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Abstract
Philosophical concepts in geography are widely regarded as an important element in geography degrees, yet students have considerable problems in understanding them, appreciating their value and applying and integrating them into the rest of their work. Part of an existing large lecture course was modified primarily to promote student understanding by increasing interaction between lecturer and student. Lecture notes were made available to the students in advance of each session, group discussions and feedback were incorporated, and opportunities were made available for verbal and written questions to be asked. The effectiveness of these efforts was evaluated by student questionnaires. One lecture was observed by a staff developer and the resulting notes are discussed from the point of view of the lecturer and the staff developer.
