Field ‘work’ vs ‘feel’ trip : approaches to out-of-class experiences in geography education
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journal contribution
posted on 2024-06-17, 21:51authored byPreston
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