Conveying the Theories of Space Through Gaming. Instructions for Playfully Light Ontologies of Space

Abstract

The paradigm pluralism of Geography, which has added impetus to the discipline over the past 60 years, led to an exponential increase in debate about the ontology of space depending on the research context. These contexts present a challenge for students when they embark on their studies of Geography. The article addresses the question of how extensive geographical debate about the ontology of space can be adequately incorporated into scientific teaching, to ensure that students understand the relations between scientific spatial theories and social spatial practices. To answer this question, the article first considers didactic works on the implementation of a versatile understanding of space in school teaching. Second, inspired by game research, the paper proposes a framework for teaching spatial concepts to bachelor students of Geography in their first year.