Quatre conceptions de la géographie scolaire : un modèle interprétatif des pratiques d’enseignement de la géographie ?
This paper presents the construction of a model aimed to interpret, from interviews and observations, the various practices of high-school geography teachers. A disciplinary model is composed of four distinct standards of finalities, conceptions of knowledge and geographical space and methods. These...
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| Format: | Article |
| Language: | German |
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Unité Mixte de Recherche 8504 Géographie-cités
2004-03-01
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| Series: | Cybergeo |
| Subjects: | |
| Online Access: | https://journals.openedition.org/cybergeo/4325 |
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| Summary: | This paper presents the construction of a model aimed to interpret, from interviews and observations, the various practices of high-school geography teachers. A disciplinary model is composed of four distinct standards of finalities, conceptions of knowledge and geographical space and methods. These four standards allow us to have a better understanding the teacher’s choices towards the contents and learning competences. |
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| ISSN: | 1278-3366 |