Carina PETER, Philipps-Universität Marburg, Germany
Sandra SPRENGER, Universität Hamburg, Germany
Digital technologies have long influenced geography (Ash et al., 2016), e.g., quantitative modeling, GIS, digital mapping or remote sensing. Furthermore, digitalization presents many opportunities, but also challenges for society and the profession. This also entails tasks for the field of education. This presentation discusses how geography education can contribute to these opportunities and challenges from a subject- and education-specific perspective. The aims are to analyze digitalization in subject-specific frameworks and to point out fundamental structural and developmental lines. The key question is: Which aspects of subject-specific digitalization are included in the geographical school curricula and frameworks? In order to answer the research questions a content analysis of the terms associated with digitalization was conducted. First, literature was examined to derive categories and terms central to the broad field of subject-specific digitalization (e.g. Ditter et al. 2012; Kerski 2021; Krautter 2015) and summarize them as a matrix, which were used to analyzed digitalization in curricular and framework requirements. Second, aspects of subject-specific digitalization and terms associated with digitalization in curricular and framework requirements (n=57 documents) for different types of schools in every German federal state were analyzed. This was created by qualitative content analysis (Mayring 2015) and was used to deduce the extent to which the state of subject-specific digitalization is in line with the society’s requirements. In addition, insights into why digitalization is critical to geography education were derived.
Mots clés : digitalization|digital media|content analysis|curriculum analysis|geography education
A103184CP