Formulation of Subject-Related Relationships

An Intervention Study on the Effect of Linguistic Scaffolds on Causal Language Actions in Geography Lessons

Abstract

This article uses a quantitative survey to investigate the ability of students to relate spatial information in a linguistic and factual way. It examines the effectiveness of scaffolds on the thinking and verbalization of complex processes in order to find out how to promote causal language actions as a basic operation of networking thinking and a prerequisite for understanding cause-effect relationships. The results will be used to derive technical language implications and supporting measures for geography lessons.