Geography Through Enquiry

This second edition of Margaret Roberts’ key text focuses on what learning geography through enquiry can mean in the secondary school classroom. It identifies four key aspects of classroom enquiry: a questioning approach to geographical knowledge; critical study of the evidence on which geographical knowledge is based; the development of geographical understanding; and reflection on learning.

In addition to updating information and listing new references, this new edition includes recent examples of classroom practice, contributed by a range of practising teachers and educators from around the world. The book gives attention to challenges faced by teachers in dealing, for example, with stereotypical representations, students’ misunderstandings, disinformation and eco-anxieties. It also includes four new chapters: the contribution of students’ knowledge to enquiry-based learning; investigating geographical futures; geographical enquiry in a digital world; and reflecting on learning.

This book is designed to support secondary school geography teachers at all stages of their professional development. It will also be of interest to teachers wanting to carry out research into pedagogic practices in the geography classroom, to teacher educators and to policy makers.