Abstract

This paper centers on to evaluate whether and to what extent the learning objectives of the geography curricula emphasize students’ higher-order thinking skills (HOTS), and whether students are capable of answering to HOTS-questions by using the Finnish upper secondary geography education as an example. The revised Bloom’s taxonomy was used as a framework for the content analysis. The findings show that geography has the potential to enhance students’ HOTS, but students experience difficulties when answering to HOTS-questions. The results could be used to evaluate the desired thinking skills and knowledge dimensions in geography education for to enhance students meaningful learning.

摘要

本文着重评估地理课程的学习目标是否以及在何种程度上强调学生的高阶思维能力（HOTS），以及学生是否有能力通过使用芬兰高中地理教育作为对HOTS问题的回答。一个例子。修订后的Bloom分类法被用作内容分析的框架。研究结果表明，地理学有可能提高学生的HOTS，但学生在回答HOTS问题时会遇到困难。结果可用于评估地理教育中所需的思维能力和知识范围，以增强学生的有意义的学习能力。