@article {Livingstone:1999:0309-8265:63,
title = "Role-playing Planning Public Inquiries",
journal = "Journal of Geography in Higher Education",
parent_itemid = "infobike://routledg/cjgh",
publishercode ="routledg",
year = "1999",
volume = "23",
number = "1",
publication date ="1999-03-01T00:00:00",
pages = "63-76",
itemtype = "ARTICLE",
issn = "0309-8265",
eissn = "1466-1845",
url = "https://www.ingentaconnect.com/content/routledg/cjgh/1999/00000023/00000001/art00005",
doi = "doi:10.1080/03098269985605",
keyword = "PUBLIC INQUIRY ROLE PLAY FIELDWORK GROUP WORK KEY SKILLS",
author = "Livingstone, Ian",
abstract = "In the UK and elsewhere, planning public inquiries are held to allow public debate when there is concern over a land development decision. Using the format of the inquiry provides geography students, usually working in teams, with the opportunity to investigate an environmental issue from a particular point of view and then to present their case as an oral presentation and a written report. Students have to take responsibility for managing the project, collecting supporting information and preparing their presentation. The format therefore allows the delivery of part of a geography curriculum as well as the development of key skills in a non-didactic setting. Experience shows that students greatly enjoy working within this non-standard format, and are highly motivated to produce good performances at the 'inquiry'.",
}