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  • Correction
  • Open Access

9 October 2022

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

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and
1
Faculty of Geosciences, Utrecht University, 3584 CB Utrecht, The Netherlands
2
Department of Geography Education, Fontys University of Applied Sciences Tilburg, 5022 DM Tilburg, The Netherlands
3
Faculty of Social and Behavioural Sciences, Utrecht University, 3584 CS Utrecht, The Netherlands
*
Author to whom correspondence should be addressed.

Incorrect Last Name in Citation

In the original publication [1], there was a mistake in the Citation. For the author’s name “Jan van Tartwijk-, Tartwijk, J.v. should be van Tartwijk, J.

Error in Figure

In the original publication [1], there was a mistake in Figure 1, as published. For “semantic gravity”, “strong” and “weak” should be reversed. The corrected Figure 1 appears below.
Figure 1. Geography Task Categorization Framework—the arrows indicate the increase of importance of recognition and realization rules (adapted from [16])—including the concept of semantic gravity and density of Maton [4]).
The authors state that the scientific conclusions are unaffected. This correction was approved by the Academic Editor. The original publication has also been updated.

Reference

  1. Krause, U.; Béneker, T.; van Tartwijk, J. Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons. Eur. J. Investig. Health Psychol. Educ. 2022, 12, 11–27. [Google Scholar] [CrossRef] [PubMed]
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