Using the Venn Diagram for Developing University Students’ Analytical Geographical Thinking

Abstract

Developing university students’ analytical geographical thinking is one of the major objectives of university geographical education irrespective of the fact that it is achieved during Didactics of Geography lectures and seminars or fundamental courses in Geography. This objective can be achieved by various means, the Venn Diagram being among them. It is used to identify the aspects characteristic to concepts or the common features of geographical systems. Our research raised the following questions: which are the main geographic concepts and systems as the object of a certain comparison, and second, what are the main criteria on which a comparison is completed? To answer these questions, we used Venn Diagrams as research material made by students and published in articles, chapters, books, or as part of their portfolios for learning Geography and the Didactics of Geography, as well as during written exams or as exercises included in lesson planning. Our conclusions are the following: the critical and analytical geographical thinking have a peripheral position within the educational process, many sampled diagrams highlight the comparison of different objects without specifying the particular criteria, and students make use of critical and analytical thinking but with certain limitations when the geographic language is used.