What Do They Bring With Them? The fieldwork experiences of undergraduates on entry into higher education

Bibliographic Data

ID11954854
AuthorsRoger Dalton (corresponding author), Roger T Dalton
Year2001
Volume25
Issue3
Pages379-393
Publication date2001-11-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Geography in Higher Education (JOURNAL)
Journal identifiersISSN: 0309-8265 • E-ISSN: 1466-1845
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03098260120067673
OpenAlexW2051749213
LanguageEN
Citations received10
References cited5

This paper is concerned with the transition from school/college to higher education and discusses the outcomes of surveys of first-year undergraduates enrolled on geography degrees with respect to their experiences of field study as part of GCE Advanced level programmes prior to entry. Despite the core status given to fieldwork in the geographical training offered at Advanced level, the surveys show substantial variation among students in terms of field days, ranging from zero to 11 days. Consequently, each student cohort has a very uneven background of field study. Additionally, although students have developed generally positive attitudes to field study, a number of preferences and prejudices are identified. Many students have clearer recollections of data collection and recording techniques than of the character of the places in which investigations occurred. The resultant implications for field study within undergraduate programmes are discussed

Field (mathematics · Higher education · Mathematics education · Medical education · Pedagogy · Political science · Geographic Information Systems Studies · Geography Education and Pedagogy · Mathematics · Medicine · Psychology

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