Cross-national comparisons of inquiry learning in secondary geography curricula

Abstract

Internationally, there is a clear turn towards inquiry as a core approach to learning secondary school geography. This research critically compares how inquiry learning is expressed and justified in six jurisdictions (Australia, China, England, Hong Kong, Singapore, USA). Through content analysis of national curriculum documents, we found that most of the jurisdictions have placed inquiry prominently in their curriculum. Despite national variations, inquiry is justified as a desirable pedagogy to develop conceptual understanding, build disciplinary knowledge and enable students to assess knowledge claims. An inquiry-rich curriculum in school geography promises to recalibrate the balance betw..