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GI_Forum 2017, Volume 5, Issue 1Journal 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 |
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DATUM, UNTERSCHRIFT / DATE, SIGNATURE
BANK AUSTRIA CREDITANSTALT, WIEN (IBAN AT04 1100 0006 2280 0100, BIC BKAUATWW), DEUTSCHE BANK MÜNCHEN (IBAN DE16 7007 0024 0238 8270 00, BIC DEUTDEDBMUC)
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GI_Forum 2017, Volume 5, Issue 1, pp. 270-281, 2017/06/30
Journal for Geographic Information Science
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