Within learning and teaching contexts across a variety of subject domains there has been extensive research indicating that students often bring to class a range of 'alternative frameworks' and 'naïve theories' (constructed from prior experiences) that are inconsistent with currently accepted 'expert views'. It is now generally accepted that students construct their own understandings of 'how the world works' prior to receiving formal instruction (Henriques, 2000) and generate 'naïve theories' or views of phenomena in an attempt to make sense of their every day experiences (Bransford et al., 2006; Greca & Moreira, 2000). Despite the existence of a significant body of literature on students' conceptions in some subject domains (namely Physics), there has been little research undertaken to investigate the link between student preconceptions, curriculum and pedagogy in Geography. This presentation reports on the preliminary findings of a research project designed to determine the level of awareness that middle school Geography teachers in NSW (Australia) have of their student's conceptions and the way in which this knowledge is used to inform pedagogy.
|Number of pages||1|
|Publication status||Published - 2009|
|Event||Geographical Association Annual Conference - Manchester, UK|
Duration: 16 Apr 2009 → 18 Apr 2009
|Conference||Geographical Association Annual Conference|
|Period||16/04/09 → 18/04/09|