Fieldwork in the Far, Far Away: Exotic Experiences and Geographical Understanding
Rob Rosenthal and Louise Lee
With DCSF encouragement for fieldwork, geographers should maximise the use of their locality for practical reasons. However, trips beyond the students' familiar world offer an unparalleled opportunity for the development of geographical understanding, and the further away the better. Moving away from positivist approaches to fieldwork, it is argued that an open-ended experiential approach can have a powerful effect on the development of geographical understanding. An A2 fieldtrip to Morocco is followed. Students' geographical understanding is analysed through their journals, essays and statistical exam data.
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GTIP - GeogEd E-Journal: Volume 3 Issue 1
Article 1
Article 2
A Questionnaire Survey: Teaching about Sustainable Development in School Geography
Maggie Smith
Sustainable development is seen as a fundamental challenge facing all societies in the twenty-first century. Since the Earth Summit at Rio de Janeiro in 1992 there has been a growing international recognition that action must be taken to bring about a more sustainable way of living. Education for sustainable development (ESD) is fundamental to that process of change. In England, ESD was incorporated into the national curriculum in 2000, particularly within the geography subject area, and it is represented within the specifications for geography at GCSE and AS’A2 levels. However it is a relatively new term and its meaning is complex and contested. The way teachers interpret ESD will affect the way that they teach it, but research, for example Cheadle (2003), suggests that teachers, including geography teachers, are not always clear what ESD involves.
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