Training undergraduates for self‐directed field research projects in physical geography
Problems and possible solutions
Bibliographic Data
| ID | 11955045 |
|---|---|
| Authors | Heather Tinsley (Middlesex University, corresponding author), Heather M Tinsley |
| Year | 1996 |
| Volume | 20 |
| Issue | 1 |
| Pages | 55-64 |
| Publication date | 1996-03-01 |
| 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 | 10.1080/03098269608709345 |
| OpenAlex | W2093670099 |
| Language | EN |
| Citations received | 11 |
| References cited | 7 |
Self‐directed research projects involving fieldwork are highly valued as part of physical geography Honours degrees as they are intellectually challenging, highly motivating, promote increased self‐confidence and provide a vehicle for the demonstration of a wide range of skills. Such projects present increasing problems of implementation. The recent rise in student numbers has resulted in less time being available for supervision, less space in laboratories and more pressure on laboratory consumables. The declining value of student grants and family commitments of mature students may make field seasons away from home unrealistic. Since the adoption of semesterisation there may be particular problems in introducing the research potential of subjects taught in the second semester in time for project selection deadlines. Health and Safety regulations now demand that risk assessments be made for all self‐directed research projects and this has generated a need for training in hazard identification procedures. Solutions to these problems are suggested and an example of a second‐year module in Soil and Vegetation Systems, designed to address some of these issues, is presented. Its success in training students for self‐directed research projects is evaluated
Business · Geography · Hazard · Identification (biology · Mathematics education · Medical education · Training (meteorology · Computer Science · Geography Education and Pedagogy · Landslides and related hazards · Medicine · Psychology · Ecology · Marketing
Why students participate in international fieldwork programs
Effective Teaching of Research Design in Physical Geography
Fieldwork@40
A Group-learning Approach to Academic and Transferable Skills Through an Exercise in the Global Positioning System
Embedding Research in a Field-based Module through Peer Review and Assessment for Learning
Developing Fieldwork in Social and Cultural Geography
Field-based learning
Fieldwork in geography teaching
Natural Science Pedagogy and Anarchist Communism
Students’ perspectives on the processes of supervision and assessment of undergraduate dissertations / Perspectiva del alumnado de los procesos de tutorización y evaluación de los trabajos de fin de grado
Teaching Research Through Field Studies
Teaching geography in higher education
Teaching students to select topics for undergraduate dissertations in geography
The problems with fieldwork
A survey of geography fieldwork funding in the ‘old’ UK universities, 1990–91
Thirteen ways of doing fieldwork with large classes/more students
Expansion, Efficiency and Teaching Quality
On Excellence and Problem Solving in Geography
| Citations per year | 0.38 |
|---|---|
| Citation span | 1997 - 2021 (25) |
| Highly cited | No |