How and why are they there? comprehension locating, organising and validation analysing evidence What are their impacts or application evaluating, synthesising and consequences? analysis reporting conclusions synthesis What can be done to improve the evaluation situation? decision making communicating findings action where appropriate Characteristics of Geographical Skills, Processes and Concepts Within the methodology outlined in Table 1, geography uses and develops a range of cognitive processes and skills to build concepts. Students’ experiences of rainforest ecosystems illustrate the connections between three. Students have a concept of rainforest that has been built up from, for example, watching TV, reading books, surfing the net, perhaps a family picnic. introductory work in the classroom, the students use a number of skills during geography fieldwork to add to their understanding of rainforest ecosystems. They: listen to forest noises, look at the clouds and decomposition of litter, smell the must forest smells, and feel the texture of different barks; epiphyte growth on trees, aspect, and leaf shapes; sketch note photograph the girth of trees, and different species in a quadrant; measure count identify soil and water quality tests; carry out collect data to carry out nearest neighbour analysis. Back in class, the students apply processes to further develop their understanding of this concept. They: compare their recorded observations; their locations on a map; analyse reasons for difference; predict possible changes in species diversity with global warming; justify limited road development through rainforest conservation areas; reflect on the sustainability of rainforest in areas of changing land use. They now have a much-revised concept of rainforest and the complexity of the ecosystem. They use skills to communicate this understanding. They: a report; present an audiovisual comparison of features of a rainforest and a previously-studies vegetation to fellow students; Email their water quality results to schools in their Waterwatch network; plant food species for endangered rainforest butterflies. 2.1 Geographical skills Skills are activities with a significant practical component. They are sets of operations leading to some achievement. Individuals learn skills because they make it possible to achieve goals. For example, we learn to use a street directory so we can find a particular place. Many activities that are regarded as skills are complex combinations of subskills. For example, drawing a map, either manually or computer software, is often regarded as a skill, but comprises many skills, including: establishing a scale, drafting the outline, selecting appropriate fonts, applying colour and / or symbols. Table 2 gives examples of geographic skills and links them with inquiry phases.
How and why are they there? comprehension validation locating, organising and analysing evidence What are their impacts or consequences? application analysis synthesis evaluating, synthesising and reporting conclusions What can be done to improve the situation? evaluation decision making communicating findings action where appropriate Characteristics of Geographical Skills, Processes and Concepts Within the methodology outlined in Table 1, geography uses and develops a range of cognitive processes and skills to build concepts. Students’ experiences of rainforest ecosystems illustrate the connections between three. Students have a concept of rainforest that has been built up from, for example, watching TV, reading books, surfing the net, perhaps a family picnic. introductory work in the classroom, the students use a number of skills during geography fieldwork to add to their understanding of rainforest ecosystems. They: listen to forest noises, look at the clouds and decomposition of litter, smell the must forest smells, and feel the texture of different barks; sketch epiphyte growth on trees, note aspect, and photograph leaf shapes; measure the girth of trees, count and identify different species in a quadrant; carry out soil and water quality tests; collect data to carry out nearest neighbour analysis. Back in class, the students apply processes to further develop their understanding of this concept. They: compare their recorded observations; their locations on a map; analyse reasons for difference; predict possible changes in species diversity with global warming; justify limited road development through rainforest conservation areas; reflect on the sustainability of rainforest in areas of changing land use. They now have a much-revised concept of rainforest and the complexity of the ecosystem. They use skills to communicate this understanding. They: a report; present an audiovisual comparison of features of a rainforest and a previously-studies vegetation to fellow students; Email their water quality results to schools in their Waterwatch network; plant food species for endangered rainforest butterflies. 2.1 Geographical skills Skills are activities with a significant practical component. They are sets of operations leading to some achievement. Individuals learn skills because they make it possible to achieve goals. For example, we learn to use a street directory so we can find a particular place. Many activities that are regarded as skills are complex combinations of subskills. For example, drawing a map, either manually or computer software, is often regarded as a skill, but comprises many skills, including: establishing a scale, drafting the outline, selecting appropriate fonts, applying colour and / or symbols. Table 2 gives examples of geographic skills and links them with inquiry phases.
research_qscc_sose_geography_00.docx