Comparison is a cognitive process and a method of acquiring geographical knowledge widely promoted within school systems in Germany, France and England. Comparison is an everyday practice, but it is also one of the methods systematically used by geographers and serves various scientific purposes. However, little is known about the functions, extent and objectives of comparison tasks in geography education. This study presents an analysis of 20 textbooks from three countries: Germany, England and France. In this international comparative study we analysed all cognitive tasks involving comparison using qualitative content analysis and descriptive quantitative methods. We developed a reliable classification system for categorising the objectives of comparison tasks. In our results we demonstrated that a large proportion of comparison tasks in textbooks are simple, lower-order tasks. Also, many complex tasks in the three countries involve inductive processes, although we identified some national differences resulting from differing textbook structures. Our system for classifying the objectives of comparison tasks will help develop meaningful tasks, aiming to enhance students' autonomous and critical thinking, and improve their proficiency in the competencies and methods required in geography education.
Keywords: Comparative method; Comparison; Education; Geography education research; International textbook research.
© 2020 The Author(s).