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Appendix 1: Links between the Roberts Inquiry Model, the literature review, case study questions and the
Australian Curriculum.
Inquiry Literature Review (variables for enhanced Case study Geographic
Model learning from student-led inquiry) (Questions) Inquiry ACARA
Roberts (2015)
(2003)
Create a Student motivation How and to what Observing,
need to • Effects of student motivation; extent are fieldwork questioning and
know booklet used to help planning
• Students responsible for creating with creating a need
geographic questions; to know?
• Guiding questions scaffold student
creativity.
Reflecting Design of guiding questions by teacher Does the fieldwork Reflecting and
on learning • Guiding questions scaffold student-led booklet prompt responding
inquiry; students to reflect
on the fieldwork or
• Student-led inquiry benefits students
inquiry process?
over long-term (reflection on inquiry and
repeated opportunities for inquiry);
• Metacognition enhances quality of
student-led inquiry;
• Timely feedback.
Appendix 2: How and to what extent does the fieldwork booklet help with creating a need to know?
Water Field 7 1 0 1 0 1 0 0 0 0 0 2
Investigation A
Water Field 7 2 0 1 0 1 0 1 0 0 0 3
Investigation B
Liveability Street 7 3 1 1 0 1 0 1 1 0 0 5
Survey A
Liveability Street 7 4 1 1 1 1 0 1 1 0 0 6
Survey B
Coastal Fieldwork 8 5 1 1 1 1 1 1 1 1 0 8
A
Coastal Fieldwork 8 6 1 1 0 0 0 1 1 0 0 4
B
Coastal Fieldwork 8 7 0 1 1 1 1 1 1 0 0 6
C
Data indicates students are given limited opportunities to create their own 1
Indicates evidence identified in fieldwork
inquiry. booklet
The guiding questions in these fieldwork booklets create opportunities to Indicates no evidence identified in fieldwork
0
generate a ‘need to know’ in students. booklet
Water Field
Investigation A 7 1 0 1 0 0 0 0 1
Water Field
7 2 0 1 1 1 0 0 3
Investigation B
Liveability Street
7 3 0 1 0 0 0 0 1
Survey A
Liveability Street
7 4 0 1 1 0 0 0 2
Survey B
Coastal Fieldwork A 8 5 1 1 1 0 0 0 3
Coastal Fieldwork B 8 6 0 1 0 0 0 0 1
Coastal Fieldwork C 8 7 1 1 1 0 0 0 3
Students are given very limited opportunities to plan the collection, 1 Indicates evidence identified in fieldwork
organisation and evaluation of data. booklet
Students always collected data and were often given opportunities to select Indicates no evidence identified in fieldwork
0
evidence for their inquiry. booklet
more opportunities to be involved in planning 4. Does the fieldwork booklet prompt students to
their inquiries. There may, however, be significant reflect on the fieldwork or inquiry process?
context-related barriers to this such as time
constraints, as well as student prior knowledge Fieldwork booklets are rarely used to provide
and baseline planning ability. opportunities for reflection on the inquiry process
(Appendix 5). This may indicate an omission of
3. To what extent does the fieldwork booklet reflection from the inquiry process, or it may
provide scaffolds to assist students in making
indicate that teachers do not consider this to
sense of the data?
be the right setting for reflective questions.
According to the data, there was consistent use Teachers may also be utilising reflection in
of guiding questions by teachers to scaffold post-fieldwork activities that occur beyond the
student progress through making sense of the scope of this study. In stark contrast to the
data (Appendix 4). The fieldwork booklets offered general trend, fieldwork booklet 4 utilised a small
regular opportunities for students to ‘describe’, number of reflective questions to create multiple
‘explain’, ‘compare’, ‘analyse’ and ‘recognise opportunities for students to reflect on the
relationships’ in their inquiry data (Appendix inquiry process (Appendix 5). This demonstrated
4). This showed that teachers are highly skilled
the ease with which these questions can be
and focused on designing fieldwork booklets
incorporated into fieldwork booklets. The
that scaffold student abilities in making sense
of data. However, it is notable that none of the literature review found that students may derive
fieldwork booklets provided opportunities for long-term benefits, including enhanced cognitive
students to clarify their values in relation to the awareness and geographic inquiry skills, from a
data (Appendix 4). This limits the opportunity for student-centred approach that includes reflection
students to reflect and think critically about how on the inquiry process (Fuller, Rawlinson, and
their personal values relate to the data. Bevan, 2000).
Relate
existing
Year Booklet knowledge Recognise Analyse Clarify Reach Total
Describe Explain Compare Analyse Interpret relationships
level values values conclusion
to new
knowledge
Water Field
Investigation 7 1 0 1 1 1 1 0 1 0 0 0 5
A
Water Field
Investigation 7 2 1 1 1 1 1 0 1 0 0 0 6
B
Liveability
Street Survey 7 3 1 0 1 1 1 1 1 0 0 1 7
A
Liveability
Street Survey 7 4 1 1 1 1 1 1 1 0 0 1 8
B
Coastal
Fieldwork A
8 5 1 1 1 1 1 1 1 1 0 1 9
Coastal
Fieldwork B
8 6 1 1 1 1 1 0 1 1 0 0 7
Coastal
Fieldwork C
8 7 1 1 1 1 1 1 1 1 0 1 9
Land use
change: Yarra 9 8 1 1 1 1 1 1 1 1 0 1 9
Valley A
Land use
change: Yarra 9 9 1 1 1 0 0 0 0 0 0 0 3
Valley B
No fieldwork booklets provided opportunities for students to reflect on and 1 Indicates evidence identified in fieldwork
clarify their values in relation to the data. booklet
Consistent use of guiding questions by teachers to scaffold student progress Indicates no evidence identified in fieldwork
0
through making sense of the data. booklet
Fieldwork booklets are rarely used to provide opportunities for reflection on 1 Indicates evidence identified in fieldwork
the inquiry process. booklet
A small number of reflective questions created multiple opportunities for Indicates no evidence identified in fieldwork
0
students to reflect on the inquiry process. booklet
collection. Thinking time was also given at many 4. Did teacher behaviour prompt students to
locations during the fieldwork to allow students reflect on the fieldwork or inquiry process?
time for interpretation of sites and collection of
data. Students were not given an opportunity to reflect
on the fieldwork or inquiry process. Students
3. To what extent did teacher behaviour provide completed their fieldwork reports for homework
scaffolds to assist students in making sense of whilst the lesson content moved on to new
the data? topics in the curriculum. Although limited by time
pressures, this highlights a concern that when
Data collection was the primary focus whilst out students miss the opportunity to reflect on their
on fieldwork. Students were encouraged to make fieldwork, they also miss out on the opportunity
sense of the data during post-fieldwork activities, to develop a stronger, more positive and insightful
including fieldwork report writing. It should be relationship with fieldwork.
noted that a number of the fieldwork booklets
indicated that teachers made a distinction between
using the fieldwork booklet for data collection Limitations
and using a separate instructional document for This case study has several limitations which
scaffolding fieldwork report writing. In relation to are largely due to the narrow focus on analysing
the two fieldwork activities, it was observed that fieldwork booklets. The study does not include
the teacher broke the report writing down into a data on the extent to which teachers are creating
step-by-step procedure in order to help students a need-to-know during pre-fieldwork activities.
to make sense of the data. However, there was Additionally, given its scope this study was
a low focus on asking students to analyse and not able to investigate student involvement in
clarify their values which is similar to the findings planning inquiry during pre-fieldwork activities.
of the data analysis. There was also minimal data relating to whether