To what extent are students from Mainland China able to access enquiry based learning (EBL) in Geography in the UK?

Thesis

Enquiry based learning (EBL) is an influential style of teaching and learning. An increasing number of students from Mainland China are enrolling at independent schools in England. These students are unfamiliar with the creative and open approach of EBL and there is currently little recognition that Chinese students may find it challenging to learn through EBL. The focus of my research was ‘to what extent are students from Mainland China able to access EBL in a geography classroom in England?’

The investigation was conducted over twelve weeks and involved collaboration with a specialist English as an addition language (EAL) teacher. The methods used were teacher led student interviews, action research cycles and finally classroom observations of my teaching practice by the specialist EAL teacher.

Findings indicated that numerous barriers to learning were present. These included lexical, reading speed, confidence, reluctance to ask questions, understanding of spoken language, comprehension of tasks, lack of creativity, unmanageable tasks within allocated time periods and tasks with no prescribed answers. Differentiation strategies were developed and implemented to reduce these barriers. These included key word sheets with images, multiple choice answers, differentiated writing frames which incorporated images, image analysis and sorting activities, anonymous post-it’s, flipped learning tasks, partially completed and model answers. A combination of these strategies helped reduce the learning barriers.

Authors: Catling, C

• DOI: 10.5287/ora-a4nezopwq
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: MLT 2018; MLT
• Subjects: Education