ABSTRACT
PLANNING IN CONTEXT: BUILDING ON WHAT THE LEARNER KNOWS
Planning for the teaching of geography, like all subjects, must inevitably incorporate an understanding of what the learners already know, that is, what they are bringing to the learning situation, and the related ability of a teacher to find this out and to develop it. Perhaps the appropriate place to pursue this discussion is in the context of learning in action in classrooms. It is emphasised that all classroom discussions and descriptions used in this volume are for the purpose of illustrating particular points or issues. They do not necessarily represent examples of ‘ideal’ or recommended practicejust day-to-day life in schools. Their strengths, and in some cases their weaknesses, are highlighted. Most important, they locate the theoretical and research framework in the real and complex world of children’s lives.
