Deep learning opportunities in the geography classroom

• Published in: South African journal of education Vol. 41; no. 2; pp. 1 - 10
• Main Author: Naidoo, Devika
• Format: Journal Article
• Language: English
• Published: Bloemfontein Education Association of South Africa (EASA) 01.05.2021; Sabinet Online; Education Association of South Africa
• Subjects: Academic Achievement; Analysis; Classroom Communication; Classrooms; Cognitive Development; Concept Formation; Curricula; Deep learning; Discourse; Discourse Analysis; epistemic structure; Epistemology; Equality; Foreign Countries; Geography; Geography Instruction; Grade 10; Grade 11; High School Students; Knowledge; Learning; Learning Processes; Lesson Plans; National Curriculum; Pedagogic discourse; Pedagogical Content Knowledge; Racial Differences; Racial Segregation; Social Change; Teacher education; Teachers; Teaching; Teaching Methods; South Africa; United Kingdom
• ISSN: 0256-0100; 2076-3433
• DOI: 10.15700/saje.v41n2a1901

From a cognitivist theory stance, domain-specific subject knowledge is necessary for deep learning and cognitive advance. What opportunities for deep learning and cognitive advance are provided in geography classrooms? This analysis of teaching in geography classrooms is framed by the concepts of deep learning, pedagogic discourse, and a curriculum of engagement. This article draws on Grade 10 and 11 lessons observed, recorded, transcribed, analysed and qualitatively interpreted. Analysis of pedagogic discourse shows diminished opportunities for deep learning and cognitive advance. Geography is being taught in less elaborated ways and more for compliance, thereby hindering deep learning of the epistemic structure of geography. Furthermore, surface features of the curriculum including knowledge as “given” have displaced attention to underlying principles and conceptual meanings. These practices deny learners access to deep learning of powerful knowledge. Implications for social equality and teacher education are raised.