Abstract
ABSTRACT The development of geographical thinking is often considered an essential outcome of geography education, yet its application within various school settings often falls short. This article addresses this discrepancy by deconstructing the concept of geographical thinking, aiming to facilitate its comprehension for educators in lower and upper secondary schools. The study applies thematic analysis to data collected from semi-structured interviews with European geography education experts. The findings reveal the interconnected dimensions of geographical thinking – content, procedural and affective – and the importance of factual knowledge as its basis. Moreover, the article offers various strategies and examples for fostering its development in schools based on the perspectives of the interviewed experts.
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