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Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons.

Uwe Krause^1,2, Tine Béneker¹, Jan van Tartwijk³

¹Faculty of Geosciences, Utrecht University, 3584 CB Utrecht, The Netherlands.

European Journal of Investigation in Health, Psychology and Education

|January 20, 2022

Summary

Dutch geography teachers primarily use textbook tasks focusing on basic recall and thinking strategies, neglecting higher-order thinking skills. This approach hinders students

Keywords:

cumulative learning curriculum context geography geography didactics higher order thinking powerful knowledge recontextualization tasks

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Area of Science:

Geography Education
Pedagogy
Curriculum Studies

Background:

Tasks are crucial for engaging students in geography and developing complex knowledge structures.
Dutch geography education faces a curriculum dilemma: intended higher-order thinking versus high-stakes exam focus on thinking strategies.

Purpose of the Study:

To investigate task setting and debriefing practices of Dutch geography teachers in upper secondary education.
To analyze the alignment between intended curriculum goals and actual classroom task implementation.

Main Methods:

Analysis of twenty-three videotaped geography lessons in Dutch upper secondary education.
Application of the Geography Task Categorization Framework to evaluate task design and classroom activities.

Main Results:

Teachers predominantly use textbook-derived tasks emphasizing reproduction and basic thinking strategies.
Tasks designed for higher-order thinking are rarely implemented.
Debriefing often simplifies knowledge, moving from concrete to abstract, rather than fostering deeper understanding.

Conclusions:

Current task setting and debriefing practices in Dutch geography education do not meet curriculum aims for higher-order thinking.
The influence of high-stakes exams and textbook content appears to dominate pedagogical choices.