Research Article
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Small-Group Work and Relational Thinking in Geographical Mysteries

Year 2019, Volume: 9 Issue: 2, 402 - 425, 31.08.2019

Jan Karkdijk Wilfried Admiraal Joop Van Der Schee

https://doi.org/10.33403/rigeo.588661

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.

Keywords

Relational thinking mystery small-group work geography education secondary education

Supporting Institution

Dutch Organisation of Scientific Research (NWO)

Project Number

023.001.046

References

  • Arnold, R. D., & Wade, J. P. (2015). A definition of systems thinking: A systems approach. Procedia Computer Science, 44, 669–678. http://doi.org/10.1016/j.procs.2015.03.050
  • Assaraf, O. B.-Z., & Orion, N. (2005). Development of system thinking skills in the context of earth system education. Journal of Research in Science Teaching, 42(5), 518–560. https://doi.org/10.1002/tea.20061
  • Barron, B. (2000). Achieving coordination in collaborative problem-solving groups. The Journal of the Learning Sciences, 9(4), 403-436. https://doi.org/10.1207/S15327809JLS0904_2
  • Biggs, J.B., & Collis, K.F. (1982). Evaluating the quality of learning: the SOLO taxonomy (Structure of the Observed Learning Outcome). New York: Academic Press.
  • Brown, H. (2018). Infrastructural ecology as a planning paradigm: Two case studies. International Journal of Sustainable Development and Planning, 13(2), 187-196. https://doi.org/ 10.2495/SDP-V13-N2-187-196
  • Chee, Y.S. (2010). Studying learners and assessing learning: A process-relational perspective on the learning sciences. Educational Technology, 50(5), 5-9.
  • Cox, M., Elen, J. & Steegen, A. (2017). Systems thinking in geography: Can high school students do it? International Research in Geographical and Environmental Education. https://doi:.org/10.1080/10382046.2017.1386413
  • Cox, M., Steegen, A. & Elen, J. (2018). Using causal diagrams to foster systems thinking in geography education. International Journal of Designs for Learning, 9(1), 34-48.
  • DeVane, B, Durga, S & Squire, K. (2010). Economists who think like ecologists’: Reframing systems thinking in games for learning. E–Learning and Digital Media 7(1), 3-20. https://doi.org/10.2304/elea.2010.7.1.3
  • Favier, T.T. & Van der Schee, J.A. (2014). The effects of geography lessons with geospatial technologies on the development of high school students’ relational thinking. Computers and Education, 76, 225-236. https://doi.org/10.1016/j.compedu.2014.04.004
  • Fögele, J. (2017). Acquiring powerful thinking through geographical key concept. In C. Brooks, G. Butt & M. Fargher (Eds.), The power of geographical thinking (59-73). Springer: Cham, Switzerland.
  • Goos, M., Galbraith, P. & Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics 49(2), 193–223. https://doi.org/10.1023/A:1016209010120
  • Hmelo-Silver, C. E., Jordan, R., Eberbach, C., & Sinha, S. (2017). Systems learning with a conceptual representation: A quasi-experimental study. Instructional Science, 45(1), 53–72. https://doi.org/10.1007/s11251-016-9392-y
  • International Geographical Union. (2016). International charter on geographical education. Retrieved from http://www.igu-cge.org/Charters-pdf/2016/IGUç2016çdef.pdf
  • Jackson, P. (2006). Thinking geographically. Geography, 91(3), 199-204.
  • Kali, Y., Orion, N., & Eylon, B. S. (2003). Effect of knowledge integration activities on students’ perception of the earth’s crust as a cyclic system. Journal of Research in Science Teaching, 40(6), 545–565. https://doi.org/10.1002/tea.10096
  • Karkdijk, J., Van der Schee, J.A. & Admiraal, W.F. (2013). Effects of teaching with mysteries on students’ geographical thinking skills. International Research in Geographical and Environmental Education, 22(3), 183-190. https://doi.org/10.1080/10382046.2013.817664.
  • Karkdijk, J., Van der Schee, J.A. & Admiraal, W.F. (2019). Students' geographical relational thinking when solving mysteries. International Research in Geographical and Environmental Education 28(1), 5-21. https://doi.org/10.1080/10382046.2018.1426304
  • Lambert, D. (2004). The power of geography [pdf]. Retrieved from http://www.geography.org.uk/download/NPOGPower.doc
  • Lambert. L, Solem, M & Tani, S. (2015) Achieving Human Potential Through Geography Education: A Capabilities Approach to Curriculum Making in Schools. Annals of the Association of American Geographers 105(4), 723-735. https://doi.org/10.1080/00045608.2015.1022128
  • Leat, D. (2001). Thinking through geography (2nd ed.). Cambridge: Chris Kington Publishing.
  • Leat, D., & Nichols, A. (2000). Brains on the table: Diagnostic and formative assessment through observation. Assessment in Education: Principles, Policy & Practice, 7(1), 103–121. https://doi.org/10.1080/713613327
  • Leat, D., & Nichols, A. (2003). Mysteries make you think. Sheffield: Geographical Association.
  • Lezak, S.B. & Thibodeaux, P.H. (2016). Systems thinking and environmental concern. Journal of Environmental Psychology, 46, 143-153. https://doi.org/10.1016/j.jenvp.2016.04.005.
  • Massey, D. (2014). Taking on the world. Geography 99(1), 36-39.
  • Maude, A. (2017). Applying the concept of powerful knowledge to school geography. In C. Brooks, G. Butt & M. Fargher (Eds.), The power of geographical thinking (27-40). Springer: Cham, Switzerland.
  • McClure, J., Sonak, B., Suen, H.K. (1999). Concept map assessment of classroom learning: Reliability, validity, and logistical practicality. Journal of Research in Science Teaching, 36(4), 475-492. https://doi.org/10.1002/(SICI)1098-2736(199904)36:4<475::AID-TEA5>3.0.CO;2-O
  • Mercer, N., Wegerif, R. & Dawes, L. (1999). Children's talk and the development of reasoning in the classroom. British Educational Research Journal, 25(1) 95-111. https://doi.org/10.1080/0141192990250107
  • Mortimer, E.F. & Scott, P.H. (2003). Meaning Making in Secondary Science Classrooms. Maidenhead/Philadelphia: Open University Press.
  • Novak J.D. & Gowin, D.B. (1984). Learning how to learn. New York: Cambridge University Press.
  • Perkins, D.N. & Grotzer, T.A. (2001). Models and moves: The role of causal and epistemic complexity in students’ understanding of science. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.126.5075
  • Renshaw, S., & Wood, P. (2011). Holistic understanding in geography education (HUGE) – An alternative approach to curriculum development and learning at Key Stage 3. The Curriculum Journal, 22(3), 365–379. https://doi.org/10.1080/09585176.2011.601656.
  • Richland, L. E., & Simms, N. (2015). Analogy, higher order thinking, and education. Wiley Interdisciplinary Reviews: Cognitive Science, 6(2), 177–192. https://doi.org/10.1002/ wcs.1336
  • Ruiz-Primo, M.A., & Shavelson, R.J., Li, M., & Schultz, S.E. (2001). On the validity of cognitive interpretations of scores from alternative concept-mapping techniques. Educational Assessment, 7(2), 99-141. https://doi.org/10.1207/S15326977EA0702_2.
  • Rye, J.A. & Rubba, P.A. (2002). Scoring concept maps: An expert map-based scheme weighted for relationships. School Science and Mathematics, 102(1), 33-44. https://doi.org/10.1111/j.1949-8594.2002.tb18194.x.
  • Srinivasan, M., McElvany, M., Shay, J.M., Shavelson, R.J., & West, D.C. (2008). Measuring knowledge structure: Reliability of concept mapping assessment in medical education. Academic Medicine, 83(12), 1196-1203. https://doi.org/10.1097/ACM.0b013e31818c6e84
  • Smith, J. (2015). Geographies of interdependence. Geography, 100(1), 12-19.
  • Stimpson, P. (1992). Assessment in geography: An evaluation of the SOLO taxonomy. In H. Schrettenbrunner & J. Van Westrhenen (Eds.), Empirical research and geography teaching (pp. 157-177). Utrecht; Amsterdam: Koninklijk Nederlands Aardrijkskundig Genootschap; Centrum voor Educatieve Geografie Vrije Universiteit.
  • Turns, J., Atman, C. J. & Adams, R. (2000). Concept maps for engineering education: A cognitively motivated tool supporting varied assessment functions. IEEE Transactions on Education, 43(2), 164-173. https://doi.org/10.1109/13.848069
  • Uhlenwinkel, A. (2013). Spatial thinking or thinking geographically? On the importance ofavoiding maps without meaning. In T. Jekel et al. (Eds.), GI_Forum 2013. Creating the GISociety (294–305). Berlin: Wichmann.
  • Uhlenwinkel, A. (2017). Geographical Thinking: Is it a Limitation or Powerful Thinking? In C. Brooks, G. Butt & M. Fargher (Eds.), The power of geographical thinking (41-53). Springer: Cham, Switzerland.
  • Van Boxtel, C., Van der Linden, J., Roelofs, E., & Erkens, G. (2002). Collaborative concept mapping: provoking and supporting meaningful discourse. Theory Into Practice, 41(1), 40-46. https://doi.org/10.1207/s15430421tip4101_7
  • Van der Schee, J.A. (2000). Helping Children to analyse a changing world: Looking for patterns and relationships in space. In: Robertson & Gerber,R. (eds.), The Childs’ world. Triggers for learning (214-231). Melbourne: Acer Press,.
  • Van der Schee, J.A., Trimp, H., Beneker, T. & Favier, T.T. (2015). Digital geography educaton in the twenty-first century: Needs and opportunities. In O. M. Solari, A. Demirci & J. van der Schee (Eds.), Geospatial technologies and geography education in a changing world - Geospatial practices and lessons learned (11-20). Japan: Springer.

Year 2019, Volume: 9 Issue: 2, 402 - 425, 31.08.2019

Jan Karkdijk Wilfried Admiraal Joop Van Der Schee

https://doi.org/10.33403/rigeo.588661

Abstract

Project Number

023.001.046

References

  • Arnold, R. D., & Wade, J. P. (2015). A definition of systems thinking: A systems approach. Procedia Computer Science, 44, 669–678. http://doi.org/10.1016/j.procs.2015.03.050
  • Assaraf, O. B.-Z., & Orion, N. (2005). Development of system thinking skills in the context of earth system education. Journal of Research in Science Teaching, 42(5), 518–560. https://doi.org/10.1002/tea.20061
  • Barron, B. (2000). Achieving coordination in collaborative problem-solving groups. The Journal of the Learning Sciences, 9(4), 403-436. https://doi.org/10.1207/S15327809JLS0904_2
  • Biggs, J.B., & Collis, K.F. (1982). Evaluating the quality of learning: the SOLO taxonomy (Structure of the Observed Learning Outcome). New York: Academic Press.
  • Brown, H. (2018). Infrastructural ecology as a planning paradigm: Two case studies. International Journal of Sustainable Development and Planning, 13(2), 187-196. https://doi.org/ 10.2495/SDP-V13-N2-187-196
  • Chee, Y.S. (2010). Studying learners and assessing learning: A process-relational perspective on the learning sciences. Educational Technology, 50(5), 5-9.
  • Cox, M., Elen, J. & Steegen, A. (2017). Systems thinking in geography: Can high school students do it? International Research in Geographical and Environmental Education. https://doi:.org/10.1080/10382046.2017.1386413
  • Cox, M., Steegen, A. & Elen, J. (2018). Using causal diagrams to foster systems thinking in geography education. International Journal of Designs for Learning, 9(1), 34-48.
  • DeVane, B, Durga, S & Squire, K. (2010). Economists who think like ecologists’: Reframing systems thinking in games for learning. E–Learning and Digital Media 7(1), 3-20. https://doi.org/10.2304/elea.2010.7.1.3
  • Favier, T.T. & Van der Schee, J.A. (2014). The effects of geography lessons with geospatial technologies on the development of high school students’ relational thinking. Computers and Education, 76, 225-236. https://doi.org/10.1016/j.compedu.2014.04.004
  • Fögele, J. (2017). Acquiring powerful thinking through geographical key concept. In C. Brooks, G. Butt & M. Fargher (Eds.), The power of geographical thinking (59-73). Springer: Cham, Switzerland.
  • Goos, M., Galbraith, P. & Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics 49(2), 193–223. https://doi.org/10.1023/A:1016209010120
  • Hmelo-Silver, C. E., Jordan, R., Eberbach, C., & Sinha, S. (2017). Systems learning with a conceptual representation: A quasi-experimental study. Instructional Science, 45(1), 53–72. https://doi.org/10.1007/s11251-016-9392-y
  • International Geographical Union. (2016). International charter on geographical education. Retrieved from http://www.igu-cge.org/Charters-pdf/2016/IGUç2016çdef.pdf
  • Jackson, P. (2006). Thinking geographically. Geography, 91(3), 199-204.
  • Kali, Y., Orion, N., & Eylon, B. S. (2003). Effect of knowledge integration activities on students’ perception of the earth’s crust as a cyclic system. Journal of Research in Science Teaching, 40(6), 545–565. https://doi.org/10.1002/tea.10096
  • Karkdijk, J., Van der Schee, J.A. & Admiraal, W.F. (2013). Effects of teaching with mysteries on students’ geographical thinking skills. International Research in Geographical and Environmental Education, 22(3), 183-190. https://doi.org/10.1080/10382046.2013.817664.
  • Karkdijk, J., Van der Schee, J.A. & Admiraal, W.F. (2019). Students' geographical relational thinking when solving mysteries. International Research in Geographical and Environmental Education 28(1), 5-21. https://doi.org/10.1080/10382046.2018.1426304
  • Lambert, D. (2004). The power of geography [pdf]. Retrieved from http://www.geography.org.uk/download/NPOGPower.doc
  • Lambert. L, Solem, M & Tani, S. (2015) Achieving Human Potential Through Geography Education: A Capabilities Approach to Curriculum Making in Schools. Annals of the Association of American Geographers 105(4), 723-735. https://doi.org/10.1080/00045608.2015.1022128
  • Leat, D. (2001). Thinking through geography (2nd ed.). Cambridge: Chris Kington Publishing.
  • Leat, D., & Nichols, A. (2000). Brains on the table: Diagnostic and formative assessment through observation. Assessment in Education: Principles, Policy & Practice, 7(1), 103–121. https://doi.org/10.1080/713613327
  • Leat, D., & Nichols, A. (2003). Mysteries make you think. Sheffield: Geographical Association.
  • Lezak, S.B. & Thibodeaux, P.H. (2016). Systems thinking and environmental concern. Journal of Environmental Psychology, 46, 143-153. https://doi.org/10.1016/j.jenvp.2016.04.005.
  • Massey, D. (2014). Taking on the world. Geography 99(1), 36-39.
  • Maude, A. (2017). Applying the concept of powerful knowledge to school geography. In C. Brooks, G. Butt & M. Fargher (Eds.), The power of geographical thinking (27-40). Springer: Cham, Switzerland.
  • McClure, J., Sonak, B., Suen, H.K. (1999). Concept map assessment of classroom learning: Reliability, validity, and logistical practicality. Journal of Research in Science Teaching, 36(4), 475-492. https://doi.org/10.1002/(SICI)1098-2736(199904)36:4<475::AID-TEA5>3.0.CO;2-O
  • Mercer, N., Wegerif, R. & Dawes, L. (1999). Children's talk and the development of reasoning in the classroom. British Educational Research Journal, 25(1) 95-111. https://doi.org/10.1080/0141192990250107
  • Mortimer, E.F. & Scott, P.H. (2003). Meaning Making in Secondary Science Classrooms. Maidenhead/Philadelphia: Open University Press.
  • Novak J.D. & Gowin, D.B. (1984). Learning how to learn. New York: Cambridge University Press.
  • Perkins, D.N. & Grotzer, T.A. (2001). Models and moves: The role of causal and epistemic complexity in students’ understanding of science. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.126.5075
  • Renshaw, S., & Wood, P. (2011). Holistic understanding in geography education (HUGE) – An alternative approach to curriculum development and learning at Key Stage 3. The Curriculum Journal, 22(3), 365–379. https://doi.org/10.1080/09585176.2011.601656.
  • Richland, L. E., & Simms, N. (2015). Analogy, higher order thinking, and education. Wiley Interdisciplinary Reviews: Cognitive Science, 6(2), 177–192. https://doi.org/10.1002/ wcs.1336
  • Ruiz-Primo, M.A., & Shavelson, R.J., Li, M., & Schultz, S.E. (2001). On the validity of cognitive interpretations of scores from alternative concept-mapping techniques. Educational Assessment, 7(2), 99-141. https://doi.org/10.1207/S15326977EA0702_2.
  • Rye, J.A. & Rubba, P.A. (2002). Scoring concept maps: An expert map-based scheme weighted for relationships. School Science and Mathematics, 102(1), 33-44. https://doi.org/10.1111/j.1949-8594.2002.tb18194.x.
  • Srinivasan, M., McElvany, M., Shay, J.M., Shavelson, R.J., & West, D.C. (2008). Measuring knowledge structure: Reliability of concept mapping assessment in medical education. Academic Medicine, 83(12), 1196-1203. https://doi.org/10.1097/ACM.0b013e31818c6e84
  • Smith, J. (2015). Geographies of interdependence. Geography, 100(1), 12-19.
  • Stimpson, P. (1992). Assessment in geography: An evaluation of the SOLO taxonomy. In H. Schrettenbrunner & J. Van Westrhenen (Eds.), Empirical research and geography teaching (pp. 157-177). Utrecht; Amsterdam: Koninklijk Nederlands Aardrijkskundig Genootschap; Centrum voor Educatieve Geografie Vrije Universiteit.
  • Turns, J., Atman, C. J. & Adams, R. (2000). Concept maps for engineering education: A cognitively motivated tool supporting varied assessment functions. IEEE Transactions on Education, 43(2), 164-173. https://doi.org/10.1109/13.848069
  • Uhlenwinkel, A. (2013). Spatial thinking or thinking geographically? On the importance ofavoiding maps without meaning. In T. Jekel et al. (Eds.), GI_Forum 2013. Creating the GISociety (294–305). Berlin: Wichmann.
  • Uhlenwinkel, A. (2017). Geographical Thinking: Is it a Limitation or Powerful Thinking? In C. Brooks, G. Butt & M. Fargher (Eds.), The power of geographical thinking (41-53). Springer: Cham, Switzerland.
  • Van Boxtel, C., Van der Linden, J., Roelofs, E., & Erkens, G. (2002). Collaborative concept mapping: provoking and supporting meaningful discourse. Theory Into Practice, 41(1), 40-46. https://doi.org/10.1207/s15430421tip4101_7
  • Van der Schee, J.A. (2000). Helping Children to analyse a changing world: Looking for patterns and relationships in space. In: Robertson & Gerber,R. (eds.), The Childs’ world. Triggers for learning (214-231). Melbourne: Acer Press,.
  • Van der Schee, J.A., Trimp, H., Beneker, T. & Favier, T.T. (2015). Digital geography educaton in the twenty-first century: Needs and opportunities. In O. M. Solari, A. Demirci & J. van der Schee (Eds.), Geospatial technologies and geography education in a changing world - Geospatial practices and lessons learned (11-20). Japan: Springer.
There are 44 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Jan Karkdijk 0000-0002-8489-1693

Wilfried Admiraal This is me 0000-0002-1627-3420

Joop Van Der Schee This is me 0000-0001-9600-4142

Project Number 023.001.046
Publication Date August 31, 2019
Submission Date July 8, 2019
Published in Issue Year 2019 Volume: 9 Issue: 2

Cite

APA Karkdijk, J., Admiraal, W., & Van Der Schee, J. (2019). Small-Group Work and Relational Thinking in Geographical Mysteries. Review of International Geographical Education Online, 9(2), 402-425. https://doi.org/10.33403/rigeo.588661
AMA Karkdijk J, Admiraal W, Van Der Schee J. Small-Group Work and Relational Thinking in Geographical Mysteries. Review of International Geographical Education Online. August 2019;9(2):402-425. doi:10.33403/rigeo.588661
Chicago Karkdijk, Jan, Wilfried Admiraal, and Joop Van Der Schee. “Small-Group Work and Relational Thinking in Geographical Mysteries”. Review of International Geographical Education Online 9, no. 2 (August 2019): 402-25. https://doi.org/10.33403/rigeo.588661.
EndNote Karkdijk J, Admiraal W, Van Der Schee J (August 1, 2019) Small-Group Work and Relational Thinking in Geographical Mysteries. Review of International Geographical Education Online 9 2 402–425.
IEEE J. Karkdijk, W. Admiraal, and J. Van Der Schee, “Small-Group Work and Relational Thinking in Geographical Mysteries”, Review of International Geographical Education Online, vol. 9, no. 2, pp. 402–425, 2019, doi: 10.33403/rigeo.588661.
ISNAD Karkdijk, Jan et al. “Small-Group Work and Relational Thinking in Geographical Mysteries”. Review of International Geographical Education Online 9/2 (August 2019), 402-425. https://doi.org/10.33403/rigeo.588661.
JAMA Karkdijk J, Admiraal W, Van Der Schee J. Small-Group Work and Relational Thinking in Geographical Mysteries. Review of International Geographical Education Online. 2019;9:402–425.
MLA Karkdijk, Jan et al. “Small-Group Work and Relational Thinking in Geographical Mysteries”. Review of International Geographical Education Online, vol. 9, no. 2, 2019, pp. 402-25, doi:10.33403/rigeo.588661.
Vancouver Karkdijk J, Admiraal W, Van Der Schee J. Small-Group Work and Relational Thinking in Geographical Mysteries. Review of International Geographical Education Online. 2019;9(2):402-25.
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