The Didactics of Geography from a Constructivist Perspective

Abstract

The didactics of geography has both a theoretical and a practical side. At a theoretical level, didactics have doubted between humanist and conductist approaches, although at a practical level both schools have given valuable, but partial, solutions for the problems of teaching and learning. The result was that many schools adopted pluralist and flexible attitudes which gave rise to obvious theoretical contradictions. Nowadays this problem has lost importance because these two competing schools have been integrated in a single explicative scheme through constructivist learning theories. The article analyses the theoretical basis of this new synthesis, thus demonstrating that knowledge is a personal and, at the same time, a social acquisition. The introduction of constructivism has implied didactical restructuring which can be divided into four phaces: the prior exploration of spatial concepts by pupils; the process of leaming new concepts, or modifying former ones; and the application of this newly-acquired knowledge for the solution of problems in adequately-proportioned contexts. Finally, the limitations of constructivist theory are recognised, but, in its favour, it is argued that its premises give rise to a fourth phase which involves the development of critical consciousness and an attitude of social responsibility.