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    Roberts 2014 Geography Through Enquiry

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    Javier P
    This document discusses approaches to teaching geography through enquiry. It defines enquiry as actively engaging students in investigating geographical questions and issues, including those that are teacher-guided and those where students have more independence. The document outlines essential elements of enquiry, including creating a need to know, using geographical sources as evidence, making sense of information geographically, and reflecting on learning. It provides examples of creating a need to know, using evidence, making inferences from sources, and reflecting on learning through activities like role plays.

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    Roberts 2014 Geography Through Enquiry

    Uploaded by

    Javier P
    51 views33 pages
    This document discusses approaches to teaching geography through enquiry. It defines enquiry as actively engaging students in investigating geographical questions and issues, including those that are teacher-guided and those where students have more independence. The document outlines essential elements of enquiry, including creating a need to know, using geographical sources as evidence, making sense of information geographically, and reflecting on learning. It provides examples of creating a need to know, using evidence, making inferences from sources, and reflecting on learning through activities like role plays.

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    Roberts 2014 Geography through enquiry

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    This document discusses approaches to teaching geography through enquiry. It defines enquiry as actively engaging students in investigating geographical questions and issues, including those that are teacher-guided and those where students have more independence. The document outlines essential elements of enquiry, including creating a need to know, using geographical sources as evidence, making sense of information geographically, and reflecting on learning. It provides examples of creating a need to know, using evidence, making inferences from sources, and reflecting on learning through activities like role plays.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    51 views33 pages

    Roberts 2014 Geography Through Enquiry

    Uploaded by

    Javier P
    This document discusses approaches to teaching geography through enquiry. It defines enquiry as actively engaging students in investigating geographical questions and issues, including those that are teacher-guided and those where students have more independence. The document outlines essential elements of enquiry, including creating a need to know, using geographical sources as evidence, making sense of information geographically, and reflecting on learning. It provides examples of creating a need to know, using evidence, making inferences from sources, and reflecting on learning through activities like role plays.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    The key takeaways are that enquiry in geography teaching involves students actively investigating geographical questions and issues through approaches guided by teachers or with more student independence, developing a questioning attitude and thinking geographically.

    Enquiry in geography teaching refers to a range of approaches where students are actively engaged in investigating geographical questions and issues, including inquiries strongly guided by teachers or with more student independence, to develop a questioning attitude to geographical knowledge and think geographically.

    According to the text, essential elements of enquiry include creating a need to know, using geographical sources as evidence, making sense of geographical information by thinking geographically, and reflecting on learning.

    Geography through enquiry

    Margaret Roberts
    Senior Lecturer (retired) University of Sheffield
    President of the Geographical Association (England) (2008-2009)
    What do I mean by ‘enquiry’?
    A range of approaches to teaching and learning in which students are
    actively engaged in investigating geographical questions and issues.

    It includes enquiries that are strongly guided by teachers as well as


    those in which students have more independence.

    It is about developing a questioning attitude to geographical knowledge


    and enabling students to investigate that knowledge critically and to
    think geographically.
    Essential elements of
    enquiry

    • Creating a need to know


    • Using geographical sources as
    evidence
    • Making sense of geographical
    information: thinking
    geographically
    • Reflecting on learning
    Geographical questions
    7ws and an H
    How do we create a need to know (spark
    curiosity)?
    • [Foto dochter]
    Stance
    Stimulus
    Speculation

    Choice
    Motivating activity/outcome
    Creating a need to know: intelligent guesswork
    Life expectancy
    The average number of years that a new-born child
    could expect to live, if he or she were to pass through
    life exposed to the sex-and age-specific death rates
    prevailing at the time of his or her birth, for a specific
    year, in a given country, territory or geographic area.
    (WHO website)
    Which countries have the highest and lowest
    life expectancy at birth? (top and bottom 3?)
    • Australia • Poland
    • Bangladesh • Russian Federation
    • Bolivia • Saudi Arabia
    • China • Sierra Leone
    • Ethiopia • Singapore
    • Indonesia • South Africa
    • Italy • Suriname
    • Japan • Swaziland
    • Mexico • United Kingdom
    • Netherlands • USA
    Country Life Rank Country Life Rank
    expectancy expectancy

    Australia 83 =2 Poland 77
    Bangladesh 70 Russian 69
    Federation
    Bolivia 68 Saudi Arabia 76
    China 75 Sierra Leone 46 20
    Ethiopia 64 Singapore 83 =2
    Indonesia 71 South Africa 59 18
    Italy 83 =2 Suriname 77
    Japan 84 1 Swaziland 54 19
    Mexico 76 United Kingdom 81
    Netherlands 81 USA 79
    Intelligent guesswork
    Purposes

    For the teacher to:

    • create a need to know – to spark curiosity

    • elicit students’ prior knowledge and understanding

    • deal with misconceptions and stereotyping


    Using sources
    as evidence

    The effects of Climate Change in the Netherlands: 2012


    Using sources as evidence: 5 key points

    http://data.worldbank.org/indicator/SP.DYN.LE00.IN/countries?display=map
    Five key points
    Purposes

    To enable students to:


    • Examine sources themselves
    • Identify significant points
    • Identify trends
    • Make generalisations
    • Know what to look for when they use sources independently
    Using evidence: layers of inference
    Geographical evidence: layers of inference
    What does this source definitely tell me?
    What can I infer? (what guesses can I make?)
    What doesn’t the source tell me? What other questions do I need
    to ask?
    Layers of inference
    Purposes
    For students to:
    • Examine geographical source materials closely
    • Draw on prior knowledge in order to make informed guesses
    • Become aware that any source material presents only partial
    evidence
    • Become critical of geographical evidence
    • Reveal what they understand and possible misunderstandings
    Making sense: thinking geographically
    • Making connections

    • Reading for meaning (DARTs)


    • Developing arguments
    • Public meeting role play
    Directed Activities Related to Text (DARTs)
    Analysis and reconstruction DARTs

    • Analysis of the text using underlining or by writing headings for


    paragraphs
    • Reconstruction of the text in a different form
    Making sense of eutrophication
    • Definition: EUTROPHICATION is the nutrient enrichment of bodies of
    water, resulting in excessive plant grown and loss of oxygen.

    • Read the text carefully.


    • Underline things that cause eutrophication.
    • Underline, in a different way, the effects of eutrophication.
    • Underline, in a third way, solutions to the problems of eutrophication.
    • Reconstruct the text pictorially to represent everything you have
    underlined.
    Thinking geographically: DART transformation
    Thinking geographically: DART transformation
    Categories for analysing text
    • Economic, social, environmental, cultural, political, technological (factors or effects)
    • Local, national, international, global (factors, effects or implications)
    • Causes, effects, implications
    • Physical causes, human causes
    • Physical impacts, human impacts
    • Short term effects, long term effects
    • Who gains, who loses?
    • Advantages, disadvantages
    • Arguments for, arguments against
    • Facts, opinions
    • Big points, little points
    • Claims, reasons, supporting facts and evidence
    Directed Activities related to text
    Purposes
    For students to:
    • develop their understanding of what they are reading and to
    understand a piece of text as a whole

    • think analytically and geographically, using categories commonly used


    by geographers

    • develop techniques of making notes from text


    Singapore O level syllabus
    Global tourism: is tourism the way to Main terms
    go?
    • How does the nature of tourism • Tourism
    vary from place to place? • International tourism
    • Package holiday
    • Why has tourism become a
    • Long-haul destinations
    global phenomenon?
    • Regional fluctuations
    • Developing tourism: at what • Foreign exchange
    cost? • Infrastructure development
    • Fragile environment
    Should Mauritius aim to double • Sustainable tourism
    the number of tourists by 2020? • Carbon footprint
    (coral reefs; conservation)
    Thinking geographically - public meeting role play:
    Should Mauritius aim to double number of tourists
    by 2020?
    Hoteliers

    Government
    Tourism Authority

    ‘We Love Mauritius’ Local residents Reef conservation


    Enquiry through public meeting role play
    Procedure Essential elements
    Preparation: study of information • have a need to know
    (key arguments and data) • use geographical sources as
    Introduction to issue by chair evidence
    Presentation of cases • make sense of information
    by selecting data to
    Five minute interval to devise questions support arguments and
    Question time counter-arguments
    Decision makers make decision • reflect on what they have
    Debrief learnt during the debriefing
    Debriefing role play
    Interim debrief
    What do you think decision will be? Why?
    To each group
    What were your strongest arguments?
    What were your weakest arguments?
    What was the strongest argument against you?
    General discussion
    Who will gain most if tourist numbers are doubled? Who will lose?
    Which group is likely to have most/least influence?
    Public meeting role play
    Purposes
    For students to:
    Increase their knowledge and understanding of an issue
    Examine different viewpoints on an issue and their underpinning values
    Consider both objective and subjective evidence
    Develop investigative skills – searching for and selecting information
    Develop skills of communication in order to present a case
    Develop reasoned arguments and challenge arguments using evidence
    Reflecting on learning through debriefing

    • Have the key questions been answered? What have we found out?
    • Were the sources of information sufficient and appropriate? What
    further evidence could be looked for?
    • Were the skills and techniques used to analyse and interpret data
    useful?
    • Could the investigation of this theme/place/issue be improved or
    further developed in any way?
    Reflecting on
    learning
    “The difference that makes the difference”
    Scaffolding
    • Getting students involved in task
    • Helping them represent tasks in
    terms they understand
    • Help them to develop concepts
    • Help them talk about their learning
    • Reviewing the process of learning

    Webster et al (1996)

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