Las nuevas corrientes geográficas y didácticas y su repercusión en el proceso de enseñanza-aprendizaje de la geografía : el caso de la geografía urbana
DOI:
https://doi.org/10.5944/etfvi.12.1999.2568Abstract
Las tendencias de la ciencia geográfica y los modelos psicopedagógicos del aprendizaje han fragmentado el proceso didáctico de la enseñanza de la Geografía, dificultando la elaboración de un curriculum geográfico unitario. La aplicación de esta problemática al campo de la Geografía Urbana, permite comprobar, mediante diversos ejemplos, integrados en los principales paradigmas del pensamiento geográfico contemporáneo, cómo los aspectos teóricos, metodológicos y de transmisión didáctica de esta materia de estudio, se hallan fraccionados en áreas de conocimiento dispar, derivados de un origen epistemológico y de modelo didáctico diferenciado.
The trends in geographical science and the psychoeducational models oí learning have divided the didactic process of Geography teaching, making it more difficult to agree on a single Geography curriculum. The application of these problems to the field of Urban Geography, throuhg various examples integrated in the principal paradigms of contemporary geographical thought, allows a study to be made of how aspects of theory, metodology and didactic transmission of this study subject are divided into sepárate áreas of knowledge, derived from different epistemológica! sources, and from different didactic models.
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