Abstract
Today’s challenges, such as climate change, require developing geographical literacy, which includes discussion and argumentation around scientific results. One important geographical method and competency is comparison. However, learning geographical methods, such as comparison, can be a challenge for students if they rarely solve open tasks that do not require simple answers. In this study, we analysed group discussions that took place during an intervention, aiming to develop comparison competency with 44 German and French students from the experimental group. Through the use of the documentary method, students’ main orientations and strategies to solve the open comparison tasks were reconstructed. We related the implementation of the comparison method during group discussions to students’ individual progress during the intervention and explored differences between French and German students. Results show that students’ main task completion orientation was challenged by their uncertainty towards the comparison task. Groups developed strategies to solve the task, showing, in a few cases, competency acquisition processes. Only a few differences were found between German and French students. Overall, implementing scientific literacy means to operate a shift in task culture at schools towards more open tasks aiming to enhance geographical competencies and argumentation.
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