Fieldwork in geography teaching: A critical review of the literature and approaches

Virtually all lecturers in geography recognise the importance of fieldwork as a vital mode of teaching in the subject. This paper draws on material produced as part of a HEFCE review of teaching and learning in the field and assesses the implications of recent changes in higher education for field s...

Full description

Saved in:
Bibliographic Details
Published in:Journal of geography in higher education 1997-11, Vol.21 (3), p.313-332
Main Authors: Kent, Martin, Gilbertson, David D., Hunt, Chris O.
Format: Article
Language:English
Subjects:
assessment
Education Work Relationship
Educational Change
Educational Objectives
Educational Trends
England
Experiential Learning
Field Experience Programs
Field Instruction
Field study
Foreign Countries
Funding
Geography
Geography fieldwork
Geography Instruction
good practice
Higher Education
Instructional Effectiveness
literature review
Literature reviews
Research Methodology
teaching
Teaching Conditions
Teaching Experience
Teaching Methods
Undergraduate Study
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Virtually all lecturers in geography recognise the importance of fieldwork as a vital mode of teaching in the subject. This paper draws on material produced as part of a HEFCE review of teaching and learning in the field and assesses the implications of recent changes in higher education for field studies in geography. The literature on the development of, and recent changes in, fieldwork practice is reviewed and assumptions about appropriate forms of teaching and assessment are challenged. The need for carefully integrated preparation of project-orientated fieldwork is stressed and the importance of debriefing and feedback after field visits is emphasised. Various suggestions for guidelines on good practice are presented. Finally, a range of future issues and problems in fieldwork is identified and discussed.
ISSN:0309-8265
1466-1845
DOI:10.1080/03098269708725439