ABSTRACT
In geography 'enquiry learning' has long been advocated as an important approach for teachers; however, evidence suggests that, although excellent in some schools, its use in both Key Stage 3 (KS3) and Key Stage 4 (KS4) is limited. This chapter considers ideas surrounding geographical enquiry, starting by linking enquiry to established-learning theories, particularly constructivism, and the importance of students being actively involved in their own learning, and the key role that teachers play in facilitating this. It considers three concerns which may be responsible for a lack of geographical enquiry in schools. These are lesson structure, assessment and issues related to skills, competencies and core knowledge. Margaret Roberts' research examined what secondary geography teachers understood by the term geographical enquiry and how they incorporated it into schemes of work for Key Stage 3. Roberts developed her ideas about geographical enquiry in her book Learning through Enquiry and a decade later in Geography through Enquiry.
