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

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

Samenvatting

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.

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OrganisatieHAN University of Applied Sciences
AfdelingAcademie Mens en Maatschappij
Lectoraten overig
LectoraatInnovatie in de Publieke Sector
Gepubliceerd inInternational Research in Geographical and Environmental Education La Trobe University Press, Vol. 20, Uitgave: 4, Pagina's: 309-325
Jaar2011
TypeArtikel
TaalOnbekend

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