Field ‘work’ vs ‘feel’ trip : approaches to out-of-class experiences in geography education
Data(s) |
01/01/2016
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Resumo |
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. |
Identificador | |
Idioma(s) |
eng |
Publicador |
Australian Geography Teachers Association |
Relação |
http://dro.deakin.edu.au/eserv/DU:30090139/preston-fieldworkvs-2016.pdf http://www.agta.asn.au/Resources/GeographicalEducation/geoged-v29-2016.php |
Direitos |
2016, Australian Geography Teachers Association |
Tipo |
Journal Article |