Geography of Education for situated teaching: Pedagogical experimentation in public high school students of Third-Middle grade (ISCED 3) in San Antonio, Chile
In this doctoral thesis, educational phenomenon and school education programmes are comprehended from an interdisciplinary theoretical construction, which reconceptualizes in a geographical sense the concept of situated learning and defines common areas where the students are learning, or about wher...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Chile |
| OAI Identifier: | oai:repositorio.anid.cl:10533/253007 |
| Acceso en línea: | https://hdl.handle.net/10533/253007 |
| Access Level: | acceso abierto |
| Palabra clave: | Ciencias Sociales Geografía Económica y Social Otras Especialidades de la Geografía Económica y Social |
| Sumario: | In this doctoral thesis, educational phenomenon and school education programmes are comprehended from an interdisciplinary theoretical construction, which reconceptualizes in a geographical sense the concept of situated learning and defines common areas where the students are learning, or about where they could learn based on a territorial approach. This study looks to describe, compare, and interpret, in different geographic scales, the primary forms, durations, and extensions of the “learnency surfaces”, of Third-Middle grade students (ISCED 3) of the Chilean seaport of San Antonio, in the Valparaiso region. For this data obtained were used in 2018 from public high schools with diverse performance and economic vulnerability, measured by official statistics. The research process yielded much casuistic information, useful for pedagogical work. In general, this study found that students from schools with a low level of vulnerability and with better academic performance (Group 1) had higher expectations, identify themselves more with their country, and move with more frequency out of their local territory, for which they had more objections and qualms than students from schools with a high level of vulnerability and low learning achievement and more vulnerability (Group 2). Group 1 also was proved to be more critical about their interpersonal relationships and their student performance showed a greater connection with urban spaces and a less rootedness with rural areas and natural landscape units. Once demonstrated the methodological workability on these “learnency surfaces”, this study projects their use on the development of strategies for genuinely situated teaching, through a didactic model of geographic research and pedagogical experimentation with regional scope. |
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