Phase models in human geography between scientific quality and everyday plausibility - Analysis of the empirical evidence and reception of selected models and reconstruction of the orientations of teachers (Mod.Ori)

人文地理学中科学质量与日常合理性之间的阶段模型 - 分析实证证据和所选模型的接受以及重建教师的方向（Mod.Ori）

• 批准号: 491893808
• 负责人: Professor Dr.-Ing. Christian Diller
• 金额: --
• 依托单位: Bereich Kommunale und Regionale Planung
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/491893808?language=en
• 关键词: Phase; models; human; geography; between

In the field of urban geography, some models have been established for years that appear plausible at first glance because they seem to accord with everyday observations, but which do not withstand a more precise empirical examination, especially with regard to their generalizability. Even in relatively well-examined research fields such as gentrification research, there is a lack of meta-analysis of research conceptions and approaches. Against this background, the present project aims to compare the international state of scientific discourse from a scientific point of view using four selected phase models from human geography as examples. This tension between intuitive plausibility and empirical evidence unfolds a didactic problem, too. For learners, models are essential for the acquisition of flexible, transferable and applicable knowledge. The reflected application of models can open doors to an understanding of science by promoting a differentiated understanding of a scientific way of thinking and working. In teaching, however, the use of models is usually limited as an illustrative medium. Therefore, the tension between the two is hardly discussed in the classroom, which contributes to a lack of model competence of the learners. It has been shown that this model application is connected with implicit orientations of teachers as part of the professional habitus, which are decisive for the actual practical implementation of subject/content knowledge and didactic knowledge. For research in subject-matter teaching and learning, empirical findings are available on what characterises model competence, but at the same time there is a central research gap as to which habitual patterns (guiding orientations) about teaching and learning on and with models of teachers determine the development of an elaborate understanding of models. Accordingly, the study consists of two consecutive project-phase. In Phase I the aim is to determine the empirical evidence of selected phase models. In this context, the international literature will be systematically analysed in depth and the resulting findings, challenges and perspectives will be discussed with experts for these models in individual interviews and workshops. In Phase II the focus is put on teachers. On the basis of group discussions, the participants' guiding orientations with regard to the use of models in class will be reconstructed as a habitual framework, which is essential for the use of scientific findings on geographical phase models on the one hand and didactic concepts for the promotion of model competence of learners on the other.

在城市地理学领域，一些模型已经建立多年，乍一看似乎是可信的，因为它们似乎符合日常观察，但它们经不起更精确的经验检验，特别是在概括性方面。即使在相对成熟的研究领域，如士绅化研究，也缺乏对研究概念和方法的荟萃分析。在此背景下，本项目旨在以人文地理学的四个阶段模型为例，从科学的角度比较科学话语的国际状况。直觉上的似是而非和经验证据之间的这种紧张关系也揭示了一个说教问题。对于学习者来说，模型对于获得灵活、可转移和适用的知识是必不可少的。模型的反映应用可以通过促进对科学思维和工作方式的区别理解来打开理解科学的大门。然而，在教学中，模型作为一种说明性媒介的使用通常是有限的。因此，两者之间的紧张关系在课堂上很少被讨论，这导致学习者缺乏模范能力。研究表明，这一模式的应用与教师作为职业习惯一部分的内隐取向有关，这种内隐取向对学科/内容知识和教学知识的实际应用具有决定性作用。对于学科教学的研究，有关于榜样能力特征的经验研究结果，但同时也存在着一个中心研究空白，即关于关于教师榜样的教与学的习惯模式(指导方向)决定了对榜样的详细理解的发展。因此，这项研究包括两个连续的项目阶段。在第一阶段，目的是确定选定阶段模型的经验证据。在这方面，将对国际文献进行系统深入的分析，并将在个别访谈和讲习班上与这些模式的专家讨论由此产生的结果、挑战和观点。在第二阶段，重点放在教师身上。在小组讨论的基础上，参与者关于在课堂上使用模型的指导方向将被重构为一个习惯性框架，这一方面对于使用地理阶段模型的科学发现是必要的，另一方面是为了提高学习者的模型能力的教学概念。