Essen, Fac Humanities, Essen, Germany

[2] Goethe Univ, Dept Human Geog, Frankfurt, Germany

[3] Univ Cologne, Inst Geog Educ, Cologne, Germany

来源：

JOURNAL OF GEOGRAPHY | 2025年 / 124卷 / 01期

关键词：

Geomedia education; social geomedia; teacher training; dimensions of competence; spatial citizenship; POLITICAL-PARTICIPATION; STUDENTS; GIS; ENGAGEMENT; KNOWLEDGE; EDUCATION; INTERNET; ONLINE;

D O I：

10.1080/00221341.2024.2432933

中图分类号：

P9 [自然地理学]; K9 [地理];

学科分类号：

0705 ; 070501 ;

摘要：

This paper discusses the changing needs for geomedia education in primary and secondary schools and, consequently, in teacher training. It provides a wide definition of geomedia, including digital and web geomedia, and their everyday uses. It also identifies dimensions of a competence model, based on an advanced concept of spatial citizenship education, that takes into account changing geomedia use with respect to the social realm and societal changes in a culture of digitality. We propose a structure beyond the technological domain of geomedia, centered on reflexivity, argumentation, and participation, discuss these dimensions' interrelations, and provide suggestions on how to implement these ideas in teacher training.

引用

页码：12 / 21

页数：10

共 10 条

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