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Effects of the Use of Thinking Through Geography Strategies

机译：地理策略对思维运用的影响

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Expressing the desire that geography should be a more challenging subject that helps pupils to become better learners a group of academic geographers and geography teachers from northeast England developed teaching strategies to stimulate pupils to think through geography. Teachers in England and the Netherlands report that these strategies are very successful because they make pupils think and generate motivation. This contribution focuses on an experiment in three Dutch lower secondary school classes. Thinking Through Geography strategies were tested in a pre-test and post-test control group design. All the students worked enthusiastically with the strategies, but there were big differences in the results between the schools. One of the key factors seems to be the role of the teacher. Although Thinking Through Geography strategies may be challenging for teachers and students, much greater attention needs to be given to the type of support that is required to make the change lasting and deep rather than superficial.
机译：表达了对地理应该成为更具挑战性的主题的渴望，该主题可以帮助学生成为更好的学习者。来自英格兰东北部的一群学术地理学家和地理老师制定了教学策略，以激发学生对地理的思考。英格兰和荷兰的教师报告说，这些策略非常成功，因为它们使学生思考并产生动力。这项贡献着重于荷兰三个初中课程的实验。 “地域思维”策略在测试前和测试后的对照组设计中进行了测试。所有的学生都热衷于这些策略，但是学校之间的结果差异很大。关键因素之一似乎是老师的角色。尽管“通过地理思考”策略对教师和学生可能具有挑战性，但仍需要给予更多的关注，以使变革持续，深入而不是肤浅而需要的支持类型。

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