Prof. Dr. Peter Bagoly-Simo

Profil

Zusammenfassung

Peter Bagoly-Simo forscht zu Geographiedidaktik und Bildung für nachhaltige Entwicklung (BNE), mit Fokus auf deren Umsetzung in Lehrplänen, Schulbüchern und Lehrerausbildung. Er untersucht, wie geografisches Wissen in der Schule vermittelt wird und entwickelt Konzepte, um BNE wirksamer in den Unterricht zu integrieren. Seine Expertise umfasst vergleichende Curriculumforschung und die Analyse von Lehrmaterialien im internationalen Kontext.

Skills

Name

Prof. Dr. Peter Bagoly-Simo

Titel

Prof. Dr.

Fakultät

Mathematisch-Naturwissenschaftliche Fakultät

Institut

Geographisches Institut

Arbeitsgruppe

Didaktik der Geographie

E-Mail

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HU-FIS-Profil

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Zuletzt gescrapt

28.6.2026, 01:02:47

• Digitalisierung der Zeitschrift für Geographiedidaktik

  Quelle ↗

  Förderer: Andere Hochschulfördergesellschaften Zeitraum: 08/2018 - 12/2020 Projektleitung: Prof. Dr. Peter Bagoly-Simo

• Entwicklung von Indikatoren zur Erfassung von BNE für den schulischen Bildungsbereich, Teilprojekt Curricula und Lehrkräftebildung II

  Quelle ↗

  Förderer: Bundesministerium für Forschung, Technologie und Raumfahrt Zeitraum: 01/2019 - 12/2021 Projektleitung: Prof. Dr. Peter Bagoly-Simo

• Young People On the Global Stage

  Quelle ↗

  Zeitraum: 09/2013 - 09/2016 Projektleitung: Prof. Dr. Peter Bagoly-Simo

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• Youth studies: an introduction

  2014

  Children s Geographies · 125 Zitationen · DOI

  Youth Studies by Andy Furlong aims to be an easily accessible, jargon-free, and clearly written introduction to concepts, theories, and trends of the fast growing field of youth studies. Coming fro...

• Student Employability and its Implications for Geography Curricula and Learning Practices

  2011

  Journal of Geography in Higher Education · 95 Zitationen · DOI

  The nature and mission of universities have changed over the past two decades. The move towards mass education with decreased levels of state support has come with greater levels of accountability to stakeholders, including students, employers and the state itself. Graduates are expected to exhibit greater degrees of employability: that is they are more likely to gain and maintain employment, and to progress in workplaces and build careers. In this paper, we discuss the varying mixes of geographical knowledge, technical competencies and personal attributes that graduates require, before examining the implications on the design of geography curricula and learning practices.

• Tracing sustainability: Education for Sustainable Development in the lower secondary geography curricula of Germany, Romania, and Mexico

  2014

  International Research in Geographical and Environmental Education · 50 Zitationen · DOI

  Over the last two decades Education for Sustainable Development (ESD) has received increasing attention. Due to the close affinity that geography as a school subject shares with both theoretical constructs and methodologies of ESD, geography has assumed a key position in the implementation of ESD in formal education. Still, little attention has so far been paid to the specific geographical understanding of (E)SD as implemented in geography curricula as the official frameworks of formal education. Twenty years after the Earth Summit and five years after the Lucerne Declaration, this paper now takes a closer look at three approaches of conceptualizing sustainable development (SD) and implementing ESD in lower secondary geography curricula by means of mixed methods. The sample consisted of lower secondary geography curricula from Bavaria (Germany), Romania, and Mexico. The results show that despite the existence of both the Agenda 21 as a general guideline and various subject-specific ESD frameworks such as the Lucerne Declaration, national geography curricula construct different SD concepts. Elements of ESD are subject to neoliberal, Marxist-materialistic, or post-colonial ideological interpretation. In spite of geography's close affinity to theoretical constructs of (E)SD, lower secondary geography curricula not always foster ESD.

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