Enquiry-driven fieldwork as a rich and powerful teaching strategy – school practices in secondary geography education in the Netherlands
- 30 November 2011
- journal article
- research article
- Published by Taylor & Francis Ltd in International Research in Geographical and Environmental Education
- Vol. 20 (4), 309-325
- https://doi.org/10.1080/10382046.2011.619808
Abstract
Given its active and enquiry-driven character, fieldwork is seen as an important way to develop geographical understanding of the world, during which cognitive and affective learning reinforce each other. The present study aims to give insight into whether and how secondary school geography teachers in the Netherlands succeed in using fieldwork as a rich and powerful teaching strategy. Do they perform fieldwork that is enquiry driven, structurally integrated in the curriculum and stimulates both cognitive and affective development? The results of a questionnaire show that although 71% of the geography teachers do fieldwork, they generally do not succeed in meeting the conditions mentioned above.This publication has 31 references indexed in Scilit:
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