DSpace Repository

Geography in the post - primary school. Changing viewpoints in the teaching of the subject

Show simple item record

dc.contributor.author Boswell, Donald Stuart
dc.date.accessioned 2011-02-15T20:42:04Z
dc.date.accessioned 2022-10-25T02:42:53Z
dc.date.available 2011-02-15T20:42:04Z
dc.date.available 2022-10-25T02:42:53Z
dc.date.copyright 1965
dc.date.issued 1965
dc.identifier.uri https://ir.wgtn.ac.nz/handle/123456789/22937
dc.description.abstract This study is the outcome of my experiences and reflections as an Assistant Examiner in the School Certificate Geography examination coupled with the growing conviction as a teacher that what is being taught to senior forms does not encourage the interest and enthusiasm that the study of Geography merits. Examination requirements determine the content of school Geography and these requirements have not been in accordance with the dynamic nature of the subject. Over-emphasis on regionalism in the Fifth Form has led to an unwarranted neglect of the contributions made by geographers who have not used regional methods. Geography is necessarily a broad subject in the post - primary schools and should be eclectic in nature, sampling the various methods used by geographers in all parts of the world. Narrow specialisation on regional concepts employed by Anglo-Saxon geographers hinders the realisation that knowledge is world - wide and that no one path need be followed in order to achieve understanding. The School Certificate Geography syllabus See Appendix Two below. prescribes Geography teaching in the Fifth Form and is the key to the pedagogy of the subject throughout the post-primary school. In the lower forms Geography is often taught as part of Social Studies. Although this is a broadly defined subject See Appendix Four below in which different geographical approaches may be used, the fact that the School Certificate prescription has been regional favours adherence to regional concepts. In addition, Sixth Form work requires a sound knowledge of regional methods since the major part of the subject at this level develops the regional Geography previously introduced. See Appendix Four below. Therefore a consideration of Geography in the post-primary schools must include an analysis of regionalism since this is the approach most commonly used. en_NZ
dc.format pdf en_NZ
dc.language en_NZ
dc.language.iso en_NZ
dc.publisher Te Herenga Waka—Victoria University of Wellington en_NZ
dc.title Geography in the post - primary school. Changing viewpoints in the teaching of the subject en_NZ
dc.type Text en_NZ
vuwschema.type.vuw Awarded Research Masters Thesis en_NZ
thesis.degree.discipline Education en_NZ
thesis.degree.grantor Te Herenga Waka—Victoria University of Wellington en_NZ
thesis.degree.level Masters en_NZ


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search DSpace


Browse

My Account