The Teaching Of Controversial Issues In Geography

Please use this identifier to cite or link to this item: https://hdl.handle.net/10646/1602

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DC Field	Value	Language
dc.creator	Seke, A.	-
dc.date.accessioned	2014-10-14T08:37:02Z	-
dc.date.accessioned	2015-12-08T10:53:17Z	-
dc.date.available	2014-10-14T08:37:02Z	-
dc.date.available	2015-12-08T10:53:17Z	-
dc.date.created	2014-10-14T08:37:02Z	-
dc.date.issued	1992-03	-
dc.identifier	Seke, A. (1992) The Teaching Of Controversial Issues In Geography, Geographical Education Magazine (GEM) Vol. 15, no. 1. Harare, Mt. pleasant: GAZ.	-
dc.identifier	http://opendocs.ids.ac.uk/opendocs/handle/123456789/4765	-
dc.identifier.uri	http://hdl.handle.net/10646/1602	-
dc.description.abstract	The cognitive approach appears to reign in most geography classrooms. The emotive and the psychic approaches receive only cursory attention. The result has been a lack of deeper understanding of the issues involved in a topic. This contributes to the partial or biased education of our students and we suspect it also contributes to poor results in the ‘O’ and ‘A’ level examinations. This paper presents points in favor of the emotive approach and describes how controversial issues can be tackled in the ‘O’ and ‘A’ level geography classrooms.	-
dc.language	en	-
dc.publisher	Geographical Association of Zimbabwe (GAZ)	-
dc.rights	http://creativecommons.org/licenses/by-nc-nd/3.0/	-
dc.rights	University of Zimbabwe	-
dc.subject	Education	-
dc.title	The Teaching Of Controversial Issues In Geography	-
dc.type	Article	-
Appears in Collections:	Social Sciences Research , IDS UK OpenDocs

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