Geography Through Enquiry

Geography Through Enquiry has been written for teachers of geography in secondary schools and is relevant for any school where enquiry approaches are advocated. In this book, Margaret Roberts develops her ideas and explores many new issues, including:

How can students develop their understanding of geographical concepts and learn to argue geographically?

How can stereotyping be avoided?

What is the role of teachers in planning and implementing enquiry-based units of work?

What needs to be considered when investigating controversial issues?

How can teachers encourage whole-class and small-group discussion?

How can teachers use classroom questioning to promote a critical understanding of geographical data and ideas?

Geography Through Enquiry includes over 40 classroom activities and strategies, as well as ideas for research and guidance on planning an enquiry-based unit of work.

CONTENT

Chapter 1: Learning through enquiry: some frequently asked questions

Chapter 2: Why adopt an enquiry approach?

Chapter 3: Creating a need to know

Chapter 4: Encouraging students’ questions

Chapter 5: Encouraging students’ questions

Chapter 6: Using source materials: an evidence-based approach

Chapter 7: Representation and misrepresentation

Chapter 8: Making sense of geography through reasoning and argumentation

Chapter 9: Developing conceptual understanding through geographical enquiry

Chapter 10: Teachers’ talk in the enquiry classroom

Chapter 11: Discussion, dialogic teaching and Socratic questions

Chapter 12: Controversial issues in geography

Chapter 13: Intelligent guesswork

Chapter 14: Five key points

Chapter 15: Mind maps

Chapter 16: Concept maps

Chapter 17: Layers of inference framework

Chapter 18: Public meeting role plays

Chapter 19: Directed activity related to text

Chapter 20: Using questionnaires

Chapter 21: Using World Wide Web: web enquiries