Knowledge, Practice and Classroom Space: Insights from a Geography Teaching Practicum at a Cambridgeshire Secondary School

Context: The study was conducted within the framework of educational geography in a rural secondary school near Cambridge, focusing on Year 8 geography curriculum on coastal erosion and landforms. It examined the dynamics of student engagement through hands-on learning activities and the spatial context of the classroom environment, particularly the role of dialogue in bridging the gap between theoretical knowledge and practical application. Aims: The research aimed to investigate the disconnection between model-making activities and students' understanding of geographical concepts, as well as explore how the classroom space influences student engagement and learning. It sought to answer essential questions on the nature of this disconnection and how strategies like those in the Think–Talk Toolbox (TTT) can facilitate deeper engagement. Methods: A qualitative research design was employed, primarily involving classroom observations and analysis of interactions during model-making activities, across two Year 8 classes (students aged 12-13 years) over one month. The researcher acted as a teaching assistant, observing students' behaviours across multiple lessons, engaging in informal dialogue, and documenting the learning environment and its effects on student engagement. TTT techniques for fostering reflective dialogue were integrated throughout the inquiry. Findings: The study identified two primary disconnections: between students' practical model-making and their geographical knowledge, and between students and the classroom space itself. Students often engaged in model-making mechanically without understanding the underlying geographical principles. Additionally, classroom resources went largely unnoticed, leading to a lack of meaningful engagement with the learning space. Implications: The findings suggest that incorporating dialogic strategies into classroom practices could enhance students' ability to connect hands-on activities with theoretical knowledge, fostering a more integrated understanding of geography. Further exploration is needed to identify additional methods that can engage students with their classroom environment, as the current approach was insufficient to activate their critical thinking and awareness of spatial context.

Keywords (free text)

geography education, model-making, dialogic education, classroom space

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/1128
https://doi.org/10.71779/50

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