This investigation examines the relationship between children's direct experience of the physical environment and their conceptual understanding of it. In order to determine the extent of the influence of the physical environment on understanding, two groups of children living in different geographical environments were selected and their perceptions and understanding of the selected physical features related to their immediate surroundings were compared. The children's ideas about the features selected were examined using a number of research techniques. The results tended to support the central assertion of the study that the physical environment has an influence on children's conceptual understanding. The data also showed that the children held a number of alternative conceptions about their near and far environment prior to the experience of formal instruction. The relevance of these conclusions for geographical education is presented. Suggestions are made to improve the quality of teaching and learning in physical geography. Fieldwork, hardware models, simulation activities and Information and Communication Technology (ICT) are suggested for use as teaching approaches. The significance of the conclusions in the context of Turkish geographical education are also considered
