Enquiry-driven fieldwork as a rich and powerful teaching strategy - school practices in secondary geography education in the Netherlands

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...

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Bibliographic Details
Published in:International research in geographical and environmental education 2011-11, Vol.20 (4), p.309-325
Main Authors: Oost, Katie, De Vries, Bregje, Van der Schee, Joop A.
Format: Article
Language:English
Subjects:
Affective Behavior
Cognitive Development
enquiry learning
Field Instruction
Field studies
fieldwork
Foreign Countries
Geography
geography education
Geography Instruction
Geography teaching
improving fieldwork
Inquiry
Netherlands
Questionnaires
Secondary education
Secondary School Teachers
Teacher attitudes
Teaching Methods
teaching strategy
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Summary: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.
ISSN:1038-2046
1747-7611
DOI:10.1080/10382046.2011.619808