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Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons
Uwe Krause1,2, Tine Béneker1, Jan van Tartwijk3
1Faculty of Geosciences, Utrecht University, 3584 CB Utrecht, The Netherlands.
Summary
Dutch geography teachers primarily use textbook tasks focusing on basic recall and thinking strategies, neglecting higher-order thinking skills. This approach hinders students
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.
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