How Do the German and Dutch Curriculum Contexts Influence (the Use of) Geography Textbooks?

Autor/inn/en	Krause, Uwe; Béneker, Tine; van Tartwijk, Jan; Uhlenwinkel, Anke; Bolhuis, Sanneke
Titel	How Do the German and Dutch Curriculum Contexts Influence (the Use of) Geography Textbooks?
Quelle	In: Review of International Geographical Education Online, 7 (2017) 3, S.235-263 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0353
Schlagwörter	Geography Instruction; Textbooks; Foreign Countries; Comparative Education; Curriculum; Secondary School Teachers; Secondary School Students; Case Studies; Teaching Methods; Context Effect; Semi Structured Interviews; Observation; Germany; Netherlands + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Ausland; Vergleichende Erziehungswissenschaft; Curricula; Lehrplan; Rahmenplan; Sekundarschüler; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Deutschland; Niederlande
Abstract	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 at practising higher-order cognitive skills. Interviews carried out with teachers in both countries underline the fact that stronger framing of the curriculum can cause stress and has a strong impact on the teaching practice. This explains the different teaching patterns in both countries, despite similar teaching orientations. (As Provided).
Anmerkungen	Review of International Geographical Education Online. Eskisehir Osmangazi University, Meselik Campus, Eskisehir City, 26480, Turkey. Tel: +90-222-239-37-50; Tax: +90-222-229-31-24; Web site: http://www.rigeo.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01