Student field experiences
Designing for different instructors and variable weather
Bibliographic Data
| ID | 11954827 |
|---|---|
| Authors | Alison Jolley (0000-0001-6064-7744, ,, corresponding author), Samuel J Hampton (,), Erik Brogt (0000-0003-2113-131X, ,), Ben Kennedy (0000-0001-7235-6493, University of Canterbury), Ben M Kennedy (,), Lyndon Fraser (0000-0003-0095-1079, ,), Angus Knox (Royal New Zealand Air Force, Wellington, New Zealand) |
| Year | 2018 |
| Volume | 43 |
| Issue | 1 |
| Pages | 71-95 |
| Publication date | 2018-12-07 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Geography in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8265 • E-ISSN: 1466-1845 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03098265.2018.1554632 |
| OpenAlex | W2903878400 |
| Language | EN |
| Citations received | 4 |
| References cited | 60 |
This study compares the field experience and development of sense of place (in this case, human attributed meanings and attachments to the field area) in geoscience students on three separate course sections of a six-day introductory geological mapping field trip. Students stayed in a small farm station within their 4 km2 field area, worked in groups of three or four, and produced an individual final assessment. Findings from student interviews and pre-post surveys indicated that there were no significant differences in perceptions of the field trip purpose or sense of place between field trip sections, despite differences in instructor pedagogy and sense of place, as well as varied weather conditions. There were significant increases in student sense of place on all field trips, in contrast with previous work on a “roadside” (regional, multi-site) field trip where no significant change in sense of place occurred. In-field observations and instructor interviews identified key characteristics that supported similar sense of place and experiences on all trips: (1) consistent intended learning outcomes, (2) a carefully selected and immersive field area valued by instructors, and (3) an assessment connected to the landscape/field area with flexibility in its implementation, especially when faced with adverse weather conditions
Field (mathematics · Geography · Mathematics education · Meteorology · Variable (mathematics · Educational Environments and Student Outcomes · Environmental Science · Geography Education and Pedagogy · Mathematics · Outdoor and Experiential Education · Psychology
The Coding Manual for Qualitative Researchers
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Life without Fieldwork
The Importance of Direct Experience
Fieldwork is Good
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The Social Construction of Tourist Places
Pro-environmental behaviours and park visitors
Place Attachment
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Qualitative Data Analysis
Supply, demand and a failure of understanding
Landscapes
| Citations per year | 1 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |