Geo-inquiry project: conceptual and didactic contributions to geographic reasoning
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Abstract
The development of geographic reasoning is one of the most relevant topics in contemporary geographic education. According to the scholarly literature, this subject is key to the formation of geographically informed citizens. However, there is a lack of empirical studies related to the development of geographic reasoning. The objective of this article is to present the results of research designed as a case study, whose purpose was to understand the conceptual and pedagogical contributions that support the development of geographic reasoning, through the application of the Geo-Inquiry project developed by the National Geographic Society (NGS). We worked in example educational settings in the Coquimbo Region, Chile. Methodologically, an analysis of the work done by the students was carried out. Among the main results, the Geo-Inquiry project process facilitates the process of geographic reasoning in a teaching/learning context.
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