Abstract
The current Dutch curriculum for 15–19-year-old students in the upper levels of secondary education is completely new, but is it 'millennium proof'? Requiring students to write a research paper is now a formal part of the new examinations. This article describes the first results of a qualitative research study into the experiences of those students who have started to write these interdisciplinary research papers. These experiments show that the sting seems not to be in the tail but in the start. Knowing how to formulate a good research question requires general and discipline-orientated expertise. Although there is abundant advice in the literature on how to write a good research paper, comparatively little research seems to have been done on this item as it relates to geography classrooms.
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