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ERIC Number: EJ1123185
Record Type: Journal
Publication Date: 2016
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0085-0969
Investigating the Extent to Which Student-Led Inquiry Is Supported by Fieldwork Booklet Design
Bermingham, Aaron
Geographical Education, v29 p33-39 2016
This study analysed the extent to which student-led inquiry is supported by fieldwork booklet design. Roberts' (2003) framework for learning through inquiry was used as lens for analysing the presence of student-led inquiry in the design of nine fieldwork booklets. Observations of teaching practice from two fieldwork activities were also analysed to understand how teachers behaviour can influence student-led inquiry during fieldwork. This study found that the fieldwork booklets provided frequent opportunities for students to make sense of data at increasingly complex levels of interpretation. In contrast, it was also found that the fieldwork booklets provided limited opportunities for students to plan their fieldwork inquiries, clarify their values, or reflect on the fieldwork inquiry process. The observations of teaching practice highlighted the importance of establishing student engagement and using appropriate questions to facilitate student-led inquiry. This study can assist teachers with incorporating genuine student-led inquiry into their fieldwork booklet design.
Australian Geography Teachers' Association. PO Box 315 Artarmon NSW 1570, Australia. Tel: 0437-897-993; Web site: http://www.agta.asn.au/Resources/GeographicalEducation/index.php
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8; Grade 9; High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia