Udforskning af danske geografilæreres undervisningsfaglighed, når de underviser i vejrets dannelse og klimaforandringer: teaching weather formation and climate change

Publikation: Bidrag til tidsskriftTidsskriftsartikelForskningpeer review

Abstract

Weather formation and climate change is an important topic in the geography curriculum in Danish schools. It helps students to acquire knowledge and skills, but also prepares them for active citizenship. This “dual perspective” might be a complex task to embrace, but it is not well described in research. A case study of four Danish geography teachers was conducted, including interviews and classroom observations. The findings revealed three major themes related to the teachers’ pedagogical content knowledge (PCK): (1) they considered weather formation and climate change to be a difficult topic, (2) they regarded it as a value-laden topic, and (3) they had strikingly different ways of teaching the topic. The teachers emphasised the dual perspective to various degrees, including a knowledge dimension and students’ commitment and visions for the future. Students action experiences was however not an issue.
Bidragets oversatte titelUdforskning af danske geografilæreres undervisningsfaglighed, når de underviser i vejrets dannelse og klimaforandringer
OriginalsprogEngelsk
TidsskriftInternational Research in Geographical and Environmental Education
Vol/bind27
Udgave nummer3
Sider (fra-til)267-280
Antal sider14
ISSN1038-2046
DOI
StatusUdgivet - 2018

Emneord

  • Læring, pædagogik og undervisning

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