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

Version 2 2024-06-17, 21:51
Version 1 2016-12-07, 15:14
journal contribution
posted on 2024-06-17, 21:51 authored by Preston
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.

History

Journal

Geographical education

Volume

29

Pagination

9-22

Location

Sydney, N.S.W.

ISSN

0085-0969

Language

eng

Publication classification

C Journal article, C1 Refereed article in a scholarly journal

Copyright notice

2016, Australian Geography Teachers Association

Publisher

Australian Geography Teachers Association