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)

在城市地理学领域，一些已经建立多年的模型初看起来似乎是可信的，因为它们似乎与日常观察雅阁，但它们经不起更精确的实证检验，特别是关于它们的普遍性。即使在相对成熟的研究领域，如绅士化研究，也缺乏对研究概念和方法的元分析。在此背景下，本项目的目的是从科学的角度比较科学话语的国际状态，使用四个选定的阶段模型从人文地理学为例。直觉的可解释性和经验证据之间的这种紧张关系也揭示了一个教学问题。对于学习者来说，模型对于获得灵活、可转移和适用的知识至关重要。模型的反映应用可以通过促进对科学思维和工作方式的差异化理解，为理解科学打开大门。然而，在教学中，模型的使用通常仅限于作为说明性媒介。因此，这两者之间的紧张关系在课堂上很少讨论，这导致了学习者缺乏榜样能力。它已被证明，这种模式的应用程序与教师的专业习性，这是决定性的学科/内容知识和教学知识的实际实施的一部分的内隐取向。对于学科教学的研究，经验研究结果是什么特征的模型能力，但在同一时间有一个中心的研究空白，哪些习惯模式（指导方向）的教学和学习上，并与模型的教师决定的发展，一个详细的理解模型。因此，本研究包括两个连续的项目阶段。在第一阶段，目的是确定选定的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中与这些模式的专家讨论由此产生的结论、挑战和前景。第二阶段的重点是教师。在小组讨论的基础上，参与者对模型在课堂上的使用的指导方向将被重建为一个习惯性的框架，这是必要的，一方面使用地理阶段模型的科学研究成果，另一方面教学理念，以促进学习者的模型能力。

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.