Inwieweit kann Schule zur landwirtschaftlichen und ländlichen Entwicklung beitragen ? Theoretische Uberlegungen und empirische Untersuchungen am Beispiel des Gutu-Distrikts/Zimbabwe (Jusqu'où l'école peut-elle contribuer au développement agricole et
centrale post-soviétique 1991-2005 (F. Rollan). 3. Les flux migratoires des Russes entre Asie centrale et Russie (S. Peyrouse). 4. Itinéraires du déracinement. L'essor des migrations de travail entre l'Asie centrale et la Russie (J. Thorez). 5. Les
migrations de population au Kirghizistan (M. Schuller). 6. Les Polonais du Kazakhstan entre l'intégration et la Patrie rêvée (C. Poujol). 7. Ouzbékistan : le paradoxe de l'enracinement rural (A. Cariou). 8. La mortalité au Kirghizistan depuis 1958 : tendances
and theoretical considerations about students’ and teachers’ conceptual frameworks and conceptual change as well as research on teaching and learning related to conceptual change in the geosciences. - (IfL - J.-B. Haversath).
been developed as a theoretical framework for the interpretation of the students’ conceptions. The study is based on interviews with 25 students aged 18-19 from different schools in Baden-Württemberg, Germany. - (IfL - J.-B. Haversath).
By using the mental model-building strategy, authors such as Sibylle Reinfried, Stephan Schuler and Kerstin Drieling have shown in their research, that preconceptions concerning geographic issues can be identified. Therefore the question arose
the results of a group of students it seems to be obvious, that this approach contributes substantially to the professional development of geography teachers. - (IfL - J.-B. Haversath).