The adoption of Thinking Through Geography Strategies and their impact on teaching geographical reasoning in Dutch secondary schools

Fer Hooghuis, Joop van der Schee, Martin van der Velde, Jeroen Imants, Monique Volman

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

The development of geographical reasoning is essential in geographical education. Strategies developed by the English Thinking Through Geography group (TTG) offer a promising approach to promote geographical reasoning. In the last decade, the TTG approach has become a regular element in geographical education in several countries. Research suggests that teachers acquainted with TTG do not always take full advantage of the possibilities of these strategies. The adoption of the TTG approach is explored ten years after its introduction in the Netherlands. Findings are presented of a survey conducted among Dutch geography teachers (N = 307) about the significance they assign to geographical reasoning and their use of TTG assignments. The results suggest that teachers use TTG selectively and adapt TTG assignments to fit them into existing practices and beliefs about students and teaching geography.
Original languageEnglish
Pages (from-to)242-258
JournalInternational Research in Geographical and Environmental Education
Volume23
Issue number3
DOIs
Publication statusPublished - Jun 2014

Keywords

  • geographical education
  • geographical reasoning
  • Thinking Through Geography
  • teaching strategies
  • professional development

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