Student perceptions of geographical knowledge and the role of the teacher

Abstract

This article reports on small-scale research into how year 7 students (aged 11–12) perceive geography and the impact that teaching has on these perceptions. The research draws on the work of Hopwood (2004, 2009, 2012) in order to provide a rich, in-depth account of student perceptions of geographical knowledge. Here, an analysis of written statements, posters, schemes of work and interviews with six students suggests that their perceptions are focused on place and maps, and, as this article explains, this originates from a variety of sources, although primary school appears to have the greatest influence. Unlike Hopwood, however, the main focus of this research is on the role of the teacher in the formation of perceptions. The results suggest that while students have a ‘big picture’ of geography, which they tend not to deviate from, the teacher can impact on the depth and detail of the students' perceptions by selecting content or activities that are engaging. The findings of this classroom-based research have wider implications for those interested in perceptions of geography and current debates regarding the nature of geographical knowledge.

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