Prof. Dr. Peter Bagoly-Simo
Profil
Forschungsthemen4
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
Zukünftige Lehrer für den Planeten. Leistungsstarkes Wissen für ein besseres ESD in der Lehrerausbildung
Quelle ↗Zeitraum: 10/2019 - 06/2021 Projektleitung: Prof. Dr. Peter Bagoly-Simo, Barbara Richter
Mögliche Industrie-Partner10
Stand: 26.4.2026, 19:48:44 (Top-K=20, Min-Cosine=0.4)
- 1 Treffer50.2%
- VA: The Future and Promises of International Assessment (15.09.16 - 16.09.16)T50.2%
- VA: The Future and Promises of International Assessment (15.09.16 - 16.09.16)
- 1 Treffer47.0%
- Zuwendung im Rahmen des Programms „exist – Existenzgründungen aus der Wissenschaft“ aus dem Bundeshaushalt, Einzelplan 09, Kapitel 02, Titel 68607, Haushaltsjahr 2026, sowie aus Mitteln des Europäischen Strukturfonds (hier Euro-päischer Sozialfonds Plus – ESF Plus) Förderperiode 2021-2027 – Kofinanzierung für das Vorhaben: „exist Women“T47.0%
- Zuwendung im Rahmen des Programms „exist – Existenzgründungen aus der Wissenschaft“ aus dem Bundeshaushalt, Einzelplan 09, Kapitel 02, Titel 68607, Haushaltsjahr 2026, sowie aus Mitteln des Europäischen Strukturfonds (hier Euro-päischer Sozialfonds Plus – ESF Plus) Förderperiode 2021-2027 – Kofinanzierung für das Vorhaben: „exist Women“
- 1 Treffer46.6%
- European Network for Junior Researchers in the Field of Plurilingualism and Education (ENROPE)T46.6%
- European Network for Junior Researchers in the Field of Plurilingualism and Education (ENROPE)
- 1 Treffer45.9%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige SchülerT45.9%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler
Ecole Pouchet
T1 Treffer45.9%- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige SchülerT45.9%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler
- 1 Treffer45.9%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige SchülerT45.9%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler
- 1 Treffer45.9%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige SchülerT45.9%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler
- 1 Treffer45.9%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige SchülerT45.9%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler
- 1 Treffer45.9%
- Professionalisierung in der Deutsch-als-Zweitsprache-Förderung für geflüchtete Menschen mit LernschwierigkeitenT45.9%
- Professionalisierung in der Deutsch-als-Zweitsprache-Förderung für geflüchtete Menschen mit Lernschwierigkeiten
- Ark of Inquiry: Inquiry Activities for Youth over EuropeT45.3%
- Ark of Inquiry: Inquiry Activities for Youth over Europe
Publikationen25
Top 25 nach Zitationen — Quelle: OpenAlex (BAAI/bge-m3 embedded für Matching).
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...
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.
International Research in Geographical and Environmental Education · 49 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.
Journal of Education for Sustainable Development · 42 Zitationen · DOI
With the progress of the DESD, increasing numbers of researchers have been developing indicators to effectively measure the implementation of ESD in formal, informal and non-formal education. This paper aims to measure the implementation of ESD in secondary school curricula in three countries carrying the fingerprints of a developed (Germany), post-colonial (Mexico) and post-socialist (Romania) condition. The authors tested a set of four indicators measuring the depth and breadth of implementation. The results show that ESD continues to exist as (hyper-) specialized add-on knowledge in an overcrowded curriculum ( Jucker, 2011 ) that seems to further differentiate between high- and low-status knowledge ( Williams, 2008 ). The tested indicators offer an insight into the depth and breadth of ESD implementation across the entire curriculum.
Journal of Geography in Higher Education · 25 Zitationen · DOI
To achieve a deep and wide implementation of Education for Sustainable Development (ESD) into all forms of education, the capacity of educators and trainers needs to be increased. This paper describes the curricular architecture of a master’s program in Geography with an emphasis on ESD. Based on a first feedback given by graduates, the paper discusses both strengths and weaknesses of the program.
Tijdschrift voor Economische en Sociale Geografie · 24 Zitationen · DOI
This paper aims to explore some of the changes affecting the teaching and learning of secondary geography as a result of the COVID-19 pandemic. In doing so, it sets a focus on geographical knowledge and its alteration in times of extraordinary measures to diagnose its challenges. Against the background of current debates on competence- and standard-based education from the sociology and history of education as well as from geography education, problem-centred interviews served to explore the perspectives of 15 German secondary school teachers on the alterations their Geography teaching suffered since the COVID-19 lockdown. Analytical categories were general challenges, communication with stakeholders, educational media usage, and the role of COVID-19 in geographical knowledge acquisition. The results uncovered, along with systemic challenges, two main areas in need of consideration to redefine subject-specific knowledge in times of competence-based education, namely geography teachers' professional identity and perspectives on the role of geographical competencies.
International Research in Geographical and Environmental Education · 20 Zitationen · DOI
For decades, geography has claimed to be the school subject with a unique and powerful contribution to Environmental Education and, subsequently, Education for Sustainable Development. Empirical evidence seems to support this agenda showcasing that geographical knowledge, defined as human-environment interaction, can better equip students with the knowledge required in relation to ESD-topics and thus help to work towards a more sustainable future than any other school subject. However, despite the efforts of the last three decades, there is a clear gap between the claim and the reality of geography’s role in ESD. Therefore, using the case of Germany, this article discusses three dimensions of this gap to assist geography in making the meaningful contribution to young people’s lives that it has promised for decades.
Journal of Geography · 14 Zitationen · DOI
Textbooks are an important tool for teaching and learning in high school geography classrooms. But what sort of picture do they provide of places that are different and distant from the countries in which they are published? This study explores this question through a concise analysis of a widely used American world geography textbook, with a focus on the ways the postsocialist transformation societies of Eastern Europe are understood. The results are contrasted with those from textbooks used in Switzerland and Spain. One of the main findings is that school geography textbooks reflect the social norms, values, and priorities of their places of publication.
International Research in Geographical and Environmental Education · 13 Zitationen · DOI
Palgrave Macmillan US eBooks · 9 Zitationen · DOI
This chapter discusses research on textbooks with regard to the process of subject-specific teaching and learning in five subjects, namely, biology, physics, chemistry, science and geography. Given the heterogeneity of educational resources used in mathematics, engineering and technology, the focus remains on science rather than on STEM in its entirety. Its aims are twofold. On the one hand, it explores methods used in textbook research. On the other hand, it takes a closer look at the main theoretical foundation for textbook research in the five subject-specific education fields. The results show that content-related work still dominates research on textbooks. In addition, textbook usage has gradually gained importance as theories of teaching and learning entered subject-specific education.
Documents d Anàlisi Geogràfica · 8 Zitationen · DOI
Geography curricula is one of the least researched fields in geography education. This paper offers a brief description of the curricular architecture, aims, content, philosophies, epistemologies, and main factors influencing school geographies in Germany and Romania to prepare the development of analytical tools for future comparative studies. The conclusions of this study show that despite the uniqueness of every national or regional setting, there is a considerable number of similarities in how geography is conceived as a school subject, which can be the starting point to facilitate comparison.
Geography · 8 Zitationen · DOI
(2013). Half-told stories of climate change: school geography and (un)sustainable development. Geography: Vol. 98, No. 3, pp. 123-132.
Publication Server of the Catholic University Eichstätt-Ingolstadt (Catholic University of Eichstätt-Ingolstadt) · 6 Zitationen
Ziel der UN-Dekade Bildung für nachhaltige Entwicklung (BNE) war es, in den Sekundarschulen neben einer fächerverbindenden oder -übergreifenden Thematisierung eine verstärkte Integration von BNE in den jeweiligen Fächern und Lehrplänen zu erreichen. Nach Klärung der theoretischen Grundlagen und Analysekategorien wird untersucht, inwieweit eine Implementierung erfolgte. Dazu werden zunächst die offiziellen nationalen Strategien der Verankerung aufgezeigt und kommentiert. Im Anschluss wird analysiert und diskutiert, inwieweit BNE in die Bildungsstandards, die Lehrpläne, Schulbücher und unterrichtspraktischen Zeitschriften der verschiedenen Schulfächer Eingang gefunden hat. Darüber hinaus werden Befunde zur Sicht der Lehrkräfte sowie zu den Umwelt-, Agenda- und UNESCO-Projektschulen aufgeführt. Ab-schließend werden Desiderata und Perspektiven aufgezeigt. Die Analysen zeigen, dass der Anspruch, eine flächendeckende Implementierung in den Unterricht aller Fächer zu erreichen, bisher noch nicht eingelöst werden konnte. Die mit großem Abstand tiefste und breiteste Integration von BNE erfolgte, wie aus allen Analysen hervorgeht, im Fach Geographie. Weiterhin spielen nach Bundesland unterschiedlich die Fächer Politik/Sozialkunde/Wirtschaft sowie Biologie und z.T. auch Religion und die technischen Fächer eine Rolle als BNE-Trägerfächer. Als Perspektiven für eine weiterführende Implementierung werden eine stärkere Anbindung einer BNE an die vorhandenen Fachinhalte, eine darauf aufgebaute curricular abgestimmte systematische Verankerung in die Lehrpläne sowie eine offizielle Verankerung in die Lehrerausbildung, aber auch eine Stärkung der BNE-Trägerfächer, die allesamt zu den n gehören, gesehen. \nUm den gesellschaftlichen Wandel hin zu einer nachhaltigen, zukunftsfähigen Entwicklung zu erreichen, sollte jede Schulabgängerin und jeder Schulabgänger in der Lage sein, diesen mitzugestalten. Die UN-Dekade Bildung für nachhaltige Entwicklung (BNE) strebte darum an, die nationalen Regierungen dazu zu bewegen, das Leitbild der nachhaltigen Entwicklung in die jeweiligen nationalen Bildungssysteme und -strategien zu integrieren. Dabei sollte im Sekundarbereich der Schulen neben einer fächerverbindenden oder -übergreifenden Thematisierung eine verstärkte Integration von Bildung für nachhaltige Entwicklung (BNE) in den jeweiligen Fächern und Lehrplänen erfolgen (vgl. DUK 2011, S. 28 u. S. 71). Der folgende Beitrag will klären, inwieweit diese Zielsetzung in Deutschland erreicht werden konnte.
RaumFragen: Stadt - Region - Landschaft · 5 Zitationen · DOI
SHILAP Revista de lepidopterología · 5 Zitationen · DOI
Studies on Geography textbooks published during socialism followed severalobjectives. While most studies were interested in stereotypes, a few authors dedica te d attention to their contribution to socialist education within the fram e w or k of socialist propaganda. Thereby, visuals played a central role. As a result, this study aims to uncover, in an explorative manner, the ways Geography textbooks dedicated to the national space contributed to a visual discourse in service of socialist propaganda. Content analysis served to explore the visuals included in three te xtbooks dedicated to the Geography of Romania. Published during the late phase of state socialism, the textbooks presented the curricular prescriptions for the past year of primary, lower se condary, and upper secondary education. The results show that less than half of the discontinuous text elements were images. Also, the findings indicate the declining number of images across the educational levels. Despite the clear focus on the national space, the images included in the three textbooks emphasized the material achievements of the socialist progress instead of contributing mainly to nation-building.
Annals of the American Association of Geographers · 4 Zitationen · DOI
Based on the growing body of research and vivid scientific discourse, the Anthropocene is slowly making its way into the curricula of geography programs across the world. Unlike academic geography, the school subject seems to be more reluctant when it comes to the Anthropocene’s implicit implementation. Using content analysis, this article explores how geography curricula or compound subjects containing geography for lower secondary education in fifty countries represented the Anthropocene. The results showed that most curricula detached the Anthropocene from geological time and focused, in a disconnected manner, on three of its descriptors, namely, population growth, industrialization, and globalization. Greenhouse gases played a subordinate role. Also, most curricula operated at the national or global scale, leaving little room to navigate processes on several scales. The results also revealed few differences between curricula prescribing geography as an independent subject or as part of compound subjects, such as social studies or social sciences.
4 Zitationen · DOI
Romanian Review of Geographical Education · 4 Zitationen · DOI
Studies on Geography textbooks published during socialism followed several objectives. While most studies were interested in stereotypes, a few authors dedicated attention to their contribution to socialist education within the fram ew or k of soci al ist propaganda. Thereby, visuals played a central role. As a result, this study aims to uncover, in an explorative manner, the ways Geography textbooks dedicated to the national space contributed to a visual discourse in service of socialist propaganda. Content analysis served to explore the visuals included in three textbooks dedicated to the Geography of Romania. Published during the late phase of state socialism, the textbooks presented the curricular prescriptions for the past year of primary, lower secondary, and upper secondary education. The results show that less than half of the discontinuous text elements were images. Also, the findings indicate the declining number of images across the educational levels. Despite the clear focus on the national space, the images included in the three textbooks emphasized the material achievements of the socialist progress instead of contributing mainly to nation-building.
Didáctica Geográfica · 3 Zitationen · DOI
La introducción de un sistema educativo basado en competencias en una serie de paisas del mundo aceleró la pérdida de la disciplinariedad de varias asignaturas escolares. En la didáctica de la geografía, perspectivas provenientes de la sociología de la educación han contribuido a una nueva discusión acerca del conocimiento geográfico y su enseñanza. El presente artículo se analizan los currículos de geografía de seis países europeos ante dos perspectivas teóricas provenientes desde la sociología de la educación y de la didáctica de la geografía. Los resultados basados en el análisis de contenido demuestran la necesidad de ampliar la perspectiva anglosajona tanto en términos de la tipología curricular como en la arquitectura curricular en la geografía escolar.
3 Zitationen · DOI
Universitetet i Sørøst-Norge · 3 Zitationen · DOI
Otherness is embodied in geography in regionalization. Regions with similar respectively different ecological, economical, social, and cultural features have been traditionally clustered on global scale in "worlds". While political and economical factors played an important role in distinguishing between the First, Second, and Third World during the Cold War, clustering developed and developing regions considers also additional aspects such as resources, education, or technology. Stressing more the aspects of convergence rather than the ones of divergence, contemporary discourses build on the idea of (education for) sustainable development in an undivided "one world". Textbooks for school geography contain along with the continuous text also a multitude of non-continuous text elements that carry an expressive and very contrastive iconography of the "own" and the "other". This paper deals with the question, how otherness is expressed through non-continuous text (e.g. maps, diagrams, cartoons, pictures etc.). We argue that otherness is often expressed through self-inclusion respectively self-exclusion of the own country on a global level. For that, the paper compares a sample of secondary school geography texts from Germany (Western context), Romania (post-socialist context), and Mexico (post-colonial context). Qualitative content analysis of the meta-text elements (Pingel 2010) was carried out. The results show that non-continuous text divides worlds by classifying and clustering on several scales, while cross-curricular coordinates contribute to a converging one world. The results also show that a new regionalization based on concept of sustainable development seems to be emerging.
Germany
2016International perspectives on geographical education · 3 Zitationen · DOI
An international perspective on geography curricula: paving a way forward for geographical thinking
2025International Research in Geographical and Environmental Education · 2 Zitationen · DOI
Geographical thinking is a cornerstone of modern geography education. Despite its universal value, no large-scale international study has systematically examined its integration into diverse curricular documents. This study investigates how geographical thinking is embedded in the curricula of nine countries, focusing on content and procedural dimensions. Using a structured analytical framework, the research reveals significant patterns and gaps, particularly the underrepresentation of place as a central concept, the lack of explicit focus on geographical thinking, and the limited emphasis on its procedural dimension. The findings emphasise the need for stronger interconnections between these dimensions to promote a more comprehensive approach to geographical thinking within different forms of curricula.
Journal of Education for Sustainable Development · 2 Zitationen · DOI
In this article, we present our proposal for a set of resource indicators measuring financial, personnel and material resources for education for sustainable development (ESD) in the German primary and secondary education. As resource indicators are an understudied area in ESD indicator research, the present article fills in an important research gap. We constructed an indicator set using a systematic literature review and a three-step validation process. As a result, we propose a comprehensive set of financial, personnel and material resources indicator set for ESD implementation based on both quantitative and qualitative data tailored to the German National ESD Action Plan. A smaller set of resource indicators were also identified, which are all based on relatively easily accessible quantitative data sources. Furthermore, using Germany as an example, the article highlights and addresses the theoretical and methodological challenges of resource indicator development in highly decentralized education systems.
2 Zitationen · DOI
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- Name
- Prof. Dr. Peter Bagoly-Simo
- Titel
- Prof. Dr.
- Fakultät
- Mathematisch-Naturwissenschaftliche Fakultät
- Institut
- Geographisches Institut
- Arbeitsgruppe
- Didaktik der Geographie
- Telefon
- +49 30 2093-45812
- HU-FIS-Profil
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- 26.4.2026, 01:02:15