Dewey’s concept of experience for inquiry-based landscape drawing during field studies

Bibliographic Data

ID11954020
AuthorsAlexander Tillmann (0000-0001-7230-7042, Goethe University Frankfurt, corresponding author), Volker Albrecht (Goethe University Frankfurt), Jürgen Wunderlich (0000-0003-4380-1863, Goethe University Frankfurt)
Year2017
Volume41
Issue3
Pages383-402
Publication date2017-05-22
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Geography in Higher Education (JOURNAL)
Journal identifiersISSN: 0309-8265 • E-ISSN: 1466-1845
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03098265.2017.1331206
OpenAlexW2619301569
LanguageEN
Citations received2
References cited17

The epistemological and educational philosophy of John Dewey is used as a theoretical basis to analyze processes of knowledge construction during geographical field studies. The experience of landscape drawing as a method of inquiry and a starting point for research-based learning is empirically evaluated. The basic drawing skills are acquired through an online drawing course. The main aim is to foster the self-organized acquisition of relevant skills to explore, describe and reflect on subjective mental and linguistic concepts in relation to scientific landscape models. The results, based on an evaluation of the students’ drawings, their responses to questionnaires and a review of students’ “reflective notes”, indicate that the approach motivated students to learn about the processes which formed the landscape and that the students perceived the method of inquiry after Dewey as a way to overcome cognitive dissonance

Cognition · Cognitive dissonance · Epistemology · Field (mathematics · Mathematics education · Point (geometry · Relation (database · Sociology · Teaching method · Computer Science · Educator Training and Historical Pedagogy · Geography and Education Methods · Geography Education and Pedagogy · Psychology · Social Psychology

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