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Tine Béneker

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Alexandra Chavarria Arnau

Università degli Studi di Padova

Juan Antonio Quirós Castillo

University of the Basque Country, Euskal Herriko Unibertsitatea

Martin Drenthen

Radboud University Nijmegen

Kansas State University

Johannes Preiser-Kapeller

Austrian Academy of Sciences

North Bengal University

Universidade de Lisboa

Denis Ribouillault

Université de Montréal

University of Edinburgh

Ege University

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Papers by Tine Béneker

Hoogleraren geografie maken eindexamen aardrijkskunde

Geografie. Vaktijdschrift voor Geografen, 2002

Op 23 mei zwoegden de vwo-leerlingen tussen 9 en 12 uur op het centraal schriftelijk eindexamen a... more Op 23 mei zwoegden de vwo-leerlingen tussen 9 en 12 uur op het centraal schriftelijk eindexamen aardrijkskunde. Tegelijkertijd maakten negen hoogleraren sociale en fysische geografie exact hetzelfde examen. Hoe maakten ze het en wat vonden ze ervan? Op donderdagochtend 23 mei melden zich negen hoogleraren sociale en fysische geografie bij de poort van het Dr. F.H. de Bruijne Lyceum in Utrecht. Ze komen uit Amsterdam, Groningen, Nijmegen en Utrecht en hebben zich-op verzoek van Geografie en het KNAGbereid verklaard om onder dezelfde omstandigheden als de vwo-leerlingen het eindexamen aardrijkskunde te maken. Maarten Kimmel, aardrijkskundeleraar aan het Dr. F.H. de Bruijne Lyceum, brengt hen naar een vaklokaal aardrijkskunde waar ze van hem examenpapier, een Grote Bosatlas en de examenopgaven krijgen. In stilte en zeer ijverig werken de hoogleraren aan de opgaven. De eerste is na ruim twee uur klaar, de laatste een kwartier voor tijd. Nog diezelfde middag kijken Maarten Kimmel en Hester de Prieëlle, aardrijkskundelerares aan het Emmauscollege in Rotterdam, de opgaven na volgens de officiële normen. Op dat moment is nog niet bekend of de cesuur nog verlegd zou worden.

Krachtige kennis in geografie-onderwijs

Inaugurele rede uitgesproken bij de aanvaarding van het ambt van hoogleraar in Geography & Ed... more

Urban geographies: what should we teach? (International Geographical Union (IGU), Commission of Geographical Education Tsukuba conference 2009: abstracts and proceedings)

新地理, 2009

World-mindedness of young people during the rise in migration in Europe: a case study of Czechia, Finland, Germany and The Netherlands

International Research in Geographical and Environmental Education, Sep 1, 2021

a centre for Geographical and environmental education, Faculty of science, charles university, pr... more a centre for Geographical and environmental education, Faculty of science, charles university, prague, czechia; b department of education, Faculty of educational sciences, university of helsinki, helsinki, Finland; c department of human Geography & spatial planning, Faculty of Geosciences, utrecht university, utrecht, netherlands; d department of subject didactics, Faculty of humanities, social sciences, and theology, Friedrich-alexander university, erlangen-nuremberg, Germany

‘Ik heb nieuwe inzichten opgedaan’ De betekenis van kenniskringen voor de professionele ontwikkeling van lerarenopleiders

Tijdschrift voor Lerarenopleiders, Feb 16, 2015

Als lectoren van de Fontys Lerarenopleiding Tilburg zijn we benieuwd wat deelname aan een kennisk... more Als lectoren van de Fontys Lerarenopleiding Tilburg zijn we benieuwd wat deelname aan een kenniskring betekent voor de professionalisering van opleiders; wat leren zij ervan (kennis, gedrag, houding) en waarvan leren zij? Het gaat om de professionele ontwikkeling van individuele lerarenopleiders gericht op het verdiepen van de rol die zij hebben als onderzoeker. De ontwikkeling van deze rol vindt plaats door deelname aan een kenniskring waarin een lector als ervaren onderzoeker een impuls geeft. Nog weinig onderzoek is gedaan naar wat de specifieke leeropbrengsten van deelname aan kenniskringen zijn en welke leeractiviteiten stimulerend zijn voor het bereiken van die leeropbrengsten. Het is een verkennend onderzoek waarin 23 kenniskringleden uit vier kenniskringen participeren. Van de vier kenniskringen zijn er twee minder dan een jaar geleden gestart en twee bestaan al langer. Uit de analyse van de data blijkt dat kenniskringleden nieuwe kennis opdoen, zowel over het thema van het lectoraat als over het doen van onderzoek.Verder geven kenniskringleden aan dat zij anders handelen (gedrag) en dat hun houding ten opzichte van onderzoek is veranderd. Ervaren kenniskringleden benoemen in vergelijking met beginnende kenniskringleden meer gedragsopbrengsten, bijvoorbeeld dat ze studenten anders zijn gaan begeleiden, ervaren kenniskringleden geven ook aan dat zij veel leren van het doen van onderzoek. Met name de interactie tussen de kenniskringleden is stimulerend voor het leren. Ons onderzoek laat zien dat deelname aan een kenniskring leidt tot een scala aan opbrengsten, die zowel de lerarenopleider als de opleiding ten goede komen.

Buscar mejor ambiente" : migratie naar, uit en langs een kleine stad in Costa Rica

Koninklijk Nederlands Aardrijkskundig Genootschap : Faculteit Ruimtelijke Wetenschappen Universiteit Utrecht eBooks, 1997

Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons

European Journal of Investigation in Health, Psychology and Education, Dec 30, 2021

This article is an open access article distributed under the terms and conditions of the Creative... more

Aardrijkskunde vecht voor positie

Geografie, 2013

Expanding students' concept of ‘home’

Routledge eBooks, Oct 21, 2022

Geography textbook tasks fostering thinking skills for the acquisition of powerful knowledge

International Research in Geographical and Environmental Education, Mar 10, 2021

Abstract Tasks are essential in fostering students’ learning processes, and thinking skills are c... more Abstract Tasks are essential in fostering students’ learning processes, and thinking skills are considered to be of central importance to learning. In order to analyse how tasks promote the development of thinking skills in school geography, we need an instrument that looks beyond a simple distinction between lower and higher order thinking. It should be able to identify types of tasks based on distinctive elements on the way to acquiring powerful knowledge or knowledge of high epistemic quality. In this paper, we describe the development of an instrument based on the adaptation of existing categorisations and the use of Bernstein’s recognition and realisation rules. The instrument distinguishes five levels of thinking: lower order thinking, use of thinking strategies, parts of higher order thinking, higher order thinking, and reflection. The instrument was employed to analyse tasks in geography textbooks used in the Netherlands and the German State North Rhine-Westphalia, with researchers and teacher educators in both states considering its efficacy both plausible and practicable. The results show that the instrument is sufficiently sensitive to identify differences in types of tasks and the extent to which access to powerful knowledge is fostered.

How do the German and Dutch Curriculum Contexts influence (the Use of) Geography Textbooks

Bernstein describes a curriculum context as a system context that is regulated by strong and weak... more Bernstein describes a curriculum context as a system context that is regulated by strong and weak framing, which refers to the “degree of control teachers and pupils possess over the selection, organisation, pacing and timing of the knowledge transmitted and received in the pedagogical relationship” (1975, p. 89). In this article, we describe research on how differences in framing influence the design of geography textbooks and lessons in higher secondary schools (ages 16-18). In a comparative case study, we analysed geography textbooks, observed lessons, and interviewed editors and teachers in a country with weak framing (Germany) and a country with strong framing (the Netherlands). The results show that weaker framing goes hand in hand with textbooks focussing on knowledge and offering higher-order tasks. In the country with weaker framing, teachers use more question and answer teaching strategies, students deliver more presentations, and more assignments are used that are aimed a...

Een instrument om een leernetwerk te typeren

Het leren van ervaren leraren, aanstaande leraren, lerarenopleiders en beginnende leraren krijgt ... more Het leren van ervaren leraren, aanstaande leraren, lerarenopleiders en beginnende leraren krijgt steeds vaker vorm door middel van leergemeenschappen of leernetwerken. Uit de literatuur over professionele ontwikkeling van (aanstaande) leraren blijkt dat het samen leren een betekenisvolle en productieve aanpak is. In de praktijk merken we dat voor deze vorm van leren steeds weer een andere benaming wordt gekozen. We komen termen tegen als vakdidactische netwerken, professionele leergemeenschappen of docent-ontwikkelteams. Hoewel een poging om deze verschillende vormen van leren in netwerken te definieren zeker zinvol is, hebben wij ervoor gekozen te zoeken naar dimensies waarop vormen van netwerkleren gekarakteriseerd kunnen worden. We zijn gekomen tot tien mogelijke dimensies. Deze dimensies kunnen door groepen (aanstaande) leraren gebruikt worden om het netwerk waarin zij deelnemen te karakteriseren. Dit instrument willen we in de sessie presenteren als nieuw idee om in de opleidin...

Geography teachers’ Practices regarding Summative Assessment : A Study of Pre-Vocational Education in the Netherlands

To start a teacher professional development programme on the relationship between classroom summa... more To start a teacher professional development programme on the relationship between classroom summative assessment and learning, the current practices and dispositions of geography teachers towards internal school-based examinations in pre-vocational education in the Netherlands were investigated. A questionnaire provided data on how teachers construct these examinations and how they perceive the extent to which they use test items in these examinations that appeal to distinct cognitive processes. The data were statistically analysed to explore teachers’ practices regarding the construction of the examinations and the correlation with their perceptions on test items appealing to distinct cognitive processes. The results showed that teachers rarely construct test items themselves; instead, they rely to a considerable degree on test items created by outside sources. In particular, older teachers and teachers with greater teaching experience tend to use more test items from outside sour...

L’educazione geografica in Europa : Un dialogo sulla formazione universitaria dei docenti

Non peer reviewe

GeoCapabilities and curriculum leadership: balancing the priorities of aim-based and knowledge-led curriculum thinking in schools

International Research in Geographical and Environmental Education, Dec 14, 2016

The small-scale research presented in this paper was conducted as part of the Geo-Capabilities pr... more The small-scale research presented in this paper was conducted as part of the Geo-Capabilities project. Though originating in the Anglophone world, the project attempts to address the purposes and values of geography education internationally. Using the idea of "powerful disciplinary knowledge" the project asks what geography has to offer that helps young people develop the human capabilities they need in order to live a life that they consider valuable. In this paper we explore the challenges and opportunities presented by GeoCapabilities in several European national contexts. We asked selected teachers and teacher educators in four different countries (Finland, Germany, The Netherlands and Sweden) what role they thought geography plays in enhancing students' "human potential". Despite marked differences relating to the legal and structural background in each country we found major similarities in teachers' and teacher educators' curriculum thinking in relation to geography's contribution to the future well-being of their students.

World-mindedness of students and their geography education at international (IB-DP) and regular schools in the Netherlands

International Journal of Development Education and Global Learning, 2014

This article reports the results of a study conducted to gain insight into the worldmindedness of... more This article reports the results of a study conducted to gain insight into the worldmindedness of young people living in the Netherlands. Two groups are compared: students attending 'regular' Dutch schools and students attending international schools. A questionnaire measured the students' world-mindedness and their evaluation of their geography education in terms of global content and pedagogy. In our limited study, international school students were overall more world-minded than young people attending Dutch conventional schools. However, similarities were also seen: both groups were positive about values such as respect, diversity, and sustainability, and less positive about values such as solidarity and equality. International schools aimed more towards global learning than did Dutch schools, because of the experiential learning of students exposed to an international educational environment. In the opinion of the students, geography education at Dutch schools was often limited to learning about global issues and perspectives,

Picturing the city: young people's representations of urban environments

Children's Geographies, May 1, 2010

Urban environments form the setting of everyday life for most Western young people. This article ... more Urban environments form the setting of everyday life for most Western young people. This article explores visual representations of cities made by young people in a range of environments within four countries. The findings inform a larger study on urban geographies within geography education. We analyse students&amp;amp;amp;amp;amp;amp;#x27; drawings of cities regarding physical characteristics, activities and issues. There are many commonalities

Correction: Krause et al. Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons. Eur. J. Investig. Health Psychol. Educ. 2022, 12, 11–27

European Journal of Investigation in Health, Psychology and Education, Oct 9, 2022

Incorrect Last Name in Citation In the original publication [1], there was a mistake in the Citat... more

Geography Education and Global Understanding: Exploring Some Ideas and Trends in a Fast-Changing World

Springer eBooks, 2018

The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Teacher Professional Growth in Summative Assessment and Meaningful Learning: A Case Study in Pre-Vocational Geography Education in The Netherlands

Curriculum and teaching, Apr 1, 2020

Teachers’ classroom assessment practices tend to encourage rote learning instead of meaningful le... more Teachers’ classroom assessment practices tend to encourage rote learning instead of meaningful learning. To enhance teachers’ classroom assessment practices, teacher involvement in assessment construction appears necessary. To foster teacher professional growth in relation to this issue, a professional development programme on summative assessment and meaningful learning in pre-vocational geography education in the Netherlands was designed. In 2016, a prototype of the programme was tested and evaluated in a small-scale case study. The results suggest that the programme was feasible and practical and contributed to change in teachers’ knowledge, skills and practices.

Hoogleraren geografie maken eindexamen aardrijkskunde

Geografie. Vaktijdschrift voor Geografen, 2002

Op 23 mei zwoegden de vwo-leerlingen tussen 9 en 12 uur op het centraal schriftelijk eindexamen a... more Op 23 mei zwoegden de vwo-leerlingen tussen 9 en 12 uur op het centraal schriftelijk eindexamen aardrijkskunde. Tegelijkertijd maakten negen hoogleraren sociale en fysische geografie exact hetzelfde examen. Hoe maakten ze het en wat vonden ze ervan? Op donderdagochtend 23 mei melden zich negen hoogleraren sociale en fysische geografie bij de poort van het Dr. F.H. de Bruijne Lyceum in Utrecht. Ze komen uit Amsterdam, Groningen, Nijmegen en Utrecht en hebben zich-op verzoek van Geografie en het KNAGbereid verklaard om onder dezelfde omstandigheden als de vwo-leerlingen het eindexamen aardrijkskunde te maken. Maarten Kimmel, aardrijkskundeleraar aan het Dr. F.H. de Bruijne Lyceum, brengt hen naar een vaklokaal aardrijkskunde waar ze van hem examenpapier, een Grote Bosatlas en de examenopgaven krijgen. In stilte en zeer ijverig werken de hoogleraren aan de opgaven. De eerste is na ruim twee uur klaar, de laatste een kwartier voor tijd. Nog diezelfde middag kijken Maarten Kimmel en Hester de Prieëlle, aardrijkskundelerares aan het Emmauscollege in Rotterdam, de opgaven na volgens de officiële normen. Op dat moment is nog niet bekend of de cesuur nog verlegd zou worden.

Krachtige kennis in geografie-onderwijs

Inaugurele rede uitgesproken bij de aanvaarding van het ambt van hoogleraar in Geography & Ed... more

Urban geographies: what should we teach? (International Geographical Union (IGU), Commission of Geographical Education Tsukuba conference 2009: abstracts and proceedings)

新地理, 2009

World-mindedness of young people during the rise in migration in Europe: a case study of Czechia, Finland, Germany and The Netherlands

International Research in Geographical and Environmental Education, Sep 1, 2021

a centre for Geographical and environmental education, Faculty of science, charles university, pr... more a centre for Geographical and environmental education, Faculty of science, charles university, prague, czechia; b department of education, Faculty of educational sciences, university of helsinki, helsinki, Finland; c department of human Geography & spatial planning, Faculty of Geosciences, utrecht university, utrecht, netherlands; d department of subject didactics, Faculty of humanities, social sciences, and theology, Friedrich-alexander university, erlangen-nuremberg, Germany

‘Ik heb nieuwe inzichten opgedaan’ De betekenis van kenniskringen voor de professionele ontwikkeling van lerarenopleiders

Tijdschrift voor Lerarenopleiders, Feb 16, 2015

Als lectoren van de Fontys Lerarenopleiding Tilburg zijn we benieuwd wat deelname aan een kennisk... more Als lectoren van de Fontys Lerarenopleiding Tilburg zijn we benieuwd wat deelname aan een kenniskring betekent voor de professionalisering van opleiders; wat leren zij ervan (kennis, gedrag, houding) en waarvan leren zij? Het gaat om de professionele ontwikkeling van individuele lerarenopleiders gericht op het verdiepen van de rol die zij hebben als onderzoeker. De ontwikkeling van deze rol vindt plaats door deelname aan een kenniskring waarin een lector als ervaren onderzoeker een impuls geeft. Nog weinig onderzoek is gedaan naar wat de specifieke leeropbrengsten van deelname aan kenniskringen zijn en welke leeractiviteiten stimulerend zijn voor het bereiken van die leeropbrengsten. Het is een verkennend onderzoek waarin 23 kenniskringleden uit vier kenniskringen participeren. Van de vier kenniskringen zijn er twee minder dan een jaar geleden gestart en twee bestaan al langer. Uit de analyse van de data blijkt dat kenniskringleden nieuwe kennis opdoen, zowel over het thema van het lectoraat als over het doen van onderzoek.Verder geven kenniskringleden aan dat zij anders handelen (gedrag) en dat hun houding ten opzichte van onderzoek is veranderd. Ervaren kenniskringleden benoemen in vergelijking met beginnende kenniskringleden meer gedragsopbrengsten, bijvoorbeeld dat ze studenten anders zijn gaan begeleiden, ervaren kenniskringleden geven ook aan dat zij veel leren van het doen van onderzoek. Met name de interactie tussen de kenniskringleden is stimulerend voor het leren. Ons onderzoek laat zien dat deelname aan een kenniskring leidt tot een scala aan opbrengsten, die zowel de lerarenopleider als de opleiding ten goede komen.

Buscar mejor ambiente" : migratie naar, uit en langs een kleine stad in Costa Rica

Koninklijk Nederlands Aardrijkskundig Genootschap : Faculteit Ruimtelijke Wetenschappen Universiteit Utrecht eBooks, 1997

Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons

European Journal of Investigation in Health, Psychology and Education, Dec 30, 2021

This article is an open access article distributed under the terms and conditions of the Creative... more

Aardrijkskunde vecht voor positie

Geografie, 2013

Expanding students' concept of ‘home’

Routledge eBooks, Oct 21, 2022

Geography textbook tasks fostering thinking skills for the acquisition of powerful knowledge

International Research in Geographical and Environmental Education, Mar 10, 2021

Abstract Tasks are essential in fostering students’ learning processes, and thinking skills are c... more Abstract Tasks are essential in fostering students’ learning processes, and thinking skills are considered to be of central importance to learning. In order to analyse how tasks promote the development of thinking skills in school geography, we need an instrument that looks beyond a simple distinction between lower and higher order thinking. It should be able to identify types of tasks based on distinctive elements on the way to acquiring powerful knowledge or knowledge of high epistemic quality. In this paper, we describe the development of an instrument based on the adaptation of existing categorisations and the use of Bernstein’s recognition and realisation rules. The instrument distinguishes five levels of thinking: lower order thinking, use of thinking strategies, parts of higher order thinking, higher order thinking, and reflection. The instrument was employed to analyse tasks in geography textbooks used in the Netherlands and the German State North Rhine-Westphalia, with researchers and teacher educators in both states considering its efficacy both plausible and practicable. The results show that the instrument is sufficiently sensitive to identify differences in types of tasks and the extent to which access to powerful knowledge is fostered.

How do the German and Dutch Curriculum Contexts influence (the Use of) Geography Textbooks

Bernstein describes a curriculum context as a system context that is regulated by strong and weak... more Bernstein describes a curriculum context as a system context that is regulated by strong and weak framing, which refers to the “degree of control teachers and pupils possess over the selection, organisation, pacing and timing of the knowledge transmitted and received in the pedagogical relationship” (1975, p. 89). In this article, we describe research on how differences in framing influence the design of geography textbooks and lessons in higher secondary schools (ages 16-18). In a comparative case study, we analysed geography textbooks, observed lessons, and interviewed editors and teachers in a country with weak framing (Germany) and a country with strong framing (the Netherlands). The results show that weaker framing goes hand in hand with textbooks focussing on knowledge and offering higher-order tasks. In the country with weaker framing, teachers use more question and answer teaching strategies, students deliver more presentations, and more assignments are used that are aimed a...

Een instrument om een leernetwerk te typeren

Het leren van ervaren leraren, aanstaande leraren, lerarenopleiders en beginnende leraren krijgt ... more Het leren van ervaren leraren, aanstaande leraren, lerarenopleiders en beginnende leraren krijgt steeds vaker vorm door middel van leergemeenschappen of leernetwerken. Uit de literatuur over professionele ontwikkeling van (aanstaande) leraren blijkt dat het samen leren een betekenisvolle en productieve aanpak is. In de praktijk merken we dat voor deze vorm van leren steeds weer een andere benaming wordt gekozen. We komen termen tegen als vakdidactische netwerken, professionele leergemeenschappen of docent-ontwikkelteams. Hoewel een poging om deze verschillende vormen van leren in netwerken te definieren zeker zinvol is, hebben wij ervoor gekozen te zoeken naar dimensies waarop vormen van netwerkleren gekarakteriseerd kunnen worden. We zijn gekomen tot tien mogelijke dimensies. Deze dimensies kunnen door groepen (aanstaande) leraren gebruikt worden om het netwerk waarin zij deelnemen te karakteriseren. Dit instrument willen we in de sessie presenteren als nieuw idee om in de opleidin...

Geography teachers’ Practices regarding Summative Assessment : A Study of Pre-Vocational Education in the Netherlands

To start a teacher professional development programme on the relationship between classroom summa... more To start a teacher professional development programme on the relationship between classroom summative assessment and learning, the current practices and dispositions of geography teachers towards internal school-based examinations in pre-vocational education in the Netherlands were investigated. A questionnaire provided data on how teachers construct these examinations and how they perceive the extent to which they use test items in these examinations that appeal to distinct cognitive processes. The data were statistically analysed to explore teachers’ practices regarding the construction of the examinations and the correlation with their perceptions on test items appealing to distinct cognitive processes. The results showed that teachers rarely construct test items themselves; instead, they rely to a considerable degree on test items created by outside sources. In particular, older teachers and teachers with greater teaching experience tend to use more test items from outside sour...

L’educazione geografica in Europa : Un dialogo sulla formazione universitaria dei docenti

Non peer reviewe

GeoCapabilities and curriculum leadership: balancing the priorities of aim-based and knowledge-led curriculum thinking in schools

International Research in Geographical and Environmental Education, Dec 14, 2016

The small-scale research presented in this paper was conducted as part of the Geo-Capabilities pr... more The small-scale research presented in this paper was conducted as part of the Geo-Capabilities project. Though originating in the Anglophone world, the project attempts to address the purposes and values of geography education internationally. Using the idea of "powerful disciplinary knowledge" the project asks what geography has to offer that helps young people develop the human capabilities they need in order to live a life that they consider valuable. In this paper we explore the challenges and opportunities presented by GeoCapabilities in several European national contexts. We asked selected teachers and teacher educators in four different countries (Finland, Germany, The Netherlands and Sweden) what role they thought geography plays in enhancing students' "human potential". Despite marked differences relating to the legal and structural background in each country we found major similarities in teachers' and teacher educators' curriculum thinking in relation to geography's contribution to the future well-being of their students.

World-mindedness of students and their geography education at international (IB-DP) and regular schools in the Netherlands

International Journal of Development Education and Global Learning, 2014

This article reports the results of a study conducted to gain insight into the worldmindedness of... more This article reports the results of a study conducted to gain insight into the worldmindedness of young people living in the Netherlands. Two groups are compared: students attending 'regular' Dutch schools and students attending international schools. A questionnaire measured the students' world-mindedness and their evaluation of their geography education in terms of global content and pedagogy. In our limited study, international school students were overall more world-minded than young people attending Dutch conventional schools. However, similarities were also seen: both groups were positive about values such as respect, diversity, and sustainability, and less positive about values such as solidarity and equality. International schools aimed more towards global learning than did Dutch schools, because of the experiential learning of students exposed to an international educational environment. In the opinion of the students, geography education at Dutch schools was often limited to learning about global issues and perspectives,

Picturing the city: young people's representations of urban environments

Children's Geographies, May 1, 2010

Urban environments form the setting of everyday life for most Western young people. This article ... more Urban environments form the setting of everyday life for most Western young people. This article explores visual representations of cities made by young people in a range of environments within four countries. The findings inform a larger study on urban geographies within geography education. We analyse students&amp;amp;amp;amp;amp;amp;#x27; drawings of cities regarding physical characteristics, activities and issues. There are many commonalities

Correction: Krause et al. Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons. Eur. J. Investig. Health Psychol. Educ. 2022, 12, 11–27

European Journal of Investigation in Health, Psychology and Education, Oct 9, 2022

Incorrect Last Name in Citation In the original publication [1], there was a mistake in the Citat... more

Geography Education and Global Understanding: Exploring Some Ideas and Trends in a Fast-Changing World

Springer eBooks, 2018

The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Teacher Professional Growth in Summative Assessment and Meaningful Learning: A Case Study in Pre-Vocational Geography Education in The Netherlands

Curriculum and teaching, Apr 1, 2020

Teachers’ classroom assessment practices tend to encourage rote learning instead of meaningful le... more Teachers’ classroom assessment practices tend to encourage rote learning instead of meaningful learning. To enhance teachers’ classroom assessment practices, teacher involvement in assessment construction appears necessary. To foster teacher professional growth in relation to this issue, a professional development programme on summative assessment and meaningful learning in pre-vocational geography education in the Netherlands was designed. In 2016, a prototype of the programme was tested and evaluated in a small-scale case study. The results suggest that the programme was feasible and practical and contributed to change in teachers’ knowledge, skills and practices.