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Geography & Science: Why Argue?
Organised by the Geographical Association in partnership with ESTA
This pilot course formed part of the Creative Science programme funded by the Wellcome Trust.
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The ‘Geography & Science: Why argue?’ project explored teaching and learning strategies aimed at supporting young people in developing an understanding of the complexity of sustainability.
The project involved six schools. In each school geography and science colleagues worked together to develop teaching and learning opportunities that: - Deepened teachers understanding of a number of Earth Science processes: in particular, how the physical world is often constructed as hazardous and how risks are assessed.
- Broadened teachers pedagogic repertoire to support ‘scientifically literate’ citizens in relation to environmental risk.
- Deepened teachers understanding of science and its social understanding.
- Broadened teachers pedagogic repertoire to enable meaningful dialogue between science and society in both geography and science classrooms.
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We were delighted that Richard North (who writes as Richard D. North) became involved in the ‘Geography & Science: Why argue?’ project.
Richard is a writer, broadcaster and commentator and a media fellow at the Institute of Economic Affairs. He is a regular television and radio presenter, who has also worked as environment columnist for the Sunday Times and environment correspondent for the Independent. More information about Richard and his perspectives can be found on his website.
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| Richard North is also editor of the Living issues site. Living issues aspires to help people understand tough issues - it claims to have ‘no opinions, just a passion to improve public understanding’. The ‘Geography & Science: Why argue?’ project built upon some of the issues featured on the Living issues and its stance on geography and science into classrooms. |
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