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J18: GI_Forum Special Session: Spatial Approaches in Innovation Education
Donnerstag, 04.07.2019:
11:30 - 13:00

Chair der Sitzung: Inga Gryl
Ort: J - HS422

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Traffic Noise Education in Secondary School: From Basic Understanding to Active Engagement

Marcel Vorage

Pädagogische Hochschule Salzburg Stefan Zweig, Austria

Chronic exposure to sufficiently loud noise has detrimental effects on health, subjective well-being and concentration levels of both adults and children. Over two million people in Austria reside in areas where traffic noise surpasses the legal threshold for action. Hundreds of schools are also affected. A similar situation is present throughout large parts of the European Union. Because traffic noise can be heard and measured with relative ease, awareness among the general population is high. Publicly-funded data collection has occurred based on EU-regulation and reliable noise maps have become available online.

This paper aims to provide teachers with multidisciplinary tools to improve their students’ understanding of noise and suggest project ideas for students to choose depending on their strengths and affinities. The ultimate goal is to enable and motivate students to engage in informed spatial citizenship aiming to take action to support the sustainability of exposure to traffic noise.

The Approach of an Education for Innovativeness – Fostering Participation in Shaping Spaces and Societies

Claudia Scharf, Inga Gryl

Universität Duisburg-Essen, Deutschland

[An abstract will be given afterwards due to the contribution's status as a draft]

Potential Roles of Geomedia in Innovation Education.

Thomas Jekel1, Karin Golser1, Marcel Vorage2

1University of Salzburg, Österreich; 2University of Education, Salzburg

Innovation Education in secondary schools has become a buzzword for a few years now, mainly aimed at MINT subjects. However, even broad readers on the subject (e.g. Shavinina 2013), as well as subject specific examples have little evidence of the role geomedia, or spatial representations in general, has in innovation education. This paper explores existing avenues, but also potholes, that have been discussed in GI_Science, and links them to innovation education in the MINT-Subjects. It argues that while not widely applied so far, spatial perspectives have a prominent role to play in all dimensions of innovation education.

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