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By the end of this chapter you will be able to:

� explore the notion of enquiry as a pedagogical approach;� consider historical perspectives of learning and teaching approaches

in humanities;� relate enquiry to inductive and deductive reasoning;� consider psychological perspectives and the relationship of enquiry

to learning theory;� analyse relevant research and consider implications for future

practice.

Introduction

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Primary Humanities.indb 1 14/02/2013 14:21:25

2 PRIMARY HUMANITIES

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Historical perspective

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Geography in primary schools

Even as far back as the early twentieth century, within a short paperdetailing �what the primary school geography teacher should know and be�, it was suggested that the teacher should �encourage children to talk, and (dangerous as it may seem) to ask questions about thesubject� (Unstead, 1928: 315). A similar view was taken within an early experiment in a junior school where pupils were encouragedto undertake independent enquiry. Pupils had to identify a focus forgeographical research and were required to use a number of sources toactually present a lesson on their chosen topic to the rest of the class.This was with a view to encouraging the children to take a �sufficiently active part� in the lesson (Cullis, 1919: 27). The project reported a number of benefits, not least in terms of the enthusiasm of thoseinvolved. A later study had similar outcomes, finding that the �class literally teaches itself� when pupils have opportunities to lead research and participate actively in their own learning (Haddon, 1948: 190).


WHY DO ENQUIRY-LED LEARNING? 3

Benefits identified included increased motivation, proficiency in theuse of sources and an increase in pupil questioning about geographicaltopics (Haddon, 1948). Other small-scale experimentation inelementary schools revealed that teaching seemed to be most effectivewhen pupils� work was framed by the teacher but also self-directed in terms of choice of resources and methods of approach (Jones, 1925).The approach detailed in this particular case study is very similar tothe model of mediation identifiable within constructivist models oflearning and the notion of a �framed enquiry� which has been presented more recently as an expression of the level of participation of pupil andteacher in school-based learning environments (Roberts,1987, 2003).

The shift away from �chalk and talk� or highly didactic methods for primary-aged children continued and within a report commissioned bythe GA in 1964 (based on the structure of the Hadow Report of 1931),it advised that the �curriculum . . . be thought of in terms of activity and experience rather than of facts to be stored� (GA, 1964).

The teaching of geography continued to change in this directionfrom the early 1970s, moving increasingly towards the use of whatwas known as �models� and the employment of problem-solving or �hypothetical� modes of instruction. This gradual change in teaching methods represented a continued shift away from learning geographicalfacts to learning how to learn and how to be a young geographer.

Reasoning and enquiry in primary humanities

Deductive and inductive reasoning

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To think about

Key features of �deductive reasoning�

General to specific

Hypothesis to confirmation or negation of hypothesis

Conclusion (which may be valid or invalid) as the logical consequence ofpremises/hypotheses

Deductive approach in geography is where students generate aimsand hypotheses based upon prior theoretical knowledge, then selectappropriate methods, collect data and carry out analysis within aspecific case study context.

Students choose the cheapest mode of transport when travelling longdistances (Premise A)

Travelling by coach is the cheapest mode of travel for travelling longdistances (Premise B)

Most students travel by coach when travelling long distances (conclusionbased on premises/data analysed)

Deductive approach in history is where students generate aims andhypotheses based upon prior theoretical knowledge, then makeobservations of and analyse sources within a specific case study context.

The use of coal was limited by cost of transportation (Premise A)

Canals reduced the cost of transporting heavy goods (Premise B)

The use of coal rose in areas linked by canals to coal mines (conclusionbased on premises/data analysed)



To think about

Key features of �inductive reasoning�

Specific to general

Hypothesis formulated on basis of data collected; Observation � theory building

Explains relationships between facts and allows predictions of the futurethrough formulation of laws/rules/hypotheses

Inductive approach in geography is where we collect first-hand dataand then make generalisations/build theory based on this

Collect data about physical features of glaciated valleys in the French Alpineregion � make generalisations about features which may be common to all glacial valleys (concepts of patterns and processes)

Inductive approach in history is where we make observations froma certain period and then make generalisations about the identifiedperiod

Make observations of political documents, letters, census data from theVictorian era � make generalisations about how people lived based on this(concepts of similarity and difference, cause and effect)

Hypothesis (to confirm or negate)

Data/source collection and analysis

Confirmation (or not) of hypothesis

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Observation

Data/source collection and analysis

Detect patterns

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Formulate hypothesis/theory



Types of reasoning and the enquiry process

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Enquiry question/focus

Present findingsand conclusionsReflect/evaluate

Draw conclusions, offer explanations and propose actions

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Collect information

Interpret andanalyse information



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Psychological perspectives

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Bruner and enquiry

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Vygotsky and enquiry

ß¹¿·²ô º±® Ê§¹±¬µ§ô »¼«½¿¬·±² ¿²¼ ´»¿®²·²¹ · ¿¾±«¬ ¬¸» ½±²¬®«½¬·±² ±º ±«®±©² µ²±©´»¼¹» ¿²¼ «²¼»®¬¿²¼·²¹å ·¬ · ¿¾±«¬ ¼»ª»´±°·²¹ ¬¸» µ²±©´»¼¹»±º ¸±© ¬± ©®·¬» ¿ ¾±±µ ¿ ±°°±»¼ ¬± ²±¬·²¹ ¼±©² ¼·½¬¿¬»¼ ·²¬®«½¬·±²ôª»®¾¿¬·³ò Ì¸» ®±´» ±º ´¿²¹«¿¹» ¿²¼ ½«´¬«®» · »»² ¿ ¸¿ª·²¹ °·ª±¬¿´·¹²·º·½¿²½» ©·¬¸·² ¬¸· ª¿®·¿¬·±² ±º ½±²¬®«½¬·ª·¬ ¬¸»±®§ò

Í±½·¿´ ½±²¬®«½¬·ª·³ô ±º ©¸·½¸ Ê§¹±¬µ§ · ¿ µ»§ °®±°±²»²¬ô »³°¸¿·»¬¸» ·¹²·º·½¿²½» ±º ±¬¸»® ·² ¸»´°·²¹ « ¬± «²¼»®¬¿²¼ ¬¸» ©±®´¼å Ê§¹±¬µ§·¼»²¬·º·» ¬¸» �Æ±²» ±º Ð®±¨·³¿´ Ü»ª»´±°³»²¬� ¿ ¿ ³±¼»´ ®»°®»»²¬·²¹ ¬¸» ´»ª»´ ±º ¿½¸·»ª»³»²¬ ¬¸¿¬ ½¿² ¾» ®»¿½¸»¼ «²¿·¼»¼ô ½±³°¿®»¼ ©·¬¸ ¬¸»¸·¹¸»® ´»ª»´ ±º ¿½¸·»ª»³»²¬ º¿½·´·¬¿¬»¼ ¬¸®±«¹¸ ³»¼·¿¬·±² ¾§ ¬»¿½¸»® ±®°»»®ò

¬¸» Æ±²» ±º Ð®±¨·³¿´ Ü»ª»´±°³»²¬ · ò ò ò ¬¸» ¼·¬¿²½» ¾»¬©»»² ¬¸»¿½¬«¿´ ¼»ª»´±°³»²¬¿´ ´»ª»´ ¿ ¼»¬»®³·²»¼ ¾§ ·²¼»°»²¼»²¬ °®±¾´»³±´ª·²¹ ¿²¼ ¬¸» ´»ª»´ ±º °±¬»²¬·¿´ ¼»ª»´±°³»²¬ ¿ ¼»¬»®³·²»¼ ¬¸®±«¹¸°®±¾´»³ ±´ª·²¹ «²¼»® ¿¼«´¬ ¹«·¼¿²½» ±® ·² ½±´´¿¾±®¿¬·±² ©·¬¸ ³±®»½¿°¿¾´» °»»®ò

øÊ§¹±¬µ§ô ïçéèæ èê÷



Ì¸· ¿·¬¿²½» ¾§ ±¬¸»® ·² °«°·´� ´»¿®²·²¹ · ±º¬»² ®»º»®®»¼ ¬± ¿ �½¿ºº±´¼·²¹� øÜ¿²·»´ô îððï÷ò Ì¸» ¬»¿½¸»® øº±® »¨¿³°´»÷ ½¿² ¸»´° �¿ ½¸·´¼ ±® ²±ª·½» ¬± ±´ª» ¿ °®±¾´»³ô ½¿®®§ ±«¬ ¿ ¬¿µ ±® ¿½¸·»ª» ¿ ¹±¿´ ©¸·½¸ ©±«´¼ø±¬¸»®©·»÷ ¾» ¾»§±²¼ ¸· «²¿·¬»¼ »ºº±®¬� øÉ±±¼ øïçéê÷ ¿ ½·¬»¼ ¾§ Ü¿²·»´ô îððïæ ïðé÷ò �Í½¿ºº±´¼·²¹� ¸»´° ¬± ·³°´·º§ ¬¸» ®±´» ±º ¬¸» ´»¿®²»® ®¿¬¸»® ¬¸¿² ¬¸» ¬¿µô ¬¸®±«¹¸ ¬®«½¬«®»¼ ¸»´° ¾§ ³±®» ½¿°¿¾´» ±¬¸»®ò ×¬ · ¬¸»¼·ºº»®»²½» ¾»¬©»»² ´»¿®²·²¹ ¸±© ¬± ¼»ª»´±° ¿ ²»© µ·´´ ±® ½±²½»°¬ «²¿·¼»¼½±³°¿®»¼ ©·¬¸ ¸¿ª·²¹ ¬¸» ±°°±®¬«²·¬§ ¬± ¼± ¬¸· ©·¬¸ ¿² ¿°°®±°®·¿¬» »¨°»®¬±® ¿ ³±®» µ²±©´»¼¹»¿¾´» ±¬¸»®ò ×² ¸±®¬ô ©·¬¸±«¬ ´¿²¹«¿¹» ¿²¼ ³»¼·¿¬·±²ô¬¸» Æ±²» ±º Ð®±¨·³¿´ Ü»ª»´±°³»²¬ ®»³¿·² �«²¬±«½¸»¼� ¿²¼ ¬¸» ¸·º¬ º®±³ »´»³»²¬¿®§ ¬± ¸·¹¸»®ó±®¼»® º«²½¬·±²·²¹ · ²±¬ º¿½·´·¬¿¬»¼ò

Ú·¹«®» ïòì Æ±²» ±º Ð®±¨·³¿´ Ü»ª»´±°³»²¬ � ½¿ºº±´¼·²¹ ¬¸®±«¹¸ º±½«»¼

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Beyond

ZONE OFPROXIMALDEVELOPMENT

I t ti dy

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Self-instruction andindependentlearning

EVEL

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New ideas and skills

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To think about

What are the implications for the role of the learner and the teacher (or�expert other�) within this model proposed by Vygotsky (see Figure 1.4)?

Think about a time when you have been guided by a more expertlearner in your own learning, in such a way that your competencesubsequently improved.

What starter activities did the expert use?

How did they continue to instruct and to guide you?

Did they provide you with information?

Did they ask questions and probe for explanations?

Did they correct mistakes and misconceptions?

In terms of what was being learned, how did you make the transitionbetween teacher-assisted and independent learning? At what point didyou feel the scaffolding was no longer necessary, and why not?

Try this activity

With a partner, think about the analogy of using a map to guide youto a specific location. The map provides important directions andinformation to guide you to your destination and this is similar tothe role of the teacher in Vygotsky�s model of the Zone of Proximal Development (Figure 1.4). Select a topic for a history- or geography-focused lesson. Note down what starter activities you might use andhow you will then go on to instruct and mediate so as to enable thelearner to reach improved levels of competence.

×² ½±²½´«·±²ô ¬¸» ·³°´·½¿¬·±² ±º ½±²¬®«½¬·ª·³ º±® °«°·´ô º±½«·²¹ ±²¬¸» ©±®µ ±º Þ®«²»® ¿²¼ Ê§¹±¬µ§ô ·²½´«¼» ¬¸» ²»»¼ ¬± ¬¿µ» °®·±® ´»¿®²·²¹·²¬± ¿½½±«²¬ ¿²¼ ¬± °®±ª·¼» °«°·´ ©·¬¸ ¬¸» ±°°±®¬«²·¬§ ¬± ®»´¿¬» ²»©



µ²±©´»¼¹» ¬± ©¸¿¬ · ¿´®»¿¼§ µ²±©²ò ×² ¿¼¼·¬·±² ¬± ¬¸·ô ¬¸» ·¹²·º·½¿²½» ±º±¬¸»® ·² ¸»´°·²¹ ¬± ®»¸¿°» µ²±©´»¼¹» ¿²¼ «²¼»®¬¿²¼·²¹ ¸±«´¼ ¿´± ¾»¬¿µ»² ·²¬± ¿½½±«²¬ô ¾§ ¾±¬¸ ¬¸» ¬»¿½¸»® ¿²¼ ¬¸» ´»¿®²»®ò

Thinking skills and enquiry

Ó±®» ®»½»²¬ °»¼¿¹±¹·½¿´ ·²²±ª¿¬·±² ©·¬¸·² ¬¸» ¹»±¹®¿°¸§ ¿²¼ ¸·¬±®§½«®®·½«´«³ ¸¿ª» º±½«»¼ ±² �¬¸·²µ·²¹ µ·´´�ô ¿ ³±ª»³»²¬ ©¸·½¸ ®»¿´´§ ¬¿®¬»¼ ¬± ¸¿ª» ¿² ·³°¿½¬ ¿®±«²¼ ¬¸» ïçèð ¿²¼ ´·²µ ¬± ¬¸» ©±®µ ±º ³¿²§·³°±®¬¿²¬ °·±²»»® øÚ»«»®¬»·² »¬ ¿´ò øïçèð÷å Ô·°³¿² »¬ ¿´ò øïçèð÷å ¼» Þ±²±øïççî÷ò Þ±¬¸ ¬¸» ²±¬·±² ±º ¿² »²¯«·®§ °®±½» ¿²¼ ¿² ·²½®»¿»¼ »³°¸¿·±² �¬¸·²µ·²¹ µ·´´� ®»°®»»²¬ ¿ ¸·º¬ ¬±©¿®¼ ³±®» °®±¹®»·ª» »¼«½¿¬·±²¿´ ·¼»±´±¹§ ¿ ¾±¬¸ ¿·³ ¬± ¼»ª»´±° ·²½®»¿»¼ ¿«¬±²±³§ ·² ´»¿®²»®ô ¿ ´»¿®²»®ò

Ì¸»®» · ½±²·¼»®¿¾´» ±ª»®´¿° ¾»¬©»»² �¬¸·²µ·²¹ µ·´´� ¿²¼ �»²¯«·®§�ô ¿²¼ ·¬ ½±«´¼ ¾» ¿®¹«»¼ ¬¸¿¬ ¬¸»§ ¿®»ô ·² »»²½»ô ¬¸» ¿³» ¬¸·²¹ô ±® ±²»¿ °¿®¬ ±º ¬¸» ±¬¸»®ò Ø±©»ª»®ô ¬¸»§ ¿®» ±º¬»² ®»º»®®»¼ ¬± »°¿®¿¬»´§ ©·¬¸·²»¼«½¿¬·±²¿´ ½±²¬»¨¬ ¿²¼ ´·¬»®¿¬«®»ô ·²½´«¼·²¹ ½«®®·½«´«³ ¼±½«³»²¬¿¬·±²º±«²¼ ·² ½¸±±´ò ß ¼»½®·¾»¼ ·² Ì¿¾´» ïòïô ¬¸» °®±½» ±º ´»¿®²·²¹ ¿²¼¬¸» ®±´» ±º ´¿²¹«¿¹» ¿²¼ ¼·½«·±² ¿®» ½»²¬®¿´ ¬± ¾±¬¸ ¬¸·²µ·²¹ µ·´´ ¿²¼»²¯«·®§ò Ì¸· ®»´¿¬» ¼·®»½¬´§ ¬± ¬¸» ©±®µ ±º Þ®«²»® ¿²¼ Ê§¹±¬µ§ ·¼»²¬·º·»¼¿²¼ ¼·½«»¼ »¿®´·»®ò

Ì¿¾´» ïòï Ì¸·²µ·²¹ µ·´´ ¿²¼ »²¯«·®§

�Thinking skills�(Feuerstein et al. (1980), Lipman et al.

(1980), de Bono (1992))

�Geographical enquiry�(National Curriculum)

Focuses on proces of learning in a way thathelps learners to reach higher levels ofachievement.

Focuses on the process of learning byfollowing an enquiry route and by reflectingon methods, sources and outcomes in anongoing way. This process has the potentialto inform future enquiries.

�Thinking skills� pioneers stress the importance of language, articulation anddiscussion (�thinking together�).

Within the context of �geographical enquiry�, group work, discussion, reflection and decision making are all identified asimportant features.



×² ´·²» ©·¬¸ ¬¸» ¿®¹«³»²¬ ¬¸¿¬ ¬¸» ¾±«²¼¿®·» ¾»¬©»»² ¬¸» ¬©± ³¿§¾» ¿®¬·º·½·¿´ô ¸·¬±®·½¿´ ¿²¼ ¹»±¹®¿°¸·½¿´ »²¯«·®§ ½±«´¼ ¾» ª·»©»¼ ¿»²½±³°¿·²¹ ¿´´ ¬¸·²µ·²¹ µ·´´ô ®¿¬¸»® ¬¸¿² »·¬¸»® ¾»·²¹ ¿ »°¿®¿¬» »²¬·¬§òÎ±¾»®¬ ¸¿®» ¬¸· ª·»© ¿²¼ ½®·¬·½¿´´§ ½±²·¼»® ¬¸» ´·¬ ±º º·ª» ¬¸·²µ·²¹µ·´´ ©·¬¸·² ¬¸» ½±²¬»¨¬ ±º ¬¸» Ò¿¬·±²¿´ Ý«®®·½«´«³æ

É¸¿¬ · ±¼¼ ¿¾±«¬ ¬¸» ́ ·¬ · ¬¸¿¬ ¿´´ ¬¸» ±¬¸»® µ·´´ ́ ·¬»¼ � ·²º±®³¿¬·±² °®±½»·²¹ô ®»¿±²·²¹ô ½®»¿¬·ª» ¬¸·²µ·²¹ ¿²¼ »ª¿´«¿¬·±² � ¿®» ¿´´ ²»»¼»¼ º±® ¼·ºº»®»²¬ ¿°»½¬ ±º »²¯«·®§ ©±®µò Û²¯«·®§ µ·´´ ¿®» ²±¬ ¿«¾ »¬ ±º ¬¸·²µ·²¹ µ·´´ô »²¯«·®§ ·²½´«¼» ¬¸»³ ¿´´ò

øÎ±¾»®¬ô îððíæ îì÷

Blooms et al. and enquiry

Ì¸» °®±½» ±º »²¯«·®§ ½¿² ¾» ¶«¬·º·»¼ ·² ®»´¿¬·±² ¬± ¬¸»±®·» ±º ´»¿®²·²¹®»´¿¬·²¹ ¬± ½±²¬®«½¬·ª·³ ¿²¼ °¿®¬·½«´¿®´§ ¾»½¿«» »²¯«·®§ º±½«» ±² ¬¸»¸·¹¸»®ó±®¼»® ¬¸·²µ·²¹ µ·´´ ©·¬¸·² ¬¸» ½±¹²·¬·ª» ¼±³¿·² ¿ ·¼»²¬·º·»¼ ¾§Þ´±±³ »¬ ¿´ò øïçëê÷ò

ß²¼»®±² ¿²¼ Õ®¿¬¸©±¸´ øîððð÷ ¸¿ª» ³¿¼» ±³» ³·²±® ¾«¬ ·³°±®¬¿²¬³±¼·º·½¿¬·±² ¬± ¬¸· ³±¼»´ò Ñº ²±¬» ¸»®» · ¿ ·¹²·º·½¿²¬ ¸·º¬ º®±³ ¬¸»«» ±º ²±«² ø¿ ±®·¹·²¿´´§ «»¼ ¾§ Þ´±±³ »¬ ¿´ò÷ ¬± ª»®¾ô ·³°´§·²¹ ¬¸¿¬´»¿®²·²¹ ©·¬¸·² ¬¸» ½±¹²·¬·ª» ¼±³¿·² · ¿½¬·ª» ·² ¿² ±²¹±·²¹ ©¿§ò

Ú·¹«®» ïòë Ì¿¨±²±³§ ±º ½±¹²·¬·ª» ¼±³¿·²

Í±«®½»æ Þ¿»¼ ±² ß²¼»®±² øîððï÷ ¿º¬»® Þ´±±³ »¬ ¿´ò øïçëê÷

Ý®»¿¬·²¹

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To think about

Critically reflect on Blooms et al. and Anderson�s taxonomy of cognitive domains (Figure 1.5).

Is the hierarchy appropriate?Are skills more important than facts?

Ú·¹«®» ïòê Ì¿¨±²±³§ ±º ½±¹²·¬·ª» ¼±³¿·² ¿ ¿°°´·»¼ ¬± ¸«³¿²·¬·» »¼«½¿¬·±²

Create 3-D model ofriver system drawing ontheoretical models and

case study detail

Evaluate the theoretical models and arguewhich aspects are more likely to vary

depending on geographic location

Test and examine whether thefeatures of a specific river are

consistent with theoretical models

Interpret the field site so as toidentify key river features and

processes

Explain that because it gains more water as it flowsdownstream, a river will flow faster as the hydraulic radius

increases

Recall facts about river systems such as ariver gains more water as it flows downstream



Try this activity

With a partner, analyse Figures 1.6 and 1.7. Select a history- orgeography-focused lesson or concept and map the progression ontoBlooms et al. and Anderson�s model.

How does this relate to types of reasoning and enquiry, as exploredearlier within this chapter?

What are the implications for classroom practice?

What mechanisms need to be in place to ensure progression?

Ú·¹«®» ïòé Ì¿¨±²±³§ ±º ½±¹²·¬·ª» ¼±³¿·² ¿ ¿°°´·»¼ ¬± ¸«³¿²·¬·» »¼«½¿¬·±²

Create a dramaticproduction of life inRoman times based

on the evidence

Raise questions in relation tosources and make deductions

Interpret evidence from museum visit and/orloan box about life in Roman times

Explain that Romans were soldiers and oftenlived in fortresses so they could protect their

people

Recall and point to where the Roman Empire is ona timeline

Evaluate what they have learned from themuseum visit and how this has added to what

they already knew about the Romans



Û²¯«·®§ó¾¿»¼ ´»¿®²·²¹ ®»´¿¬» ¬± ¬¸· ³±¼»´ °®±°±»¼ ¾§ Þ´±±³ »¬ ¿´ò¿²¼ ß²¼»®±²ò ß ·¬ · ²±¬ ±²´§ ¿¾±«¬ º±½«·²¹ ±² ¬¸» ®»´¿¬·ª»´§ ´±©ó¬¿¬«¿½¬·ª·¬·» ±º ¬¸» °®±½» ±º µ²±©´»¼¹» ¿½¯«··¬·±²ô ¿² »²¯«·®§ ¿°°®±¿½¸¸±«´¼ º¿½·´·¬¿¬» ¬¸» ¼»ª»´±°³»²¬ ±º ¼»»°»® «²¼»®¬¿²¼·²¹ô ¬¸» ¿¾·´·¬§ ¬±¿°°´§ ¿²¼ ¿²¿´§» ·²º±®³¿¬·±²ô ¿²¼ ¬± §²¬¸»·» ¿²¼ »ª¿´«¿¬»ò ß´´ ±º ¬¸»»³±®» ½±³°´»¨ ¿²¼ ¿¼ª¿²½»¼ ´»ª»´ ±º ½±¹²·¬·ª» ¿½¬·ª·¬§ ¿®» »»² ¿ µ»§ ·²¸»´°·²¹ ¬¸» °«°·´ ¬± ®»¿½¸ ¸·¹¸»® ´»ª»´ ±º ¿½¸·»ª»³»²¬ò

Research into practice

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Ì¿¾´» ïòî ×¼»¿´ Û²¯«·®§ó¾¿»¼ Ô»¿®²·²¹æ ½±³°±·¬» ª·»© ±º ×²·¬·¿´ Ì»¿½¸»®Ì®¿·²·²¹ Ì«¬±® øÙ¿®²»®ô îððé÷

Rank order (based onresponse frequency)

An Ideal Enquiry-based Learning Task

1 The task facilitates autonomous learning � opportunities to ask and answer geographical/historical questions � and fosters creativity;

2 The task is based on the �enquiry cycle�, i.e. ask, plan, collect/record/analyse/discuss data andsources, make deductions, draw conclusions,evaluate, identify further questions, etc.(comprising some higher-order thinking skills/reflection);

3 The task has a clear purpose which is meaningfuland motivating to pupils;

= 4 The task connects with other aspects ofhumanities teaching and cross-curricular conceptsand skills � including development of attitudes and values;

= 4 The task involves the use of a wide range of good-quality geographical and historical resources andsources;

=4 The task involves fieldwork and artefacts/objects(including buildings) as appropriate;

5 The task is organised as a collaborative groupactivity;

6 The task takes prior geographical and/or historicalknowledge into consideration and differentiation isappropriate.



To think about

Reflection: Implications for practice

Taking a critical stance, and given what you have read, what are theimplications for your classroom practice with specific reference to thefollowing:

? The quality of questioning and role of the teacher;? The unique child and prior learning;? The curriculum contexts in which enquiry approaches may be

used � time frames, structures and feasibility;? The opportunity for creativity;? The significance of resourcing and learning outside the classroom;? The role of enquiry in engagement, self-esteem, motivation and

attainment;? The role of enquiry in lifelong learning and the development of key

and transferable skills.

Summary

Ì¸» »²¯«·®§ ¿°°®±¿½¸ ½¿² ¾» ¶«¬·º·»¼ ·² ®»´¿¬·±² ¬± ¬¸»±®·» ±º ´»¿®²·²¹ø½±²¬®«½¬·ª·³÷ô °¿®¬·½«´¿®´§ ¾»½¿«» »²¯«·®§ º±½«» ±² ¬¸» ¸·¹¸»®ó±®¼»® ¬¸·²µ·²¹ µ·´´ ©·¬¸·² ¬¸» ½±¹²·¬·ª» ¼±³¿·² ø¿ ·¼»²¬·º·»¼ ¾§ Þ´±±³»¬ ¿´òô ïçëê÷ ¿²¼ ¬¸»®»º±®» ¸¿ ¬¸» °±¬»²¬·¿´ ¬± ´»¿¼ ¬± ·³°®±ª»¼ ¹¿·² ·²¿½¸·»ª»³»²¬ò

Ì¸» ½±³°±·¬» ª·»© ±º ¿² ×ÛÔÌ °®»»²¬»¼ ©·¬¸·² ¬¸» ´¿¬¬»® »½¬·±² ±º¬¸· ½¸¿°¬»®ô ¾¿»¼ ±² ¬¸» ®»°±²» ±º ×ÌÌ ¬«¬±®ô °®»»²¬ ¿ ¼»º·²·¬·±²±º »²¯«·®§ º®±³ ¿ °®¿½¬·¬·±²»® °»®°»½¬·ª» ©¸·½¸ ½¿² ¾» ¶«¬·º·»¼ ·²®»´¿¬·±² ¬± ¬¸» ´·¬»®¿¬«®»ò Ì¸» º»¿¬«®» ±º ¬¸» ×ÛÔÌ ¼»½®·¾»¼ ¸»®» ®»´¿¬»²±¬ ±²´§ ¬± ¹±±¼ °®¿½¬·½» ·² ¸«³¿²·¬·» ¬»¿½¸·²¹ ¿ ¼±½«³»²¬»¼ º®±³ ¿¸·¬±®·½¿´ °»®°»½¬·ª»ô ¾«¬ ¿´± ½´±»´§ ¬± ´»¿®²·²¹ ¬¸»±®§ ¿²¼ô ·² °¿®¬·½«´¿®ô½±²¬®«½¬·ª·³ò

Ì¸» ½¸¿´´»²¹» º±® ¬¸» ¬»¿½¸»® ±º °®·³¿®§ ¸«³¿²·¬·» · ¬± ½±²·¼»® ¸±©¬¸»» ¬¸»±®»¬·½¿´ ¿²¼ ®»»¿®½¸ °»®°»½¬·ª» ¿°°´§ ¬± ´»¿®²·²¹ ¿²¼ ¬»¿½¸·²¹©·¬¸ §±«²¹ ½¸·´¼®»² ¿²¼ ¸±© ¿²¼ ©¸»² ¬¸»» ¿°°®±¿½¸» ³·¹¸¬ ¾» ¾»¬¿°°´·»¼ ¿²¼ ³¿²¿¹»¼ò Ì¸» º±´´±©·²¹ ½¸¿°¬»® ©·´´ »¨°´±®» ¬¸»» ¿°»½¬º«®¬¸»® ¿²¼ ·² ¹®»¿¬»® ¼»°¬¸ò



References

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