Critical Thinking in Physical Geography: Linking Concepts of Content and Applicability

Abstract

This study investigates critical thinking in a Physical Geography course and illustrates how students can understand physical geography in the context of their world. As a general education science course, most students are in non-science disciplines and feel disconnected from the material. By using exercises that challenge learning and concept associations, they apply new information into their lives to make the material meaningful and memorable. As an introductory survey course, students are introduced to an array of subject matter. They find it difficult to link concepts of Earth systems together. By using thought sessions and formatted worksheets, students can reflect on one system and how it impacts another system. Students choose thought sessions from categories (political/economic, analytical/scientific, philosophical/artistic, technological), supporting an interdisciplinary approach.