How Geography Textbook Tasks Promote Comparison Competency—An International Analysis

Marine Simon,Alexandra Budke

doi:10.3390/su12208344

Abstract

Comparison is an important competency for gaining and linking knowledge. It can be learned in geography classes to help students understand complex concepts and develop autonomous geographical thinking. However, we do not currently have any model to assess comparison as a competency in geography classes. In addition, little is known about how textbook tasks promote comparison competency. Therefore, in this study, a competency model for comparison in geography education was developed. It consists of four dimensions of comparison competency, which relate either to the mastering of comparison processes or to content-related elements of comparisons. Then, via a qualitative content analysis and descriptive statistics, the competency model was used to assess which dimensions of comparison competency were featured in 981 tasks from 20 German, English and French textbooks. Results showed that comparison tasks largely failed to promote autonomous and argumentative comparison process planning. However, numerous tasks performed better on the content-related aspects of comparison. Thus, the competency model presented in this study is a valuable tool to assess and enhance comparison competency in geography education and to promote students’ autonomous geographical thinking.

Highlights

Social sciences and geography use comparison as one of the most fruitful methods to gain knowledge
Our aim was to develop a competency model for comparison tasks in geography class. We used this model for the further analysis of comparison tasks in a corpus of textbooks from Germany, France and England, in order to test its relevance for such an analysis
Dimensions of comparative competency include comparison methods, and argumentation by justifying choices made during the comparison, allowing the development of scientific literacy [41]; reflection on the variables and the context of the comparison; and the scientific objectives related to the content of the comparison

Summary

Introduction

Social sciences and geography use comparison as one of the most fruitful methods to gain knowledge. 822), but, as a fundamental cognitive operation, it allows us to sort units and/or explain similarities or differences according to variables. It is central to children’s learning processes and, can be used for educational purposes, for example in the form of a task in geography textbooks. Comparison is cited as a task in the geography curricula of various countries. In French and English curricula, comparisons are often based around case studies [2] 14): for example, different countries’ vulnerabilities to risks are assessed with regard to the levels of development [3] In Germany, the educational standards insist on command verbs, including “to compare”, as specific actions in tasks that pupils must master [4] In Germany, the educational standards insist on command verbs, including “to compare”, as specific actions in tasks that pupils must master [4] (p. 32)

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Conclusion