The Use of Learner-Centred Pedagogy to Improve Teachers’ Interpretation of Geomorphology on Maps in Geography Teaching
DOI:
https://doi.org/10.23918/ijsses.v13i1p3Keywords:
Experiential Learning, Geomorphological Topic, Improvement on Pedagogy, Learner-centred, Topographic and Orthophoto Maps, Teacher’s Interpretation on Geography TeachingAbstract
Learner-centred geography teaching across South African schools involves pedagogies that move from the teacher being a source of all the information and create space for learners to take responsibility for their learning. The learner-centred approach requires the arrangement of learners in the classroom, learning programmes, and practice. This involves learners actively engaging together on the interpretation of geomorphological maps to construct knowledge and application towards the learner-centred principle. However, learners in geography classes are not granted more chances to be independent due to the fast pace of completing the syllabus. Hence, this study is explored using a learner-centred approach to improve teachers’ interpretation of geomorphological maps in geography teaching. Using an interpretive paradigm guided by a qualitative approach, a multiple case-study design was used to look at teachers’ practices and implementation of a learner-centred approach in their classroom when teaching an interpretation of geomorphological maps. A purposive sample was used to select six geography teachers who performed poorly in the geomorphology and Map work section during the academic year 2021-2024. Experiential learning theory was applied as a theoretical lens. The present study revealed that a learner-centred and teaching-centred approach improves learning, leading to better academic performance in interpreting geomorphological maps. The study concluded that a learner- and teaching-centred approach should be applied for all learners’ effectiveness and involvement in learning geography. The study recommends adoption of effective learner-centred approach on this topic, activity based-learning and teacher-learner content play- game, as teaching strategy for geomorphological maps. The study add knowledge to content application through learner-centred support and engagement in geography teaching.
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