Algumas consideracoes sobre como feedback e estrutura podem ajudar criancas a aprendar geografia

Abstract

In 2009 Hattie presented his intriguing book ‘Visible Leaning’ , the result of 15 years’ research and synthesizes over 800 meta-analyses relating to the factors that influence achievement of school-aged students. It builds a story about the power of teachers and the importance of feedback and structure. The question is, however: How do we realize this in the domain specific context of geography? After some information about ‘Visible Learning’ and some remarks about geography teaching, this article describes two small experiments in which student teachers trained students’ learning abilities using feedback respectively structure.