Geographische Fachlichkeit – didaktische Erschließung durch Basiskonzepte

Abstract

Dabei sollen die den Fachgegenständen zugrunde liegende Komplexität erkannt und unter unterschiedlichen Perspektiven jeweils dekonstruiert werden. In diesem Artikel wird GEM am Beispiel des Brandrodungswanderfeldbaus und dem Problembeispiel – Bevölkerungsdruck / Raubbau im Tropischen Regenwald concepts The ability to grasp and understand complex problems and situations under a social science and scientific perspective – linked to a ‚human-environment interface‘ – is central regarding to an adequate specialist teaching in geography lessons and can be a challenge for (prospective) teacher. In order to meet this challenge, a geographical comprehension model (GEM) was developed, which is designed for the identification of subject related approaches and which starts before the didactic analysis. It can be used as an introduction to a subject analysis and is based on three basic key concepts (space, place, scale) . The aim is to structure problems and situations, i. e. topics, with a subject-didactic approach. In doing so, the underlying complexity of the topics should be recognised and made comprehensible from different perspectives. In this article, GEM is realized on the topic of “slash-and-burn shifting cultivation” and the example of “population pressure / overexploitation in the tropical