Investigating Change in Young People's Understandings of Japan: A Study of Learning about a Distant Place

Autor/in	Taylor, Liz
Titel	Investigating Change in Young People's Understandings of Japan: A Study of Learning about a Distant Place
Quelle	In: British Educational Research Journal, 37 (2011) 6, S.1033-1054 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1080/01411926.2010.521235
Schlagwörter	Qualitative Research; Geography Instruction; Adolescents; Foreign Countries; Case Studies; Cultural Awareness; Transfer of Training; Cognitive Processes; Classification; Learning Activities; Longitudinal Studies; Japan; United Kingdom (England) + Suchen Sie Ihr Suchwort? Qualitative Forschung; Geography education; Geography lessons; Geografieunterricht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Case study; Fallstudie; Case Study; Cultural identity; Kulturelle Identität; Training; Transfer; Ausbildung; Cognitive process; Kognitiver Prozess; Classification system; Klassifikation; Klassifikationssystem; Lernaktivität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This article demonstrates how a set of complementary qualitative methods can be used to construct a detailed picture not only of the nature of young people's representations of a distant place but the processes of learning by which such representations develop over the medium term. The analysis is based on an interpretive case study of a class of 13- to 14-year-olds in England learning about Japan as part of their geography curriculum. The findings identify three processes through which students' representations of Japan became more detailed and nuanced over time: transfer of existing knowledge from other locational contexts to the distant place; active connection with new information; and processing of that information through categorisation and category refinement. Evidence from the study suggests the potential for learning activities designed to encourage these processes and highlights the need for additional longitudinal research in geography education. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10