teaching-learning activities as appropriate to the objectives of the particular piece of work and to the availability of resource material. On some occasions, it may be necessary to include a large element of formal class-teaching. At other times, it will be found appropriate to allow students to follow up independent lines of enquiry, referring back to the teacher only for advice and support. Whichever emphasis is taken, the students become involved in using their skills to undertake the enquiry. Teachers and students work in partnership to develop the geographer's craft and to enhance personal competence.
Collingwood, R.G. (1939) An Autobiography, Oxford: Oxford University Press.
Dewey, J. (1933) How We Think: A re-statement of reflective thinking upon education processes, Boston: Heath.
Slater, F. (1982) Learning Through Geography, Oxford: Heinemann Educational.
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: Teaching Geography in Secondary Schools: A Reader.
Contributors: Maggie Smith - Editor.
Place of publication: London.
Publication year: 2002.
Page number: 69.
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