ABSTRACT
Geography is traditionally divided into two halves-physical geography and human geography-and it has been argued that one of the key justifications for the place of geography in the curriculum is its position as a bridge between the sciences and the arts (Rawling 1987). If geography is such a bridge, then one end of the geography bridge will rest on the ground of the sciences. In the past, the relationship between school geography and school science has tended to be separative, but the development of the National Curriculum has highlighted many of the similarities between the two subjects and provided a platform for reviewing the relationship between science and geography teaching and its implications for pupils in the classroom.
