Paula Owens | The Geographical Association (original) (raw)
Papers by Paula Owens
EThOS - Electronic Theses Online ServiceGBUnited Kingdo
This book provides lesson plans and teaching ideas for teaching primary school geography at Key S... more This book provides lesson plans and teaching ideas for teaching primary school geography at Key Stage 1 and Key Stage 2. The lessons are specifically organised to address the requirements of the geography national curriculum. Background information and cross curricular links indicate their wider significance and scope. The introduction outlines why it is important for children to learn about geography and considers the pedagogical issues involved.
… Research in Geographical & Environmental Education, 2005
Paula Owens Deputy Head, Eastchurch CEP School, Eastchurch, Sheerness, Kent The environmental val... more Paula Owens Deputy Head, Eastchurch CEP School, Eastchurch, Sheerness, Kent The environmental values of children from four different environments are investi-gated through a concept drawing tool alongside other media. The number of features commented upon by the children ...
This chapter focuses on recent research undertaken during a Summer Term in the Reception and Nurs... more This chapter focuses on recent research undertaken during a Summer Term in the Reception and Nursery setting of an inner city primary school in London Docklands. This research was used as a'snapshot'study, to complement the main body of research that ...
In 1998 I left a full time teaching post to take up a research studentship for three years, drive... more In 1998 I left a full time teaching post to take up a research studentship for three years, driven by questions that would not go away about the ways in which young children developed their understanding of the world around them. I had had responsibilities as geography, environmental education and Eco-schools coordinator and it was through close encounters with these areas of learning that my questions grew. I was concerned that many young children starting school appeared to have limited firsthand experience of the world around them and this appeared to be reflected in their vocabulary and knowledge of the outdoor environment. These early years of schooling are crucial in laying firm foundations for future values and attitudes and so I wanted to know how we as practitioners could best help children develop.
International Research in Geographical and Environmental Education, Nov 1, 2005
Paula Owens Deputy Head, Eastchurch CEP School, Eastchurch, Sheerness, Kent The environmental val... more Paula Owens Deputy Head, Eastchurch CEP School, Eastchurch, Sheerness, Kent The environmental values of children from four different environments are investi-gated through a concept drawing tool alongside other media. The number of features commented upon by the children ...
New for primary geography, 2011
29© Primary Geography Summer 2011 understanding is also developed. Here is where our expertise as... more 29© Primary Geography Summer 2011 understanding is also developed. Here is where our expertise as primary geography teachers is needed. Core, factual knowledge may be decided by others, but geography as a perspective on the world and how it works is our contribution. For us this is not a question of either/or. Both types of knowledge are needed.
International Journal of Research in geographical and Environmental Education, Jan 1, 2010
This paper reports the initial findings of a study in the United Kingdom and the Republic of Irel... more This paper reports the initial findings of a study in the United Kingdom and the Republic of Ireland of teacher educators and teachers who are involved in promoting geography education in primary schooling. Following research by Buttimer, Chawla, McPartland, Palmer and others, it sought to investigate the connections between early formative life experiences and adult engagement in geographical studies and education. The research asked respondents to record those ‘autobiographical memories’ they considered had ‘turned them on’ to geography. A grounded theory approach was used to analyse the 37 responses received. It emerged that informal/personal experiences and formal educational experiences were influential. Several significant features emerged, including experience of ‘freedom to roam’ locally, family holidays, outings and trips abroad, access to and using maps, fieldwork activities at primary or secondary school and with other organizations, and the impact of a good teacher. While the outdoor findings echo Chawla’s reviews of environmental educators, the love of maps is an additional finding. Traffic and other factors have inhibited children’s outdoor experience in recent decades, and school fieldwork has declined. This study re-emphasises the essential impact of such experience in stimulating people’s geographical engagement and encourages the need to foster learning outside the classroom for all children.
International Research in Geographical and Environmental Education, 2010
This paper reports the initial findings of a study in the UK and the Republic of Ireland of teach... more This paper reports the initial findings of a study in the UK and the Republic of Ireland of teacher educators and teachers who are involved in promoting geography education in primary schooling. Following research by Buttimer, Chawla, McPartland, Palmer and others, it sought to investigate the connections between early formative life experiences and adult engagement in geographical studies and education. The research asked respondents to record those “autobiographical memories” they considered had “turned them on” to ...
geography.org.uk
Observations revealed good provision in the outdoor area. This provision included shrubs, trees, ... more Observations revealed good provision in the outdoor area. This provision included shrubs, trees, flowers, patterned paving, seating; shade and a range of play equipment for climbing and exploration. ... Titman (1994) stated the importance of the outdoor school environment. ...
… in Geographical and …, Jan 1, 2010
This paper reports the initial findings of a study in the UK and the Republic of Ireland of teach... more This paper reports the initial findings of a study in the UK and the Republic of Ireland of teacher educators and teachers who are involved in promoting geography education in primary schooling. Following research by Buttimer, Chawla, McPartland, Palmer and others, it sought to investigate the connections between early formative life experiences and adult engagement in geographical studies and education. The research asked respondents to record those “autobiographical memories” they considered had “turned them on” to ...
Primary Geographer, Jan 1, 2007
A practical guide to teaching education for sustainable development using six case studies of wor... more A practical guide to teaching education for sustainable development using six case studies of work done in different primary schools. Sections include Forest school, gardening, energy and travel & transport. Sample PDF available below, and book can be purchased from geographical association
R. Bowles Place and Space, Jan 1, 2004
This chapter focuses on recent research undertaken during a Summer Term in the Reception and Nurs... more This chapter focuses on recent research undertaken during a Summer Term in the Reception and Nursery setting of an inner city primary school in London Docklands. This research was used as a'snapshot'study, to complement the main body of research that ...
… Research in Geographical & Environmental Education, Jan 1, 2005
Paula Owens Deputy Head, Eastchurch CEP School, Eastchurch, Sheerness, Kent The environmental val... more Paula Owens Deputy Head, Eastchurch CEP School, Eastchurch, Sheerness, Kent The environmental values of children from four different environments are investi-gated through a concept drawing tool alongside other media. The number of features commented upon by the children ...
Observations revealed good provision in the outdoor area. This provision included shrubs, trees, ... more Observations revealed good provision in the outdoor area. This provision included shrubs, trees, flowers, patterned paving, seating; shade and a range of play equipment for climbing and exploration. ... Titman (1994) stated the importance of the outdoor school environment. ...
Raising Achievement in Geography, Jan 1, 2000
The aims of the larger study, within which this research is nested, are to examine the developmen... more The aims of the larger study, within which this research is nested, are to examine the development and progression of children's environmental attitudes and values during the early school years. A pilot study trialed techniques that would reveal the kinds of features in the school environment that children valued. In phase one of this pilot study, 62 children aged from four to seven years, were asked to draw anything in the school grounds that they themselves considered special and important. The children's drawings were then categorised and analysed quantitatively. In phase two, a further 22 reception aged children from the same school were informally interviewed in small group settings while completing the same task. There was a clear progression evident in the overall number of features drawn by children in different year -groups. An unexpected finding was that the average number of features drawn by each year group and classified as 'natural' was consistent Methodologies and results are critically analysed.
EThOS - Electronic Theses Online ServiceGBUnited Kingdo
This book provides lesson plans and teaching ideas for teaching primary school geography at Key S... more This book provides lesson plans and teaching ideas for teaching primary school geography at Key Stage 1 and Key Stage 2. The lessons are specifically organised to address the requirements of the geography national curriculum. Background information and cross curricular links indicate their wider significance and scope. The introduction outlines why it is important for children to learn about geography and considers the pedagogical issues involved.
… Research in Geographical & Environmental Education, 2005
Paula Owens Deputy Head, Eastchurch CEP School, Eastchurch, Sheerness, Kent The environmental val... more Paula Owens Deputy Head, Eastchurch CEP School, Eastchurch, Sheerness, Kent The environmental values of children from four different environments are investi-gated through a concept drawing tool alongside other media. The number of features commented upon by the children ...
This chapter focuses on recent research undertaken during a Summer Term in the Reception and Nurs... more This chapter focuses on recent research undertaken during a Summer Term in the Reception and Nursery setting of an inner city primary school in London Docklands. This research was used as a'snapshot'study, to complement the main body of research that ...
In 1998 I left a full time teaching post to take up a research studentship for three years, drive... more In 1998 I left a full time teaching post to take up a research studentship for three years, driven by questions that would not go away about the ways in which young children developed their understanding of the world around them. I had had responsibilities as geography, environmental education and Eco-schools coordinator and it was through close encounters with these areas of learning that my questions grew. I was concerned that many young children starting school appeared to have limited firsthand experience of the world around them and this appeared to be reflected in their vocabulary and knowledge of the outdoor environment. These early years of schooling are crucial in laying firm foundations for future values and attitudes and so I wanted to know how we as practitioners could best help children develop.
International Research in Geographical and Environmental Education, Nov 1, 2005
Paula Owens Deputy Head, Eastchurch CEP School, Eastchurch, Sheerness, Kent The environmental val... more Paula Owens Deputy Head, Eastchurch CEP School, Eastchurch, Sheerness, Kent The environmental values of children from four different environments are investi-gated through a concept drawing tool alongside other media. The number of features commented upon by the children ...
New for primary geography, 2011
29© Primary Geography Summer 2011 understanding is also developed. Here is where our expertise as... more 29© Primary Geography Summer 2011 understanding is also developed. Here is where our expertise as primary geography teachers is needed. Core, factual knowledge may be decided by others, but geography as a perspective on the world and how it works is our contribution. For us this is not a question of either/or. Both types of knowledge are needed.
International Journal of Research in geographical and Environmental Education, Jan 1, 2010
This paper reports the initial findings of a study in the United Kingdom and the Republic of Irel... more This paper reports the initial findings of a study in the United Kingdom and the Republic of Ireland of teacher educators and teachers who are involved in promoting geography education in primary schooling. Following research by Buttimer, Chawla, McPartland, Palmer and others, it sought to investigate the connections between early formative life experiences and adult engagement in geographical studies and education. The research asked respondents to record those ‘autobiographical memories’ they considered had ‘turned them on’ to geography. A grounded theory approach was used to analyse the 37 responses received. It emerged that informal/personal experiences and formal educational experiences were influential. Several significant features emerged, including experience of ‘freedom to roam’ locally, family holidays, outings and trips abroad, access to and using maps, fieldwork activities at primary or secondary school and with other organizations, and the impact of a good teacher. While the outdoor findings echo Chawla’s reviews of environmental educators, the love of maps is an additional finding. Traffic and other factors have inhibited children’s outdoor experience in recent decades, and school fieldwork has declined. This study re-emphasises the essential impact of such experience in stimulating people’s geographical engagement and encourages the need to foster learning outside the classroom for all children.
International Research in Geographical and Environmental Education, 2010
This paper reports the initial findings of a study in the UK and the Republic of Ireland of teach... more This paper reports the initial findings of a study in the UK and the Republic of Ireland of teacher educators and teachers who are involved in promoting geography education in primary schooling. Following research by Buttimer, Chawla, McPartland, Palmer and others, it sought to investigate the connections between early formative life experiences and adult engagement in geographical studies and education. The research asked respondents to record those “autobiographical memories” they considered had “turned them on” to ...
geography.org.uk
Observations revealed good provision in the outdoor area. This provision included shrubs, trees, ... more Observations revealed good provision in the outdoor area. This provision included shrubs, trees, flowers, patterned paving, seating; shade and a range of play equipment for climbing and exploration. ... Titman (1994) stated the importance of the outdoor school environment. ...
… in Geographical and …, Jan 1, 2010
This paper reports the initial findings of a study in the UK and the Republic of Ireland of teach... more This paper reports the initial findings of a study in the UK and the Republic of Ireland of teacher educators and teachers who are involved in promoting geography education in primary schooling. Following research by Buttimer, Chawla, McPartland, Palmer and others, it sought to investigate the connections between early formative life experiences and adult engagement in geographical studies and education. The research asked respondents to record those “autobiographical memories” they considered had “turned them on” to ...
Primary Geographer, Jan 1, 2007
A practical guide to teaching education for sustainable development using six case studies of wor... more A practical guide to teaching education for sustainable development using six case studies of work done in different primary schools. Sections include Forest school, gardening, energy and travel & transport. Sample PDF available below, and book can be purchased from geographical association
R. Bowles Place and Space, Jan 1, 2004
This chapter focuses on recent research undertaken during a Summer Term in the Reception and Nurs... more This chapter focuses on recent research undertaken during a Summer Term in the Reception and Nursery setting of an inner city primary school in London Docklands. This research was used as a'snapshot'study, to complement the main body of research that ...
… Research in Geographical & Environmental Education, Jan 1, 2005
Paula Owens Deputy Head, Eastchurch CEP School, Eastchurch, Sheerness, Kent The environmental val... more Paula Owens Deputy Head, Eastchurch CEP School, Eastchurch, Sheerness, Kent The environmental values of children from four different environments are investi-gated through a concept drawing tool alongside other media. The number of features commented upon by the children ...
Observations revealed good provision in the outdoor area. This provision included shrubs, trees, ... more Observations revealed good provision in the outdoor area. This provision included shrubs, trees, flowers, patterned paving, seating; shade and a range of play equipment for climbing and exploration. ... Titman (1994) stated the importance of the outdoor school environment. ...
Raising Achievement in Geography, Jan 1, 2000
The aims of the larger study, within which this research is nested, are to examine the developmen... more The aims of the larger study, within which this research is nested, are to examine the development and progression of children's environmental attitudes and values during the early school years. A pilot study trialed techniques that would reveal the kinds of features in the school environment that children valued. In phase one of this pilot study, 62 children aged from four to seven years, were asked to draw anything in the school grounds that they themselves considered special and important. The children's drawings were then categorised and analysed quantitatively. In phase two, a further 22 reception aged children from the same school were informally interviewed in small group settings while completing the same task. There was a clear progression evident in the overall number of features drawn by children in different year -groups. An unexpected finding was that the average number of features drawn by each year group and classified as 'natural' was consistent Methodologies and results are critically analysed.