Promoting an Advanced Understanding of Space/Place

Empirical Insights Regarding Milestones and Obstacles in Conceptual Learning Processes

Abstract

Despite great potential, the concepts of space/place have been underrepresented both in teaching practice and in subject-didactic research. This qualitative study aims to empirically investigate key conceptual learning processes, including milestones and obstacles to learning, that occur while acquiring an advanced understanding of space/place. For this purpose, grade 12 students were videotaped while undergoing a 90-minute treatment involving a gradual approach to the concepts of space/place. Using qualitative content analysis of variance-maximized learning pathways, a variety of conceptually relevant learning processes were identified. Both milestones (e.g., synthesis of concepts) and obstacles were distilled (e.g., interferences with other key concepts). Lastly, suggestions for further research are derived.