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Year 11 geography teachers' response to the Darfield earthquake
Author(s) -
Taylor Mike
Publication year - 2011
Publication title -
new zealand geographer
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.335
H-Index - 25
eISSN - 1745-7939
pISSN - 0028-8144
DOI - 10.1111/j.1745-7939.2011.01211.x
Subject(s) - relevance (law) , agency (philosophy) , subject (documents) , natural (archaeology) , geography , event (particle physics) , mathematics education , sociology , social science , archaeology , political science , psychology , library science , law , computer science , physics , quantum mechanics
When events such as the Darfield earthquake take place, it is assumed that the response from the geography teaching community provides the opportunity to reinforce the relevance of geography. This article reports the findings of a questionnaire which seeks to explore the question, ‘What were the characteristics of the learning and teaching of Year 11 Geography teachers in the weeks following the Darfield earthquake, September 4, 2010?’ The data offer empirical support for the agency of geography teachers' impressing the relevance of the subject to school students in response to an extreme natural event under New Zealand's collective backyard.