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Teacher students‘ conceptions of progression in geographic argumentation

Explore the problem of progression in geographic argumentation and how students can develop their skills using Toulmin's model. The study delves into the evaluation of facts, processes, and situations using geographical thinking and criteria-based judgment. Students progress from basic to complex argumentation, utilizing sources and acquiring knowledge to strengthen their arguments.

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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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