Onderzoek

Literatuur

 

Leren denken boeken voor verschillende schoolvakken:

 

Nederlandse versies:

  • Economie: zie website 2019 ‘Leren denken met economie’, https://lerendenkenmeteconomie.nl
  • Geschiedenis:  Jan de Vries - Actief Historisch denken (2004). ISBN 90-808830-1-8. Te bestellen via Stichting Geschiedenis, Staatsinrichting en Educatie: harry.havekes@ziggo.nl.
  • Geschiedenis: Harry Havekes - Geschiedenis doordacht (2005). ISBN 90-808830-2-6. Te bestellen via Stichting Geschiedenis, Staatsinrichting en Educatie: harry.havekes@ziggo.nl.
  • Geschiedenis: Arnoud Aardema - Actief Historisch denken 3 (2011). ISBN 978-90-808830-0-0. Te bestellen via Stichting Geschiedenis, Staatsinrichting en Educatie: harry.havekes@ziggo.nl.
  • Maatschappijleer: Therese Carpay - Actief denken met maatschappijleer (2006) ISBN 90-71914-00-3. 

Engelse versies:

  • Basisonderwijs: Steve Higgins - Thinking Through Primary Teaching (2001). Cambridge: Chris Kington Publishing ISBN 1 899857 39-7.
  • Aardrijkskunde: David Leat - Thinking Through Geography (1998/2001). Cambridge: Chris Kington Publishing ISBN 1 899857 42 7.
  • Aardrijkskunde: Adam Nichols - More Thinking Through Geography (2000/2001). Cambridge: Chris Kington Publishing ISBN 1 899857 43 5.
  • Aardrijkskunde: Liz Taylor - Re-presenting Geography (1999). Cambridge: Chris Kington Publishing ISBN 978 18998 57 61 6.
  • Engels: Butterworth & O’Connor - Thinking Through English (2005). Cambridge: Chris Kington Publishing ISBN 1 899857 60 5.
  • Geschiedenis: Peter Fisher et al. - Thinking Through History (2000/2002). Cambridge: Chris Kington Publishing ISBN 1 899857 44 3.
  • Moderne Vreemde Talen - Lin & Mackay (1999) Thinking Through Modern Foreign Languages. Cambridge: Chris Kington Publishing ISBN 1 899857 50 8.
  • Natuurwetenschappen: McNiven - Thinking Skills Through Science (2004). Cambridge: Chris Kington Publishing ISBN 1 899857 55 9.
  • Levensbeschouwing: Vivienne Baumfield - Thinking Through Religious Education (20..). Cambridge: Chris Kington Publishing ISBN 1 899857 46 X.

Duitse versies:

  • Aardrijkskunde: Leon Vankan et al.- Diercke,  Denken lernen mit Geographie, Methoden (2007). Braunschweig: Westermann, ISBN 978-3-14-109812-9.
  • Aardrijkskunde: Stephan Schuler et al. - Diercke, Mehr Denken lernen mit Geographie, Methoden 2 (2016). Braunschweig: Westermann, ISBN 978-3-14-109720-7 (mit DVD).
  • Aardrijkskunde: Michael Hagele et al. - Diercke, Denken lernen mit Karten Geographie, Methoden 2 (2016). Braunschweig: Westermann, ISBN 978-3-14-109813-1 (mit CD-ROM).
  • Geschiedenis:  Leon Vankan - Diercke, Denken lernen mit Geschichte. Methoden (2018.) Braunschweig: Westermann, ISBN 978-3-14-109817-4.
  • Maatschappijleer en economie: Leon Vankan - Diercke,  Denken lernen mit Politik  und Wirtschaft, Methoden (2016). Braunschweig: Westermann, ISBN 978-3-14-109814-3.

 

Achtergrondliteratuur voor wie verder wil lezen over denken:

 

  • Adey, Ph. (1988). Cognitive acceleration - review and prospects. International Journal of Science Education, 10 (2), pp. 121-134.
  • Adey, Ph. & Shayer, M. (1994). Really raising standards. Cognitive intervention and academic achievement. London: Routledge.
  • Biggs, J. & Collis, K. (1982). Evaluating the Quality of Learning: The Structure of learning outcomes. New York: Academic Press.
  • Jolles, J. (2010). Ellis en het verbreinen. Over hersenen, gedrag en educatie. Amsterdam: Neuropsych Publishers. 
  • Mosely, D. et al. (2005). Frameworks for Thinking. A Handbook for Teaching and Learning. Cambridge: Cambridge University Press.
  • Wood, D. (1998). How children think and learn. Second edition. Oxford: Blackwell. 

 

Onderzoek

Wat vinden aardrijkskundedocenten en leerlingen van leren-denken-met- aardrijkskunde opdrachten? En wat levert het werken met deze opdrachten op? Zijn ze motiverend en gaan leerlingen echt beter nadenken?  In een aantal publicaties wordt verslag gedaan van onderzoek om een antwoord te vinden op dit soort vragen.

1.Karkdijk, J., Admiraal, W. & van der Schee, J. (2019). Small-Group Work and Relational Thinking in Geographical Mysteries. Review of International Geographical Education Online (RIGEO), 9 (2), pp. 402-425. Deze publicatie is te downloaden via https://dergipark.org.tr/en/download/article-file/808226

Abstract: Relational thinking is a necessary skill for building students’ individual capabilities and a core concept in geography education. Geographical relational thinking refers to being able to give interrelated, causal explanations for geographical phenomena such as regional change. The aim of this study was to gain more insight into differences in relational thinking between small groups of students working together on an assignment to explain a regional event which was framed as a geographical mystery. This insight could help teachers to advance students’ geographical relational thinking skills. Two geographical mysteries were examined with data from 69 small groups in Dutch upper secondary education. The two mysteries resulted in differences in the level of relational thinking, which were partly explained by small-groups’ on-task behaviour. Many student groups showed a low level of geographical relational thinking. Findings point to the need to incorporate exercises into geography lessons which require the use of thinking and reasoning with interrelated causal relationships.

2. Karkdijk, J., van der Schee, J. & Admiraal, W. (2019). Studying Students’ Geographical Relational Thinking when Solving Mysteries. International Research in Geographical and Environmental Education IRGEE), 28 (1), pp. 5-21

Abstract: Geographical relational thinking is an important part of geographical thinking. This descriptive research was conducted to seek evidence on students’ ability to establish geographical relationships which could help teachers to foster their geographical relational thinking. Sixty-nine small student groups from six secondary schools in the Netherlands were observed when solving a mystery. All relationships students established were analysed and the SOLO-taxonomy was used to analyse how coherent their solutions were. The results revealed that students had difficulties with complex, abstract and physical geographical relationships. A large proportion of the groups also had difficulties understanding the interdependence of the relationships. These findings underpin the usefulness of activities like mysteries which offer opportunities to practise, assess and teach geographical relational thinking in geography lessons.

3. Hooghuis, F., van der Schee, J., van der, Velde, M., Imants, J. & Volman M. (2014) The adoption  of Thinking Through Geography strategies and their impact on teaching geographical reasoning  in Dutch secondary schools. International Research in Geographical and Environmental Education, 23 (3), pp. 242-258.

4. Karkdijk, J., van der Schee, J. & Admiraal, W. (2013) Effects of teaching with mysteries on students’ geographical thinking skills. International Research in Geographical and Environmental Education, 22 (3), pp. 183-190.

5. Van der Schee, J., Leat, D. & Vankan, L. (2006) Effects of the use of Thinking Through Geography Strategies. International Research in Geographical and Environmental Education, 15 (2), pp. 115-124.

6. Leat, D., van der Schee, J. & Vankan, L. (2005) New ways of Geography teaching. European Journal of Teacher Education, 28 (30), pp. 327-342. Deze publicatie kunt u hier als pdf downloaden: PDF

7. Vankan, L. (2003) Towards a New Way of Learning and Teaching in Geographical Education. International Research in Geographical and Environmental Education, 12 (1), pp. 81-85.