6. Understanding geography teaching – pedagogical practices


6.2 Promote gathering of information for geographic inquiry from a variety of sources, including fieldwork, libraries, the internet, digital and print media.

Focus questions:
  • What is geographic inquiry?
  • How does it assist student learning?
Further questions:
  • Describe geographic inquiry practices that you have successfully used to assist student learning.
Samples of practice

(a) Backdrop:
In this pre-lesson interview for a Year 9 class, the teacher reports on the teaching preparation she has made and the data broadsheet that she has produced to support a ‘skill-based couple of lessons’ on location and a geographical region. What does the preparation and explanation of the way in which she intends to use the data broadsheet, demonstrate of this teacher’s pedagogical knowledge? How specifically does she intend to use this resource?

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(b) Backdrop:

This summary of key lesson events sets out the steps taken by a year 10 class as they become involved in a study of the aid links between Australia and five countries of the Asia Pacific region. How does the teacher demonstrate the importance of gathering and using information for geographic inquiry? What are the types and sources of information that he uses?

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Further links and resources
Description of Information and Communication Technology (ICT) in geographical education:
“Geographical methods, such as mapping, map reading, fieldwork, statistical analysis, interviewing, calculating, the interpretation and production of images, texts, graphs and diagrams are widespread nowadays and practised daily in many schools. Information and Communication Technology…has greatly influenced the science of geography in the last fifteen years…ICT literacy is becoming a major learning objective because the reach of print media is gradually diminishing while digital are on the rise. It is therefore highly probable that ICT will gain considerable importance in the years and decades to come. This holds true for developed as well as developing countries. Additionally young people are highly motivated and interested to work with digital tools and interactive media, which are important premises to meaningful learning. Therefore, digital media education with a focus on the principles of teaching and learning with digital media, media literacy, and digital literacy are of additional value for education in Geography”

Haubrich, H., Reinfried , R., & Schleicher, Y. (2007) Lucerne declaration on geographical education for sustainable development. In Reinfried, S., Schleicher, Y. & Rempfler, A. (Eds.), Geographical Views on Education for Sustainable Development. Proceedings of the Lucerne Symposium, Switzerland, 243-250

 
1. Knowing geography and geography curriculum
Accomplished geography teachers: 
2. Fostering geographical inquiry and fieldwork
Accomplished geography teachers:
3. Developing geographical thinking and communication
Accomplished geography teachers:
4. Understanding students and their communities
Accomplished geography teachers:
5. Establishing a safe, supportive and intellectually challenging learning environment

Accomplished geography teachers:


6. Understanding geography teaching – pedagogical practices
Accomplished geography teachers:
7. Planning, assessing and reporting

Accomplished geography teachers:


8. Progressing professional growth and development

Accomplished geography teachers:

9. Learning and working collegially

Accomplished geography teachers: