Skip to main content. This service is more advanced with JavaScript available. Advertisement Hide. In the English literature it is not hard to find eulogistic references to the benefits of school geography. For instance: Fieldwork is the best and most immediate means of bringing the two aspects of the subject i. This process is experimental and the keywords may be updated as the learning algorithm improves. This is a preview of subscription content, log in to check access.
Adey, P. London: Routledge. Google Scholar. Archer, J. Dalton, T. London: Batsford. Ausubel, D. New York: Holt, Rhinehart and Winston. Bailey, P. Newton Abbott: David and Charles. Bednarz, S. Bilham-Boult, A. Coventry Microelectronics Education Support Unit.
Bland, K. Boardman, D. CrossRef Google Scholar. Crouch, N. Department for Education Geography in the National Curriculum. London: HMSO. The environment is at the heart of everything we do and we believe being outside in different habitats offers exciting challenges that students may not otherwise get the opportunity to experience. The stunning locations visited may be on site at our centres, or a short journey away.
Fieldwork - an essential part of geography education PDF. Article - Long Live Fieldwork! In this article Paula Richardson, Geography Advisor and member of the GA Field Studies Working Group, argues the case for outdoor learning and suggests ways in which fieldwork could be made more manageable for early years and primary teachers. The following pages are only accessible to GA members. This definition is contested, but it serves as a point of departure and introduces pedagogical and methodological themes that run through the literature on geographical fieldwork.
The pedagogical literature on fieldwork is valuable for students who are trying to see what they can get out of fieldwork and for instructors in their own approaches to this form of teaching and learning. Fieldwork is dynamic; it is a locus of innovation, both in the application and development of new technologies and also in the cultivation of practices such as creative writing.
This bibliography includes subsections on new technologies; on visual observation, description, and analysis; and on more-than-visual, multisensory exploration of places and landscapes. A second major development within the fieldwork literature relates to methodological and philosophical issues.
Key terms in this context are positionality and reflexivity. This work begins with feminist and postcolonial critique of the geographical tradition, examines the translation of methods from one setting to another, and interrogates the ethics and politics of field practices and the relationships they entail.
It has been necessary to limit the scope of this bibliography. The literature on geographical fieldwork overlaps with that on geographical methods more generally. In human geography, the general literature on key methods such as interviewing and participant observation is relevant to fieldwork, but this literature is also sufficiently extensive that it cannot be fully covered in this entry and sufficiently generic that it need not be.
Accordingly, the focus of this bibliography is on literature that is explicitly concerned with fieldwork, primarily but not exclusively within human geography. The literature on geographical fieldwork begins with overviews in the form of textbooks and themed issues of journals, which address fieldwork for geography as a whole. Though some principles and practices of geographical fieldwork are general and transferable, certain subfields and geographical areas raise particular challenges and themes, which are addressed in more specialist books and articles.
The key general textbook for human geography fieldwork as a whole is Phillips and Johns , and there are a number of textbooks and edited collections of essays on subfields of the discipline, including Desai and Potter , Scheyvens , and Maskall and Stokes Delyser, Dydia, and Paul F.
Fieldwork also develops a sense of place. For an excellent introduction to fieldwork see Real world learning through geographical fieldwork. The Geogstandards website currently not available online is a very useful resource for teachers of geography, designed to offer a basis for professional learning.
Video clips of geography lessons with supporting information are provided to demonstrate exemplary geography teaching. Coastal fieldtrip currently not available online features two video samples of a teacher facilitating fieldwork [add link]. While there are a number of interrelated resources on this web page which can support teaching, the videos show actual lessons being conducted. Quantitative and qualitative data Fieldwork is an adventure.
It offers a great opportunity to see the world first-hand and experience education in a new context. It also has a range of social benefits. Students learn how to interact and collaborate, and they have the opportunity to develop their social skills.
Collecting data in the field enhances the conceptual understandings gained in the classroom. Statistical data or measurements undertaken in the field are referred to as 'quantitative data'. It might be the:. It reflects how students or those being interviewed or involved in a discussion feel about an environment.
It involves the description or appearance of features indicated by comments on such aspects as colour, texture, smell, tastes and the level of aesthetic pleasure it brings to the student.
When students are photographing, sketching and interviewing, qualitative data are being gathered. These issues are addressed in more detail in Real world learning through geographical fieldwork. Fieldwork allows students to work toward a more sustainable world.
The actions that are raised in response to the issue being explored suggest that it is possible to move towards meeting people's needs and improving quality of life without destroying environments or depleting resources.
Fieldwork encourages students to be active citizens prepared to offer their opinions and aspirations for their community. Whether this community is the school community or the local community in which they live, students can communicate their ideas to community decision-makers.
Their actions are a reflection of their values and emotions, and should be grounded in the personal experience of fieldwork. If students have been involved in an enquiry approach, they feel ownership of the ideas and are more likely to want to translate the findings into action.
Illustration 1: Selecting a fieldwork site provides a range of potential activities for each year level in the school grounds, a short distance from the school, and further away.
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