Comparison as a Method for Geography Education

Abstract

Comparison is an everyday process of thinking, which is also frequently used in geography lessons. However, in geography pedagogy, the term ‘comparison’ remains vague and insufficiently defined. In this paper, we will propose a clear definition of what comparison is and introduce it as a systematic method for secondary school geography education. This definition and method is the result of our theoretical–conceptual approach, according to which we have analyzed the current academic discussion about scientific comparison and converted it into a method for teaching. We argue that applying comparison as a pedagogical tool may improve students’ skills to argue, reflect, solve problems, and promote good judgement.

An Issue of Scale: The Challenge of Time, Space and Multitude in Sustainability and Geography Education

“…Comparisons is a way to examine options mathematically. Wilcke and Budke [116] present a systematic step-by-step model on how to use comparisons in secondary education settings. In their example, students compared refugee arrival figures in European countries and lists which elements and what order is required to allow for students to improve their ability to argue, reflect, and promote good judgement.…”

How Geography Textbook Tasks Promote Comparison Competency—An International Analysis

“…However, it can be a very difficult task to perform and may be too demanding for some students without training or guidance. Given this, Wilcke and Budke [28] developed a six-step model to describe comparison as an argumentative and reflective process in geography education (see Figure 1). the observed variables [5] (p. 687), others on the contrary, favour comparing very different units in order to better understand the similarities around a given variable, despite differences on other variables-"Most Different Systems Design" [18] (p. 390), [19] (p. 34), [15] (p. 20).…”

“…However, it can be a very difficult task to perform and may be too demanding for some students without training or guidance. Given this, Wilcke and Budke [28] developed a six-step model to describe comparison as an argumentative and reflective process in geography education (see Figure 1). To perform the task presented above in an informed manner, students would consequently have to weigh the variables and decide which problem or question they want to solve with the comparison.…”

“…The first two dimensions relate to competencies involving processes associated with comparison and argumentation. The first dimension (planning and implementation of comparison processes) refers to comparison as a process marked by different steps, as identified by Wilcke and Budke [28] (p. 8, see Figure 1). At level 4, students are autonomously able to compare, whereas, in the lower levels (1 to 3), teachers or the teaching material provide them with guidance through one or more steps of the comparison process.…”

“…The second dimension (reflection and argumentative justification of comparative processes) relates to the argumentation and reflection competencies required for the comparison process [28] (p. 8). Here argumentation is used to justify and explain the results [39] (p. 219), [40] (p. 11).…”