Year: 2025
Type: article
Abstract: In the context of civic education, teaching map-based argumentation skills is essential to enable learners to participate in finding solutions to social challenges. Based on the assumption that teachers’ beliefs have a significant influence on lesson design and thus on students’ learning success, a study was conducted to investigate the beliefs of geography teachers regarding their conceptual understanding of map-based argumentation. An analysis of the interviews made it possible to categorize various conceptual understandings and showed that the majority of geography teachers have a rudimentary understanding of the concept or one that deviates from the didactic understanding of the concept. As a result, the teachers ascribe insufficient importance to map-based argumentation skills. In conclusion, the resulting consequences for teaching practice were discussed, and starting points for optimizing the implementation of the concept were identified.
Authors: Isabelle Sophie Kunze, Alexandra Budke
Institution: University of Cologne
Language: English
Subfield: Geography, Planning and Development
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,190
Funder: Universität zu Köln
OpenAlex ID: W4416606331