La formulación de buenas preguntas en didáctica de la geografía
Knowledge advances through the formulation of new and wise questions. The purpose of this paper is to show the importance of questioning and enquiry in the epistemological and pedagogic advancement of geography education. The aim of the paper is twofold: on the one hand, it reflects upon the nature...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/14797 |
| Acceso en línea: | http://hdl.handle.net/10256/14797 |
| Access Level: | acceso abierto |
| Palabra clave: | Geografia -- Ensenyament Geography -- Study and teaching Didàctica Teaching |
| Sumario: | Knowledge advances through the formulation of new and wise questions. The purpose of this paper is to show the importance of questioning and enquiry in the epistemological and pedagogic advancement of geography education. The aim of the paper is twofold: on the one hand, it reflects upon the nature of geography education and proposes a set of big issues or big geographical questions. On the other hand, it considers that the creation of good questions is of great pedagogical value as it helps students to understand complex issues. In this respect, the paper provides a guide for teachers on how to formulate good geographical questions and how to distinguish different levels of cognitive demand in questioning |
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