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Teacher students‘ conceptions of progression in geographic argumentation

Teacher students‘ conceptions of progression in geographic argumentation. Prof.- Bbg Dr. Anke Uhlenwinkel. The Problem of Progression in Geography I. F1. The Problem of Progression in Geography II. F1. Standards. The New Berlin-Brandenburg syllabus I.

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Teacher students‘ conceptions of progression in geographic argumentation

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  1. Teacher students‘ conceptions of progression in geographic argumentation Prof.-Bbg Dr. Anke Uhlenwinkel

  2. The Problem of Progression in Geography I F1

  3. The Problem of Progression in Geography II F1

  4. Standards The New Berlin-Brandenburg syllabus I usinggeographicalandgeneralvaluesandnormstoevaluatefactsandprocesses criteria-basedjudgementofinformationfromthemedia usinggeographicalthinkingtoevaluatesituations, factsandprocesses F2

  5. Definition of Levels for Standard „usinggeographicalthinkingtoevaluatesituations, factsandprocesses“ The New Berlin-Brandenburg syllabusIi naminggeneralcriteriaforjudgements (balance, correctness, justification) describingsituations and factsfromoneperspective usinggeneralcriteriaforjudgements (balance, correctness, justification) describingsituations , facts, processes and developmentsfromtwoperspectives (pro and con) usingsubject-specificcriteriaforjudgements (ecological, economicandsocialappropriateness, relevancefor )thepresenceandthefuture, perspectiveness) describingsituations , facts, processes and developmentsfromfromseveralperspectives

  6. Toulmin‘smodeloftheStructureof Arguments

  7. data Question: Doesitmake sense tobuilt a wind turbine in a remote village in northern Togo? conclusion A wind turbinecouldsupplyenergyforthewholevillage and thus promote development. • rebuttal • suitable power linesforthevillage. • commitmenttoprogress warrant backing Arguments consistofconclusionsunderpinnedbyfacts. These havetobeunderpinnedbywarrants und limited byfurtherfacts and rebuttals. Rebuttal = pronouncedcondition.

  8. The Problem of Progression in Geography III

  9. Toulmin‘smodeloftheStructureof Arguments

  10. Student A - I

  11. Student A - Ii

  12. Student A - Iii

  13. Student A - Evaluation • Student A claims that his argumentation develops from „simple“ to „complex“. • His focus is the difference between (sensible) policies and freedom of choice. • He used two sources: a newspaper article and a teacher information sheet. • The lack of (powerful disciplinary) knowledge inhibits him from formulating a convincing progression in argumentation.

  14. Student B - I

  15. Student B - II

  16. Student B - III

  17. Student B - Evaluation • Student B describes the progression in her argumentation in three steps: • Explanation of the process of aging populations without using concrete numbers. • Impact of aging on the economy; usage of concrete numbers and more abstract terms (e. g. employment rate). • A change of perspective to the less commonly reflected impact on global warming, critical thinking. • She used eight sources: some statistics, some theoretical. • The acquisition of knowledge helped her to formulate a convincing progression in argumentation. • Shedid not useanygeographicalconcepts.

  18. usinggeneralcriteriaforjudgements (balance, correctness, justification) describingsituations , facts, processes and developmentsfromtwoperspectives (pro and con)

  19. muchasgracias ένχαριστώ dankjewel thankyou תודה merci teşekkürler vielen Dank muitoobrigada ďakujem

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