Articles | Volume 79, issue 1
https://doi.org/10.5194/gh-79-73-2024
https://doi.org/10.5194/gh-79-73-2024
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20 Mar 2024
Standard article |  | 20 Mar 2024

Von Stadt, Land, Fluss zur Nachhaltigkeitskunde: (Irr-)Wege der Ausgestaltung des Fachwissens in den Berliner Geographielehrplänen der letzten drei Jahrzehnte

Péter Bagoly-Simó

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Cited articles

Arbeitsgruppe Curriculum 2000+ (Hrsg.): Grundsätze und Empfehlungen für die Lehrplanarbeit im Schulfach Geographie, DGfG – Deutsche Gesellschaft für Geographie, https://www.geographie.uni-jena.de/geogrmedia/startseite/lehrstuehle/didaktik/links/curriculum2000.pdf (letzter Zugriff: 18. März 2024), 2003. 
Bagoly-Simó, P.: Tracing Sustainability: An International Comparison of ESD Implementation into Lower Secondary Education, J. Educ. Sustain. Dev., 7, 95–108, https://doi.org/10.1177/0973408213495610, 2013. 
Bagoly-Simó, P.: Tracing Sustainability: Concepts of Sustainable Development and Education for Sustainable Development in Lower Secondary Geography Curricula of International Selection, Int. Res. Geogr. Environ. Educ., 23, 126–141, https://doi.org/10.1080/10382046.2014.908525, 2014. 
Bagoly-Simó, P.: Geography's Unkept Promises of Education for Sustainable Development (ESD). On Geography's Wasted Potential to Educate for a More Sustainable Future, Int. Res. Geogr. Environ. Educ., 32, 53–68, https://doi.org/10.1080/10382046.2023.2158631, 2023. 
Bagoly-Simó, P. und Hartmann, J.: Are We Sustainable Yet? Results of a Longitudinal Curriculum Study by Means of Topic-Based Indicators, Zeitschrift für Geographiedidaktik|Journal of Geography Education (ZGD), 49, 130–148, https://doi.org/10.18452/23390, 2021. 
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Short summary
This article explores whether the reduction in geographical knowledge leads to better Education for Sustainable Development or to a general loss of quality in Geography teaching and learning.