Özet:

Margaret Roberts’ new book takes her exploration of aspects of enquiry learning through geography education significantly beyond her initial offering, Learning Through Enquiry. Writing in an accessible and readable style, she has succeeded in presenting a comprehensive commentary on the role and function of enquiry learning in geography – with particular reference to those teachers involved in providing geography education for 11 to 18 year old students. Although the intended audience of mainstream geography teachers is clear, there is much here for the beginning teacher in initial teacher education or the practitioner-researcher working towards a higher degree in education. Indeed, mindful of the axiom that ‘teaching is essentially a research-based profession’ Roberts helpfully offers one or two ‘Suggestions for research’ (with selected references) at the end of each of her 21 chapters.

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