The objectives and uses of comparisons in geography textbooks: results of an international comparative analysis

Marine Simon,Alexandra Budke,Frank Schäbitz

doi:10.1016/j.heliyon.2020.e04420

Abstract

Comparison is a cognitive process and a method of acquiring geographical knowledge widely promoted within school systems in Germany, France and England. Comparison is an everyday practice, but it is also one of the methods systematically used by geographers and serves various scientific purposes. However, little is known about the functions, extent and objectives of comparison tasks in geography education. This study presents an analysis of 20 textbooks from three countries: Germany, England and France. In this international comparative study we analysed all cognitive tasks involving comparison using qualitative content analysis and descriptive quantitative methods. We developed a reliable classification system for categorising the objectives of comparison tasks. In our results we demonstrated that a large proportion of comparison tasks in textbooks are simple, lower-order tasks. Also, many complex tasks in the three countries involve inductive processes, although we identified some national differences resulting from differing textbook structures. Our system for classifying the objectives of comparison tasks will help develop meaningful tasks, aiming to enhance students’ autonomous and critical thinking, and improve their proficiency in the competencies and methods required in geography education.

Highlights

Comparison is an essential cognitive process, and facilitates the acquisition and deepening of geographical knowledge
Since the curricula studied provide no precise information about comparison, and given that there has been relatively little research into its purposes in geography education, our research examined textbooks and investigated a variety of comparison tasks, in order to establish the types of tasks set
While comparison is a process that is presented as self-evident in curricula, and is frequently used in geography classes, previous research has, far, not focused on the implementation of comparison tasks in textbooks

Summary

Introduction

Comparison is an essential cognitive process, and facilitates the acquisition and deepening of geographical knowledge. The three countries included in this study use comparison in three different ways. In France, school curricula at all levels practically systematically include comparisons between cases at various scales (see for example Ministere de l’Education Nationale, 2019, p.14; or Eduscol, 2016, p.2). In England, contrasting and differential study of diverse phenomena, cases and countries is an integral part of the geography curriculum (Department for Education and Skills and Qualifications and Curriculum Authority, 2004, p.102). None of these three national curricula specify or state the purpose of teaching and learning comparison as a method. Teachers and textbook authors must take into account these objectives when designing tasks

Methods

Results

Conclusion