Abstract

The dual factual and ethical dimension of learning in geography calls for consideration of how pupils in schools handle this complexity and how teachers might promote the development of ethical decision-making skills in the geography classroom. Proceeding from, and taking a new theoretical approach to, intuitive ethics, this article demonstrates the particular utility of the “trading game” as a learning setting for promoting ethical decision-making in the geography classroom. The researcher analysed the group discussions that took place subsequently to the use of the game via the documentary method, and, in line with reconstructive qualitative research practices, developed a typology that illuminated the decision-making logics driving pupils’ gameplay and their engagement with the dual complexity of factual and ethical learning in geography lessons. The findings point to implications for didactic and methodological practice with regard to the type-specific promotion and development of ethical decision-making in the geography classroom.

摘要

地理学习的双重事实和伦理维度要求考虑学校学生如何处理这种复杂性，以及教师如何促进地理课堂中伦理决策技能的发展。本文从直觉伦理学出发，并采用新的理论方法研究直觉伦理学，展示了“交易游戏”作为促进地理课堂伦理决策的学习环境的特殊效用。研究人员通过纪录片的方法分析了游戏使用后发生的小组讨论，并根据重构的定性研究实践，开发了一种类型学，阐明了驱动学生游戏玩法的决策逻辑以及他们参与地理课程中事实和道德学习的双重复杂性。研究结果指出了在地理课堂中伦理决策的特定类型促进和发展方面的教学和方法实践的影响。