Erfassung diagnostischer Fähigkeiten von Geographielehrkräften im Bereich des systemischen Denkens: Eine qualitative Analyse auf Basis von Videovignetten

Systems thinking is divided into the dimensions of system organisation and system-adequate action intentions to act. Studies show that learners without targeted support have a weak understanding of systems, but this can be improved through appropiate learning environments. In this context, the "Habits of a System Thinker" serve as a (diagnostic) tool, conveying process-related learning strategies.
To adequately promote learners in systemic thinking, teachers must possess subject-specific diagnostic skills. Previous studies on diagnostics have limited applicability, creating a research gap in geography education. This study investigates the subject-specific diagnostic skills of geography teachers using validated video vignettes. The results show a holistic diagnosis, quality differences, and the influence of professional knowledge, offering insights for the further development of diagnostic process models.

XIX, 630 pages

Permalinks
URN: urn:nbn:de:hbz:6-39878591955
DOI: 10.17879/39878590497

ISBN
978-3-8405-0321-4

Language
German