Field ‘work’ vs ‘feel’ trip : approaches to out-of-class experiences in geography education

Preston, Lou 2016, Field ‘work’ vs ‘feel’ trip : approaches to out-of-class experiences in geography education, Geographical education, vol. 29, pp. 9-22.

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Title Field ‘work’ vs ‘feel’ trip : approaches to out-of-class experiences in geography education
Author(s) Preston, Lou
Journal name Geographical education
Volume number 29
Start page 9
End page 22
Total pages 14
Publisher Australian Geography Teachers Association
Place of publication Sydney, N.S.W.
Publication date 2016
ISSN 0085-0969
Summary Fieldwork is viewed as integral to geography teaching and acclaimed benefits often include holistic, student-driven learning, where all the senses are engaged and the impacts are more than cognitive. While these benefits are often assumed, in this paper, I argue that geography fieldwork in schools is often teacher-led and focused on the intellectual task of knowledge acquisition and skill development. Based on a qualitative content analysis of examples of fieldwork in a state geography teachers’ journal, I assert that the affective and sensory dimensions, are often used to promote the benefits of fieldwork, but seldom explicitly addressed through fieldwork pedagogy and learning activities in school geography. I contend that this is a missed opportunity for a deeper, more embodied and critical engagement with, and response to, the places visited.
Language eng
Field of Research 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management)
1302 Curriculum And Pedagogy
1604 Human Geography
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Australian Geography Teachers Association
Persistent URL http://hdl.handle.net/10536/DRO/DU:30090139

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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