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Inquiry-Based Teaching and Learning across Disciplines pp 129–152Cite as

‘Intelligence in the Wild’—Inquiry in the Field

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Abstract

The reality that different disciplines perceive the world through different lenses makes it self-evident that the concept of fieldwork would vary from one discipline to another. Science, Geography and History all have an interest in ‘place’ as the focus of fieldwork inquiry. They differ in the position of place in relation to the individual and the form of that inquiry. Geography and the Sciences share a focus on understanding the real world as it exists, whereas History emphasises the collective importance and significance of primary sources, the records of the past, whether in written form, as artefacts of various sizes, or in situ. The knowledge of local people who are, and have been, embedded within particular living contexts is valued and included in an historical inquiry, and to a lesser extent, Geography; it is not rejected, as it is within scientific inquiry.

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Author information

Authors and Affiliations

  1. Monash University, Clayton, VIC, Australia

    Gillian Kidman

  2. Monash University, Clayton, VIC, Australia

    Niranjan Casinader

Authors
  1. Gillian Kidman
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  2. Niranjan Casinader
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Correspondence to Gillian Kidman .

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Kidman, G., Casinader, N. (2017). ‘Intelligence in the Wild’—Inquiry in the Field. In: Inquiry-Based Teaching and Learning across Disciplines. Palgrave Pivot, London. https://doi.org/10.1057/978-1-137-53463-7_9

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  • DOI: https://doi.org/10.1057/978-1-137-53463-7_9

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  • Publisher Name: Palgrave Pivot, London

  • Print ISBN: 978-1-137-53462-0

  • Online ISBN: 978-1-137-53463-7

  • eBook Packages: EducationEducation (R0)

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