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Geo-Inquiry

Inquiry-Based Learning

Hands-on Learning

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Early Childhood Environmental Education: Developing Awareness and Literacy through Theme-Based Instruction in English

- Milica Vukadin, B.Ed.-

Hands-on Learning & Inquiry

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Inquiry-Based Learning in this curriculum focuses on a specific branch of Inquiry called Geo-Inquiry. The Geo-Inquiry process is developed by the National Geographic because they believe that ’’geographic perspective is interdisciplinary and allows for the examination of complex issues at various scales’’.[2]

By using an Inquiry-Based approach learner’s skills and aptitudes are developed seamlessly, through self-enlightenment. This ultimately leads to a very natural development of intrinsic motivation and a positive image of the learner’s personality. Since the learners are expected to recognize a problem, explore the cause, and brainstorm possible solutions, they feel empowered because they are considered irreplaceable participants of the teaching process. Peterson & French (2008) also concluded that teachers in their research observed children as conversational partners and gave them the role of scientific investigators who are accountable for their learning process.

Geography studies places, as well as actions, and events that lead to a change of a certain landform or any change in the environment. Geographers also explore the connection between the people and their environment through special branches called human and physical geography.

By studying human Geography, we are introduced to customs, cultures, and social systems, and by studying physical Geography we learn about the natural environment and landforms. These branches are strongly connected, and through the Geo-Inquiry process, the learners are empowered to become young explorers by developing knowledge, skills, and by using tools of a geographer.

Inquiry-Based Learning in this curriculum focuses on a specific branch of Inquiry called Geo-Inquiry. The Geo-Inquiry process is developed by the National Geographic because they believe that ’’geographic perspective is interdisciplinary and allows for the examination of complex issues at various scales’’.[2]

By using an Inquiry-Based approach learner’s skills and aptitudes are developed seamlessly, through self-enlightenment. This ultimately leads to a very natural development of intrinsic motivation and a positive image of the learner’s personality. Since the learners are expected to recognize a problem, explore the cause, and brainstorm possible solutions, they feel empowered because they are considered irreplaceable participants of the teaching process. Peterson & French (2008) also concluded that teachers in their research observed children as conversational partners and gave them the role of scientific investigators who are accountable for their learning process.

Geography studies places, as well as actions, and events that lead to a change of a certain landform or any change in the environment. Geographers also explore the connection between the people and their environment through special branches called human and physical geography.

By studying human Geography, we are introduced to customs, cultures, and social systems, and by studying physical Geography we learn about the natural environment and landforms. These branches are strongly connected, and through the Geo-Inquiry process, the learners are empowered to become young explorers by developing knowledge, skills, and by using tools of a geographer.

Inquiry-Based Learning in this curriculum focuses on a specific branch of Inquiry called Geo-Inquiry. The Geo-Inquiry process is developed by the National Geographic because they believe that ’’geographic perspective is interdisciplinary and allows for the examination of complex issues at various scales’’.[2]

By using an Inquiry-Based approach learner’s skills and aptitudes are developed seamlessly, through self-enlightenment. This ultimately leads to a very natural development of intrinsic motivation and a positive image of the learner’s personality. Since the learners are expected to recognize a problem, explore the cause, and brainstorm possible solutions, they feel empowered because they are considered irreplaceable participants of the teaching process. Peterson & French (2008) also concluded that teachers in their research observed children as conversational partners and gave them the role of scientific investigators who are accountable for their learning process.

Geography studies places, as well as actions, and events that lead to a change of a certain landform or any change in the environment. Geographers also explore the connection between the people and their environment through special branches called human and physical geography.

By studying human Geography, we are introduced to customs, cultures, and social systems, and by studying physical Geography we learn about the natural environment and landforms. These branches are strongly connected, and through the Geo-Inquiry process, the learners are empowered to become young explorers by developing knowledge, skills, and by using tools of a geographer.