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

Abstract

Tasks are a powerful instrument for geography teachers, as they let students engage with the subject. To advance the cumulative learning of students, teachers have to make sure that students learn how to deal with complex and abstract knowledge structures. In the Netherlands, teachers face a dilemma when it comes to task setting: the intended curriculum aims for a considerable part at (parts of) higher order thinking, whereas the high-stakes exams have a clear focus on the use of thinking strategies. This paper explores the task setting and debriefing of Dutch geography teachers by analyzing twenty-three videotaped lessons in upper secondary education by using the Geography Task Categorization Framework. The results show that Dutch teachers mostly rely on textbooks when setting tasks. The focus lies on reproduction and the use of thinking strategies. Tasks aiming at (parts of) higher order thinking are barely used. Furthermore, teachers use tasks from previous high-stakes exams already used in an early stage of upper secondary education. In the debriefing of tasks, teachers move from simple and concrete to complex and abstract knowledge and vice versa. However, most of these movements aim at simplifying knowledge structures. In the observed lessons, curriculum aims at the level of (parts of) higher order thinking are not achieved. The evaluative rules as set by the high-stakes exams and the type of tasks offered by textbooks seem to be dominant.

Keywords: cumulative learning; curriculum context; geography; geography didactics; higher order thinking; powerful knowledge; recontextualization; tasks.

Figure 1

Geography Task Categorization Framework—the arrows indicate the increase of importance of recognition and realization rules (adapted from [16])—including the concept of semantic gravity and density of Maton [4].

Figure 2

Correlations between tasks and debriefing questions set by the teacher categorized by using the Geography Task Categorization framework based on 47 traceable cases. The numbers (n) indicate the number of tasks or questions. A thick line indicates 11–20 questions, a medium line 4–10 questions and a thin line 1–3 questions.

Figure 3

Statistically significant correlations between tasks and debriefing questions set by the teacher categorized by using the Geography Task Categorization framework. The numbers indicate the Spearman’s Rho correlation. A thick line indicates a strong correlation (>0.70), a medium line a moderate correlation (0.30–0.70) and a thin line for a weak correlation (>0.30).