Learning Framework

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The skills and strategies for every stage of the geographic inquiry process need to be taught explicitly. It is also important for geography teachers to understand that the inquiry process is not necessarily implemented in a linear fashion; not all investigations will involve all six components, and there can be different entry points within the process. For example, teachers may:

• provide students with questions and ask them to gather and analyze information, evidence or data to answer them

• provide students with a piece of information and ask them to analyze it critically, and draw conclusions based on their analysis

• ask students to work through the entire geographic inquiry process

The entry points into the geographic inquiry process may depend on student readiness and must be age-appropriate. Prior knowledge, resources and time may be factors. It is important to be aware that inquiries will not always result in a single right answer. Rather, to assess the effectiveness of their investigations, students must develop the ability to reflect on their work throughout the inquiry process. Reflection requires the ability to think critically; to develop criteria that can be used to evaluate the relevance of their questions, the accuracy and strength of their evidence, the depth and logic of their analysis, and the strength and support of their interpretations and conclusions. Teachers need to demonstrate the skills needed for reflection, and provide opportunities for students to practice them, while encouraging students to continually reflect on their work. Likewise, students are engaged in aspects of communication throughout the geographic inquiry process, as they ask questions, organize and analyze information, and critically evaluate their findings. Communication of a student’s findings should take a form most suited to the nature of the inquiry, the intended audience, and should also take into account the student’s learning style and strengths.

The geographic inquiry model represents a process that students will use to investigate events, phenomena and issues, solve problems, develop plans of action, and reach supportable conclusions and decisions. Using the geographic inquiry process, students will

Ask Geographic Questions

• • • identify an issue or problem and develop geographical questions to investigate the issue further

    • determine the appropriate skills, methodology, and tools to support the inquiry

Acquire Geographic Resources

• • • collect, record, and organize information and observations from a range of primary and secondary sources (including fieldwork and spatial technologies)

    • collect and analyze quantitative and qualitative data

Interpret and analyze

• • • interpret and analyze geographical data and information from a range of sources and a variety of perspectives

    • use geospatial skills and the concepts of geographic thinking to identify and analyze relationships, spatial patterns, and trends

    • make predictions and inferences

Evaluate and Draw Conclusions

• • • critically evaluate the findings

    • draw conclusions based on evidence and geographical thinking

Communicate

• • • communicate geographical information, ideas, issues, arguments and plans of action clearly and concisely

    • communicate findings in a form appropriate to the subject matter, purpose and intended audience

Reflect and Respond

• • • reflect on the findings of the inquiry

    • evaluate what has been learned

    • determine what additional steps should be taken