Bridging the divide: the potential role of contemporary geographical research in schools

MacKie, Peter ORCID: https://orcid.org/0000-0003-1494-0864 and Kaczmarek-Day, Aleksandra 2017. Bridging the divide: the potential role of contemporary geographical research in schools. Journal of Geography 116 (5) 10.1080/00221341.2016.1267787

Preview

PDF - Accepted Post-Print Version Download (361kB) | Preview

Abstract

This paper examines the implementation and impacts of a program intended to improve research-led teaching in schools. Little consideration is given to the role of research-led teaching in schools and we argue this is a consequence of fractures between schools and universities. A program was developed to bring contemporary geographical research of university scholars into schools. Examining this program, we find being exposed to research: improves access to up-to-date knowledge; heightens student enthusiasm; and informs choices students make about their learning. This paper calls for bridges to be built between universities and schools upon the nexus of teaching and research.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Geography and Planning (GEOPL)
Subjects:	G Geography. Anthropology. Recreation > G Geography (General)
Uncontrolled Keywords:	Research-teaching nexus, research-led teaching, geography, school engagement, outreach
Publisher:	Taylor & Francis
ISSN:	0022-1341
Date of First Compliant Deposit:	7 December 2016
Date of Acceptance:	28 November 2016
Last Modified:	19 Nov 2024 20:30
URI:	https://orca.cardiff.ac.uk/id/eprint/96690

Citation Data

Cited 1 time in Scopus. View in Scopus. Powered By Scopus® Data

Actions (repository staff only)

Edit Item