Abstract
An attempt is made to illustrate the rich spectrum of opportunities for innovative second level teaching offered by contemporary geography. To facilitate the teacher in exploiting this diversity, a planning framework is established which provides for progression from concept learning, through generalisation making to problem solving. Amendments to present syllabi and State examination papers which if implimented might be expected to encourage teaching innovation are suggested. -Author
| Original language | English |
|---|---|
| Pages (from-to) | 14-30 |
| Number of pages | 17 |
| Journal | Geographical Viewpoint |
| Volume | 13 |
| Publication status | Published - 1984 |