• Adrijana Car – Thomas Jekel – Josef Strobl – Gerald Griesebner (Eds.)

GI_Forum 2017, Volume 5, Issue 1

Journal for Geographic Information Science

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Verlag der Österreichischen Akademie der Wissenschaften
Austrian Academy of Sciences Press
A-1011 Wien, Dr. Ignaz Seipel-Platz 2
Tel. +43-1-515 81/DW 3420, Fax +43-1-515 81/DW 3400
https://verlag.oeaw.ac.at, e-mail: verlag@oeaw.ac.at

GI_Forum publishes high quality original research across the transdisciplinary field of Geographic Information Science (GIScience). The journal provides a platform for dialogue among GI-Scientists and educators, technologists and critical thinkers in an ongoing effort to advance the field and ultimately contribute to the creation of an informed GISociety. Submissions concentrate on innovation in education, science, methodology and technologies in the spatial domain and their role towards a more just, ethical and sustainable science and society. GI_Forum implements the policy of open access publication after a double-blind peer review process through a highly international team of seasoned scientists for quality assurance. Special emphasis is put on actively supporting young scientists through formative reviews of their submissions. Only English language contributions are published.

Starting 2016, GI_Forum publishes two issues a Year.
Joumal Information is available at: GI-Forum
GI_Forum is listed on the Directory of Open Access Journals (DOAJ)

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GI_Forum 2017, Volume 5, Issue 1

ISSN 2308-1708
Online Edition

ISBN 978-3-7001-8158-3
Online Edition



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Verlag der Österreichischen Akademie der Wissenschaften
Austrian Academy of Sciences Press
A-1011 Wien, Dr. Ignaz Seipel-Platz 2,
Tel. +43-1-515 81/DW 3420, Fax +43-1-515 81/DW 3400
https://verlag.oeaw.ac.at, e-mail: bestellung.verlag@oeaw.ac.at
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Hypothesis-Generation and Innovativeness. A Videography-based Analysis of Lay Hypothesis-Generation in Secondary-School Education

    Thomas Jekel, Marissa Lehner

GI_Forum 2017, Volume 5, Issue 1, pp. 270-281, 2017/06/30

Journal for Geographic Information Science

doi: 10.1553/giscience2017_01_s270

doi: 10.1553/giscience2017_01_s270


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doi:10.1553/giscience2017_01_s270



doi:10.1553/giscience2017_01_s270

Abstract

Aspects of fostering innovativeness within secondary-school geography education have scarcely been studied. We therefore have little knowledge of where to start when teaching and learning to use spatialized and animated data to develop innovations. This study reports on lay users’ strategies to develop hypotheses within the Gapminder world environment using screencapture (OCAM and QuickTime Player) and oral descriptions of hypothesis-generation for CO2 emissions. Videography as a method based on ethnography (Tuma et al., 2013) is used for analysis and interpretation. These lay strategies form the basis of modified teaching processes that actually foster innovativeness within the technical knowledge domain of STEM subjects.

Keywords: innovation, education, hypothesis generation, videography

Published Online: 2017/06/30 11:52:22

Object Identifier: 0xc1aa5572 0x00369da4

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Rights: https://creativecommons.org/licenses/by-nd/4.0/