Geography Curricula Objectives and Students’ Performance: Enhancing the Student’s Higher-Order Thinking Skills?

Virranmäki, Eerika; Valta-Hulkkonen, Kirsi; Pellikka, Anne

doi:10.1080/00221341.2021.1877330

Cited by 12 publications

(8 citation statements)

References 25 publications

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“…This makes the role of the teacher key when it comes to task setting in geography lessons, as the production of the legitimate text is not something reproduced mechanically, but is produced actively by the interactional practice between student and teacher [ 15 ]. To describe the teachers’ competences and behavior, Bernstein [ 22 ] uses the concept of repertoire. He defines repertoire as a “set of strategies any one individual possesses and their analogical potential for contextual transfer” [ 22 ] (p. 159).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…To describe the teachers’ competences and behavior, Bernstein [ 22 ] uses the concept of repertoire. He defines repertoire as a “set of strategies any one individual possesses and their analogical potential for contextual transfer” [ 22 ] (p. 159). The repertoire of the teacher depends on his/her reservoir (the secondary context the teacher is functioning in) and access to the vertical context (scientific knowledge) and on the curriculum context.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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

Krause

Béneker

Tartwijk

2021

EJIHPE

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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.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

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

Krause

Béneker

Tartwijk

2021

EJIHPE

View full text Add to dashboard Cite

show abstract

“…'s (2015) and Virranmäki et al. 's (2021) conclusions that most students struggle with acquiring the highest‐order thinking skills. However, it will be hasty to draw that GIS‐teaching can not promote the highest cognitive process.…”

Section: Discussionmentioning

confidence: 98%

“…Although previous studies have delineated how GIS contributes to fostering higher‐order thinking (Baker et al., 2015; Chen & Wang, 2015; Hong, 2017; Tan & Chen, 2015) and have elucidated the many advantages of utilizing GIS in cultivating advanced cognitive skills and abilities such as (geo)spatial thinking, problem‐solving, critical thinking, and analytical and evaluation skills (Collins, 2018; Favier & Van der Schee, 2012; Gonzalez & Torres, 2020; Schulze, 2021; Schulze et al., 2013; Sinton, 2012; Virranmäki et al., 2021), neither group in our study made significant gains in the challenging learning skills at level 4 (evaluate and create), resulting in almost equal performance between the two groups. The result lends credence to Van der Schee et al.…”

Section: Discussionmentioning

confidence: 99%

Does the use of GIS in geographical education yield better learning outcomes? Evidence from a quasi‐experimental study on air pollution teaching

Yang,

Wang,

Qian

2024

Transactions in GIS

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The use of GIS to enhance student learning in geographical education has garnered broad recognition. Notwithstanding this, the diffusion of GIS technology into class teaching has been slow. This study endeavored to examine the effects of GIS usage in air pollution teaching on learning outcomes of secondary school students. To this end, two parallel classes in the same academic year were chosen as the control and experimental groups. A quasi‐experimental research design was used to compare the learning outcomes of the experimental group who were exposed to the use of GIS in air pollution teaching with those of the control group who were not. The results show that GIS‐based teaching does lead to improvement in students' learning outcomes, although not uniformly. More specifically, GIS‐based teaching enhances high‐order cognitive abilities related to application and analysis, highlighting the effectiveness of GIS as a tool in educational settings, especially for developing advanced cognitive abilities.

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“…The better the learning approach chosen, the better the learning objectives will be realized, and the educational purposes will be better. Much learning focuses on knowledge and procedural but ignores facts (Virranmäki et al, 2021). In fact, by studying the facts, pupils understand the incident well.…”

Section: Introductionmentioning

confidence: 99%

Contextual teaching and learning approach in social science: its role to encourage pupils' cognitive learning achievement

Ruto¹,

Mema²,

Nduru³

et al. 2021

J. Res. Instr.

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The research objective is to strengthen student learning outcomes using inquiry-based learning. This type of research is called classroom action research. This study's subjects were 34 students of class X MIPA 4 SMA Negeri 1 Wonomulyo, consisting of 12 boys and 22 girls. The instrument used to measure students' learning outcomes in this study was a multiple-choice test of 50. The indicator that shows the success of the research implementation is that students can achieve a minimum completeness value of 80% at a minimum standard score of 65. Based on the results of the classroom action research that has been implemented In SMA Negeri 1 Wonomulyo, it can be concluded that the application of the Inquiry learning model can improve student learning outcomes in class X MIPA 4 SMA Negeri 1 Wonomulyo. The increase in learning outcomes indicates the research results from cycle I to cycle II; namely, the average value of student learning outcomes increased from 26.47% to 88.23%.

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Geography Curricula Objectives and Students’ Performance: Enhancing the Student’s Higher-Order Thinking Skills?

Cited by 12 publications

References 25 publications

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

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

Does the use of GIS in geographical education yield better learning outcomes? Evidence from a quasi‐experimental study on air pollution teaching

Contextual teaching and learning approach in social science: its role to encourage pupils' cognitive learning achievement

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