Development of geographical thinking in teacher training: conceptualization, reflection and implications
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Ateliê Geográfico |
Texto Completo: | https://revistas.ufg.br/atelie/article/view/74027 |
Resumo: | This article analyzes the knowledge possessed by future geography teachers at a university in the south of Chile about the development of geographic thinking based on the application of a structured questionnaire that focused on consulting on three key aspects of the latest pedagogical practice of the students; namely, these are: 1) Conceptualization of geographical thinking and second-order learning of this meta-concept assigned via lottery; 2) Difficulties evidenced to develop these concepts in the geography class; and 3) the suggestion of didactic proposals to impart the intended learning in an innovative way. Methodologically, content analysis was used to evaluate the responses of the applied instrument. It is concluded that the consulted concepts are defined from a descriptive geographic paradigm, that the main didactic problems enunciated are linked to the predominance of the traditional teaching of geography and that the different suggested didactic strategies are centered on a socio-constructivist model; however, there is no specific evidence to foresee defined methodologies that enable the development of geographic thought from the didactic and epistemic foundations of the geographic discipline. Keywords: Didactics of geography. Geographical thinking. Teacher training. |
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Development of geographical thinking in teacher training: conceptualization, reflection and implicationsDesarrollo del pensamiento geográfico en la formación del profesorado: conceptualización, reflexión e implicacionesDesarrollo del pensamiento geográfico en la formación del profesorado: conceptualización, reflexión e implicacionesThis article analyzes the knowledge possessed by future geography teachers at a university in the south of Chile about the development of geographic thinking based on the application of a structured questionnaire that focused on consulting on three key aspects of the latest pedagogical practice of the students; namely, these are: 1) Conceptualization of geographical thinking and second-order learning of this meta-concept assigned via lottery; 2) Difficulties evidenced to develop these concepts in the geography class; and 3) the suggestion of didactic proposals to impart the intended learning in an innovative way. Methodologically, content analysis was used to evaluate the responses of the applied instrument. It is concluded that the consulted concepts are defined from a descriptive geographic paradigm, that the main didactic problems enunciated are linked to the predominance of the traditional teaching of geography and that the different suggested didactic strategies are centered on a socio-constructivist model; however, there is no specific evidence to foresee defined methodologies that enable the development of geographic thought from the didactic and epistemic foundations of the geographic discipline. Keywords: Didactics of geography. Geographical thinking. Teacher training.En este artículo se analizan los conocimientos que poseen los futuros profesores de geografía de una universidad del sur de Chile sobre el desarrollo del pensamiento geográfico a partir de la aplicación de un cuestionario estructurado que se focalizó en consultar sobre tres aspectos claves de la última práctica pedagógica de los estudiantes; a saber, estos son: 1) Conceptualización de pensamiento geográfico y de un aprendizaje de segundo orden de este metaconcepto asignado vía sorteo; 2) Dificultades evidenciadas para desarrollar dichos conceptos en la clase de geografía; y 3) la sugerencia de propuestas didácticas para impartir los aprendizajes destinados de forma innovadora. Metodológicamente, se utilizó el análisis de contenido para evaluar las respuestas del instrumento aplicado. Se concluye que los conceptos consultados son definidos desde un paradigma geográfico descriptivo, que los principales problemas didácticos enunciados se vinculan con el predominio de la enseñanza tradicional de la geografía y que las diferentes estrategias didácticas sugeridas están centradas en un modelo socio-constructivista; sin embargo, no hay evidencias específicas que permitan prever metodologías definidas que posibiliten el desarrollo del pensamiento geográfico desde los fundamentos didácticos y epistémicos propios de la disciplina geográfica. Palabras clave: Didáctica de la geografía. Pensamiento geográfico. Formación de profesores. En este artículo se analizan los conocimientos que poseen los futuros profesores de geografía de una universidad del sur de Chile sobre el desarrollo del pensamiento geográfico a partir de la aplicación de un cuestionario estructurado que se focalizó en consultar sobre tres aspectos claves de la última práctica pedagógica de los estudiantes; a saber, estos son: 1) Conceptualización de pensamiento geográfico y de un aprendizaje de segundo orden de este metaconcepto asignado vía sorteo; 2) Dificultades evidenciadas para desarrollar dichos conceptos en la clase de geografía; y 3) la sugerencia de propuestas didácticas para impartir los aprendizajes destinados de forma innovadora. Metodológicamente, se utilizó el análisis de contenido para evaluar las respuestas del instrumento aplicado. Se concluye que los conceptos consultados son definidos desde un paradigma geográfico descriptivo, que los principales problemas didácticos enunciados se vinculan con el predominio de la enseñanza tradicional de la geografía y que las diferentes estrategias didácticas sugeridas están centradas en un modelo socio-constructivista; sin embargo, no hay evidencias específicas que permitan prever metodologías definidas que posibiliten el desarrollo del pensamiento geográfico desde los fundamentos didácticos y epistémicos propios de la disciplina geográfica. Palabras clave: Didáctica de la geografía. Pensamiento geográfico. Formación de profesores.Universidade Federal de Goiás2023-04-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufg.br/atelie/article/view/7402710.5216/ag.v17i1.74027Ateliê Geográfico Journal; Vol. 17 No. 1 (2023); 69 - 86Ateliê Geográfico; Vol. 17 Núm. 1 (2023); 69 - 86Ateliê Geográfico; v. 17 n. 1 (2023); 69 - 861982-1956reponame:Ateliê Geográficoinstname:Universidade Federal de Goiás (UFG)instacron:UFGspahttps://revistas.ufg.br/atelie/article/view/74027/39918Copyright (c) 2023 Ateliê Geográficoinfo:eu-repo/semantics/openAccessHumberto Álvarez Sepúlveda2023-06-23T14:57:35Zoai:ojs.revistas.ufg.br:article/74027Revistahttps://www.revistas.ufg.br/ateliePUBhttps://www.revistas.ufg.br/atelie/oairevista.ateliegeografico@gmail.com || deniscastilho@hotmail.com || laracristineufg@yahoo.com.br1982-19561982-1956opendoar:2024-05-21T19:55:42.827396Ateliê Geográfico - Universidade Federal de Goiás (UFG)true |
dc.title.none.fl_str_mv |
Development of geographical thinking in teacher training: conceptualization, reflection and implications Desarrollo del pensamiento geográfico en la formación del profesorado: conceptualización, reflexión e implicaciones Desarrollo del pensamiento geográfico en la formación del profesorado: conceptualización, reflexión e implicaciones |
title |
Development of geographical thinking in teacher training: conceptualization, reflection and implications |
spellingShingle |
Development of geographical thinking in teacher training: conceptualization, reflection and implications Humberto Álvarez Sepúlveda |
title_short |
Development of geographical thinking in teacher training: conceptualization, reflection and implications |
title_full |
Development of geographical thinking in teacher training: conceptualization, reflection and implications |
title_fullStr |
Development of geographical thinking in teacher training: conceptualization, reflection and implications |
title_full_unstemmed |
Development of geographical thinking in teacher training: conceptualization, reflection and implications |
title_sort |
Development of geographical thinking in teacher training: conceptualization, reflection and implications |
author |
Humberto Álvarez Sepúlveda |
author_facet |
Humberto Álvarez Sepúlveda |
author_role |
author |
dc.contributor.author.fl_str_mv |
Humberto Álvarez Sepúlveda |
description |
This article analyzes the knowledge possessed by future geography teachers at a university in the south of Chile about the development of geographic thinking based on the application of a structured questionnaire that focused on consulting on three key aspects of the latest pedagogical practice of the students; namely, these are: 1) Conceptualization of geographical thinking and second-order learning of this meta-concept assigned via lottery; 2) Difficulties evidenced to develop these concepts in the geography class; and 3) the suggestion of didactic proposals to impart the intended learning in an innovative way. Methodologically, content analysis was used to evaluate the responses of the applied instrument. It is concluded that the consulted concepts are defined from a descriptive geographic paradigm, that the main didactic problems enunciated are linked to the predominance of the traditional teaching of geography and that the different suggested didactic strategies are centered on a socio-constructivist model; however, there is no specific evidence to foresee defined methodologies that enable the development of geographic thought from the didactic and epistemic foundations of the geographic discipline. Keywords: Didactics of geography. Geographical thinking. Teacher training. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-04-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.ufg.br/atelie/article/view/74027 10.5216/ag.v17i1.74027 |
url |
https://revistas.ufg.br/atelie/article/view/74027 |
identifier_str_mv |
10.5216/ag.v17i1.74027 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://revistas.ufg.br/atelie/article/view/74027/39918 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Ateliê Geográfico info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Ateliê Geográfico |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
Ateliê Geográfico Journal; Vol. 17 No. 1 (2023); 69 - 86 Ateliê Geográfico; Vol. 17 Núm. 1 (2023); 69 - 86 Ateliê Geográfico; v. 17 n. 1 (2023); 69 - 86 1982-1956 reponame:Ateliê Geográfico instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Ateliê Geográfico |
collection |
Ateliê Geográfico |
repository.name.fl_str_mv |
Ateliê Geográfico - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
revista.ateliegeografico@gmail.com || deniscastilho@hotmail.com || laracristineufg@yahoo.com.br |
_version_ |
1799874837862154240 |