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“This question is too personal!” Guided Inquiry as Part of Teaching Human Geography Research Methods

Year 2018, Volume: 8 Issue: 1, 149 - 175, 30.04.2018

Abstract








Although inquiry-based learning is connected with a number of advantages, especially in the field of
human geography, very little research has been carried out in lessons by the learners themselves to date.
The aim of the study at hand is, therefore, to facilitate the process of solving problems from the sphere of
human geography through the use of guided inquiry in geography lessons. To encourage the learners to
recognise the purpose of the rules of research, two distinct teaching concepts were developed and
empirically tested: selection decisions and a simulated pre-test. The assessed instruction was prepared and
realised in two 5
th form classes at a grammar school with 47 learners in total. The evaluation of the lessons
was done through a standardised test to determine accrued learning and partly standardised observation of
learners’ performance and motivation. The observation confirmed that the learners welcomed the
opportunity to conduct research independently and that they engaged enthusiastically. Nevertheless, details
of the research design tended to be dealt with intuitively or based on previous knowledge. There is no clear
evidence of success of the methods training. The observations allow the conclusion that the simulated pre-
test passes by too quickly and harbours too many distractions. Meanwhile, the selection principle with a
parallel discussion are more likely to lead to success. 




References

  • Anderson, C. W. (2007). Perspectives on science learning. In S. K. Abell, K. Sandra K. & N. G. Ledermann (Eds.), Handbook of Research on Science Education. 3-30. Mahwah, N.J.: Lawrence Erlbaum Associates.
  • Bianchi, H., Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26-29.
  • Bertsch, C., Unterbruner, U. & Kapelari, S., (2011). Vom Nachkochen von Experimentanleitungen zum forschenden Lernen im naturwissenschaftlichen Unterricht am Übergang Primarstufe / Sekundarstufe. Erziehung und Unterricht, 3-4, 239-245.
  • Bette, B., Hemmer, M., Miener, K. & Schubert, J. C. (2015). Welche Arbeitsweisen interessieren Schüler auf Exkursionen? Praxis Geographie, 45(7-8), 62-64.
  • Boesch, B. (2015). Inquiry-based Learning as a Gateway for Exploration into Human Environmental Conflicts. In J. Blessinger & J. M. Carfora (Eds.), Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators. Innovations in Higher Education Teaching and Learning 3. 139-155. Howard House: Emerald.
  • Brown, B. J. & LeVasseur, M. L. (2006). Geographic perspectives. Content guide for educators. National geographic education and children`s programs. Washington: National Geographic.
  • Caesar, M. I. M., Jawawi, R., Matzin, R., Shahrill, M., Jaidin, J. H. & Mundia, L. (2016). The Benefits of adopting a problem-based learning approach on Students’ Learning Developments in Secondary Geography Lessons. International Education Studies, 9 (2), 51-65. Colburn, A. (2000). An Inquiry Primer. Science Scope, March 2000, 42-44.
  • Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble practice. Journal of Research in Science Teaching, 44(4), 613-642.
  • Department for Education (Ed.) (2013). Geography programmes of study: Key stages 1 and 2. National Curriculum in England. London: Department for Education.
  • Deutsche Gesellschaft für Geographie DGfG (Ed.) (2012). Bildungsstandards im Fach Geographie für den Mittleren Schulabschluss. Bonn: DGfG.
  • Doherty, A., Riordan, T. & Roth, J. (2002). Student learning: A central focus for institutions of higher education. Milwaukee, WI: Alverno College Institute.
  • Duit, R., Treagust, D. F. & Widodo, A. (2008). Teaching science for conceptual change: Theory and practice. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change. 629-646. New York, London: Routledge.
  • Klahr, D. & Dunbar, K. (1988). Dual space search during scientific reasoning. Cognitive Science, 12, 1-48.
  • Easley, M. A. (2014). A synthesis of the literature on research methods education. Teaching in Higher Education, 19(3), 242-253.
  • Furtak, E. M. (2006). The Problem with Answers. An Exploration of Guided Scientific Inquiry Teaching. Science Education, 90(3), 453-467.
  • Gerwin, V. (2004). Mapping opportunities. Nature, 427 (22), 376-377.
  • Hasselhorn, M. & Gold, A. (2013). Pädagogische Psychologie. Erfolgreiches Lehren und Lernen. Stuttgart: Kohlhammer.
  • Herron. M. D. (1971). The Nature of Scientific Enquiry. School Review, 79 (2), 171-12
  • Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
  • Jonassen, D. H. (2011). Supporting problem solving in PBL. Interdisciplinary Journal of Problem-Based Learning, 5(2), 95-119.
  • Kuhlthau, C. C., Maniotes, L. K. & Caspari, A. K. (2015). Guided Inquiry: Learning in the 21st Century. Santa Barbara: ABC-CLIO LLC.
  • Leat, D. (Ed.) (1998). Thinking through Geography. Cambridge: Chris Kington Publishing.
  • Lewthwaite, S. & Nind, M. (2016). Teaching research methods in the social sciences: expert perspectives on pedagogy and practice. British Journal of Education Studies, 64(4), 413- 430.
  • Loyens, S. M. M. & Rikers, R. M. J. P. (2011). Instruction based on Inquiry. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of Research on Learning and Instruction. 361-381. New York: Routledge,
  • Mandl, H. (2003). Problemorientiertes Lehren und Lernen. Praxis Schule, 14(5), 5-10.
  • Martius, T., Delvenne, L. & Schlüter, K. (2016). Forschendes Lernen im naturwissenschaftlichen Unterricht. Verschiedene Konzepte, ein gemeinsamer Kern? Der mathematisch-naturwissenschaftliche Unterricht, 61(4), 220-228.
  • Mayer, J. (2007). Erkenntnisgewinnung als wissenschaftliches Problemlösen. In D. Krüger & G. V ogt (Eds.), Theorien in der biologiedidaktischen Forschung. 177-186. Berlin, Heidelberg: Springer.
  • Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59, 14-19.
  • Mayer, J. & Ziemek, H.-P. (2006). Offenes Experimentieren. Forschendes Lernen im Biologieunterricht. Unterricht Biologie, 30(317), 4-12.
  • McQueen, R. & Knussen, C. (2002). Research methods for social sciences. An introduction. Harlow: Pearson Education.
  • Meixner, J. & Müller, K. (Eds.) (2001). Konstruktivistische Schulpraxis: Beispiele für den Unterricht. Weinheim, Basel: Beltz.
  • Mönter, L. & Hof, S. (2012). Experimente. In J.-B. Haversath (Ed.): Geographiedidaktik. 289- 313. Braunschweig: Westermann.
  • Neber, H. (2006). Entdeckendes Lernen. In D. H. Rost (Ed.), Handwörterbuch Pädagogische Psychologie. 115-120. Weinheim, Basel, Berlin: Beltz.
  • Otto, K.-H., Mönter, L., Hof, S. & Wirth, J. (2010). Das geographische Experiment im Fokus empirischer Lehr-/Lernforschung. Geographie und ihre Didaktik / Journal of Geography Education, 38 (3), 133-145.
  • Pawson, E., Fornier, E., Haigh, M., Muniz, O., Trafford, J. & Vajoczki, S. (2006). Problem- based learning in geography: Towards a critical assessment of its purposes, benefits and risks. Journal of Geography in Higher Education, 30(1), 103-116.
  • Reinmann, G. & Mandl, H. (2006). Unterrichten und Lernumgebungen gestalten. In A. Krapp & B. Weidenmann (Eds.), Pädagogische Psychologie. Ein Lehrbuch. 613-658. Weinheim: Beltz.
  • Reuschenbach, M. (2011). Problem erkannt - Problem gebannt. Geographie heute, 291/292, 40- 45.
  • Roberts, M. (2013). Geography through enquiry. Approaches to teaching and learning in the secondary school. Sheffield: The Geographical Association.
  • Savin-Baden, M. (2006). Challenging models and perspectives of problem-based learning. In E. de Graaf & A. Kolmos (Eds.), Management of change. Implementation of problem-based and project-based learning in engineering. 9-29. Rotterdam, Taipei: Sense Publishers.
  • Schwartz, D. L. & Bransford, J. D. (1998). A Time for Telling. Cognition and Instruction, 16(4), 475-522.
  • Simm, D. J. & David, C. A. (2002). Effective teaching of research design in physical geography: a case study. Journal of Geography in Higher Education, 26(2), 169-180.
  • Slocum, T., McMaster, R., Kessler, F. & Howard, H. (2005). Thematic cartography and geographic visualization. Upper Saddle River NJ.: Pearson Education Inc.
  • Spronken-Smith, R. (2005). Implementing a problem-based learning approach for teaching research methods in geography. Journal of Geography in Higher Education, 29(2), 203- 221.
  • Spronken-Smith, R., Bullard, J., Waverly, R., Roberts, C. & Keiffer, A. (2008). Where might sand dunes be on mars? Engaging students through inquiry-based learning in geography. Journal of Geography in Higher Education, 32(1), 71-86.
  • Spronken-Smith, R. & Walker, R. (2010). Can inquiry-based learning strengthen the links between teaching and disciplinary research? Studies in Higher Education, 35(6), 723-740.
  • Tulloch, D. & Graff, E. (2007). Green map exercises as an avenue for problem-based learning in a data-rich environment. Journal of Geography, 106, 267-276.
  • White, B. Y. & Frederiksen, J. R. (1998). Inquiry, modeling and metakognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118.
Year 2018, Volume: 8 Issue: 1, 149 - 175, 30.04.2018

Abstract

References

  • Anderson, C. W. (2007). Perspectives on science learning. In S. K. Abell, K. Sandra K. & N. G. Ledermann (Eds.), Handbook of Research on Science Education. 3-30. Mahwah, N.J.: Lawrence Erlbaum Associates.
  • Bianchi, H., Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26-29.
  • Bertsch, C., Unterbruner, U. & Kapelari, S., (2011). Vom Nachkochen von Experimentanleitungen zum forschenden Lernen im naturwissenschaftlichen Unterricht am Übergang Primarstufe / Sekundarstufe. Erziehung und Unterricht, 3-4, 239-245.
  • Bette, B., Hemmer, M., Miener, K. & Schubert, J. C. (2015). Welche Arbeitsweisen interessieren Schüler auf Exkursionen? Praxis Geographie, 45(7-8), 62-64.
  • Boesch, B. (2015). Inquiry-based Learning as a Gateway for Exploration into Human Environmental Conflicts. In J. Blessinger & J. M. Carfora (Eds.), Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators. Innovations in Higher Education Teaching and Learning 3. 139-155. Howard House: Emerald.
  • Brown, B. J. & LeVasseur, M. L. (2006). Geographic perspectives. Content guide for educators. National geographic education and children`s programs. Washington: National Geographic.
  • Caesar, M. I. M., Jawawi, R., Matzin, R., Shahrill, M., Jaidin, J. H. & Mundia, L. (2016). The Benefits of adopting a problem-based learning approach on Students’ Learning Developments in Secondary Geography Lessons. International Education Studies, 9 (2), 51-65. Colburn, A. (2000). An Inquiry Primer. Science Scope, March 2000, 42-44.
  • Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble practice. Journal of Research in Science Teaching, 44(4), 613-642.
  • Department for Education (Ed.) (2013). Geography programmes of study: Key stages 1 and 2. National Curriculum in England. London: Department for Education.
  • Deutsche Gesellschaft für Geographie DGfG (Ed.) (2012). Bildungsstandards im Fach Geographie für den Mittleren Schulabschluss. Bonn: DGfG.
  • Doherty, A., Riordan, T. & Roth, J. (2002). Student learning: A central focus for institutions of higher education. Milwaukee, WI: Alverno College Institute.
  • Duit, R., Treagust, D. F. & Widodo, A. (2008). Teaching science for conceptual change: Theory and practice. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change. 629-646. New York, London: Routledge.
  • Klahr, D. & Dunbar, K. (1988). Dual space search during scientific reasoning. Cognitive Science, 12, 1-48.
  • Easley, M. A. (2014). A synthesis of the literature on research methods education. Teaching in Higher Education, 19(3), 242-253.
  • Furtak, E. M. (2006). The Problem with Answers. An Exploration of Guided Scientific Inquiry Teaching. Science Education, 90(3), 453-467.
  • Gerwin, V. (2004). Mapping opportunities. Nature, 427 (22), 376-377.
  • Hasselhorn, M. & Gold, A. (2013). Pädagogische Psychologie. Erfolgreiches Lehren und Lernen. Stuttgart: Kohlhammer.
  • Herron. M. D. (1971). The Nature of Scientific Enquiry. School Review, 79 (2), 171-12
  • Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
  • Jonassen, D. H. (2011). Supporting problem solving in PBL. Interdisciplinary Journal of Problem-Based Learning, 5(2), 95-119.
  • Kuhlthau, C. C., Maniotes, L. K. & Caspari, A. K. (2015). Guided Inquiry: Learning in the 21st Century. Santa Barbara: ABC-CLIO LLC.
  • Leat, D. (Ed.) (1998). Thinking through Geography. Cambridge: Chris Kington Publishing.
  • Lewthwaite, S. & Nind, M. (2016). Teaching research methods in the social sciences: expert perspectives on pedagogy and practice. British Journal of Education Studies, 64(4), 413- 430.
  • Loyens, S. M. M. & Rikers, R. M. J. P. (2011). Instruction based on Inquiry. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of Research on Learning and Instruction. 361-381. New York: Routledge,
  • Mandl, H. (2003). Problemorientiertes Lehren und Lernen. Praxis Schule, 14(5), 5-10.
  • Martius, T., Delvenne, L. & Schlüter, K. (2016). Forschendes Lernen im naturwissenschaftlichen Unterricht. Verschiedene Konzepte, ein gemeinsamer Kern? Der mathematisch-naturwissenschaftliche Unterricht, 61(4), 220-228.
  • Mayer, J. (2007). Erkenntnisgewinnung als wissenschaftliches Problemlösen. In D. Krüger & G. V ogt (Eds.), Theorien in der biologiedidaktischen Forschung. 177-186. Berlin, Heidelberg: Springer.
  • Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59, 14-19.
  • Mayer, J. & Ziemek, H.-P. (2006). Offenes Experimentieren. Forschendes Lernen im Biologieunterricht. Unterricht Biologie, 30(317), 4-12.
  • McQueen, R. & Knussen, C. (2002). Research methods for social sciences. An introduction. Harlow: Pearson Education.
  • Meixner, J. & Müller, K. (Eds.) (2001). Konstruktivistische Schulpraxis: Beispiele für den Unterricht. Weinheim, Basel: Beltz.
  • Mönter, L. & Hof, S. (2012). Experimente. In J.-B. Haversath (Ed.): Geographiedidaktik. 289- 313. Braunschweig: Westermann.
  • Neber, H. (2006). Entdeckendes Lernen. In D. H. Rost (Ed.), Handwörterbuch Pädagogische Psychologie. 115-120. Weinheim, Basel, Berlin: Beltz.
  • Otto, K.-H., Mönter, L., Hof, S. & Wirth, J. (2010). Das geographische Experiment im Fokus empirischer Lehr-/Lernforschung. Geographie und ihre Didaktik / Journal of Geography Education, 38 (3), 133-145.
  • Pawson, E., Fornier, E., Haigh, M., Muniz, O., Trafford, J. & Vajoczki, S. (2006). Problem- based learning in geography: Towards a critical assessment of its purposes, benefits and risks. Journal of Geography in Higher Education, 30(1), 103-116.
  • Reinmann, G. & Mandl, H. (2006). Unterrichten und Lernumgebungen gestalten. In A. Krapp & B. Weidenmann (Eds.), Pädagogische Psychologie. Ein Lehrbuch. 613-658. Weinheim: Beltz.
  • Reuschenbach, M. (2011). Problem erkannt - Problem gebannt. Geographie heute, 291/292, 40- 45.
  • Roberts, M. (2013). Geography through enquiry. Approaches to teaching and learning in the secondary school. Sheffield: The Geographical Association.
  • Savin-Baden, M. (2006). Challenging models and perspectives of problem-based learning. In E. de Graaf & A. Kolmos (Eds.), Management of change. Implementation of problem-based and project-based learning in engineering. 9-29. Rotterdam, Taipei: Sense Publishers.
  • Schwartz, D. L. & Bransford, J. D. (1998). A Time for Telling. Cognition and Instruction, 16(4), 475-522.
  • Simm, D. J. & David, C. A. (2002). Effective teaching of research design in physical geography: a case study. Journal of Geography in Higher Education, 26(2), 169-180.
  • Slocum, T., McMaster, R., Kessler, F. & Howard, H. (2005). Thematic cartography and geographic visualization. Upper Saddle River NJ.: Pearson Education Inc.
  • Spronken-Smith, R. (2005). Implementing a problem-based learning approach for teaching research methods in geography. Journal of Geography in Higher Education, 29(2), 203- 221.
  • Spronken-Smith, R., Bullard, J., Waverly, R., Roberts, C. & Keiffer, A. (2008). Where might sand dunes be on mars? Engaging students through inquiry-based learning in geography. Journal of Geography in Higher Education, 32(1), 71-86.
  • Spronken-Smith, R. & Walker, R. (2010). Can inquiry-based learning strengthen the links between teaching and disciplinary research? Studies in Higher Education, 35(6), 723-740.
  • Tulloch, D. & Graff, E. (2007). Green map exercises as an avenue for problem-based learning in a data-rich environment. Journal of Geography, 106, 267-276.
  • White, B. Y. & Frederiksen, J. R. (1998). Inquiry, modeling and metakognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118.
There are 47 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Günther Weıss This is me

Elisabeth Gohrbandt This is me

Publication Date April 30, 2018
Submission Date January 26, 2017
Acceptance Date April 20, 2018
Published in Issue Year 2018 Volume: 8 Issue: 1

Cite

APA Weıss, G., & Gohrbandt, E. (2018). “This question is too personal!” Guided Inquiry as Part of Teaching Human Geography Research Methods. Review of International Geographical Education Online, 8(1), 149-175.
AMA Weıss G, Gohrbandt E. “This question is too personal!” Guided Inquiry as Part of Teaching Human Geography Research Methods. Review of International Geographical Education Online. April 2018;8(1):149-175.
Chicago Weıss, Günther, and Elisabeth Gohrbandt. “‘This Question Is Too personal!’ Guided Inquiry As Part of Teaching Human Geography Research Methods”. Review of International Geographical Education Online 8, no. 1 (April 2018): 149-75.
EndNote Weıss G, Gohrbandt E (April 1, 2018) “This question is too personal!” Guided Inquiry as Part of Teaching Human Geography Research Methods. Review of International Geographical Education Online 8 1 149–175.
IEEE G. Weıss and E. Gohrbandt, “‘This question is too personal!’ Guided Inquiry as Part of Teaching Human Geography Research Methods”, Review of International Geographical Education Online, vol. 8, no. 1, pp. 149–175, 2018.
ISNAD Weıss, Günther - Gohrbandt, Elisabeth. “‘This Question Is Too personal!’ Guided Inquiry As Part of Teaching Human Geography Research Methods”. Review of International Geographical Education Online 8/1 (April 2018), 149-175.
JAMA Weıss G, Gohrbandt E. “This question is too personal!” Guided Inquiry as Part of Teaching Human Geography Research Methods. Review of International Geographical Education Online. 2018;8:149–175.
MLA Weıss, Günther and Elisabeth Gohrbandt. “‘This Question Is Too personal!’ Guided Inquiry As Part of Teaching Human Geography Research Methods”. Review of International Geographical Education Online, vol. 8, no. 1, 2018, pp. 149-75.
Vancouver Weıss G, Gohrbandt E. “This question is too personal!” Guided Inquiry as Part of Teaching Human Geography Research Methods. Review of International Geographical Education Online. 2018;8(1):149-75.