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

K. Oost, B. Vries de, J.A. van der Schee

    Research output: Contribution to JournalArticleProfessional

    Abstract

    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. © 2011 Copyright Taylor and Francis Group, LLC.
    Original languageEnglish
    Pages (from-to)309-325
    JournalInternational Research in Geographical and Environmental Education
    Volume20
    Issue number4
    DOIs
    Publication statusPublished - 2011

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