Experimenting with Active Learning in Geography: Dispelling the Myths that Perpetuate Resistance

While some geographers have embraced active learning as a means to engage students in a course, many others stick to conventional teaching methods. They are often deterred by suggestions that it can be difficult to implement active learning where students have no prior knowledge of a subject, that a...

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Bibliographic Details
Published in:Journal of geography in higher education 2008-01, Vol.32 (1), p.51-69
Main Authors: Scheyvens, Regina, Griffin, Amy L., Jocoy, Christine L., Liu, Yan, Bradford, Michael
Format: Article
Language:English
Subjects:
Active Learning
Australia
Case Studies
Cognitive style
Computer Mediated Communication
deep learning
education
Environmental Education
Experiments
Foreign Countries
Geography
Geography Instruction
Guidelines
Higher Education
Interactive learning
Learning Activities
New Zealand
Portfolios (Background Materials)
Prior Learning
Problem Based Learning
reflection
Singapore
Student Journals
Teaching Methods
Teaching Styles
United Kingdom
United States
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Summary:While some geographers have embraced active learning as a means to engage students in a course, many others stick to conventional teaching methods. They are often deterred by suggestions that it can be difficult to implement active learning where students have no prior knowledge of a subject, that active learning requires too much work of lecturers and students, and that there are significant institutional constraints to implementing active learning. In this article the authors draw on their experiences of utilizing active learning in five different countries before dispelling myths which continue to constrain the uptake of active learning methods. Finally, they provide simple guidelines for successful integration of active learning in geography courses.
ISSN:0309-8265
1466-1845
DOI:10.1080/03098260701731496