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The aims of fieldwork have traditionally been implicit within
the dominant methodologies of fieldwork practice. The traditional approaches,
sometimes termed 'fieldwork excursions' have aims rooted in the development of
content knowledge. The data collection/hypothesis testing and field enquiry
approaches extend the learning opportunities available and promote the
application of learning objectives to the planning of fieldwork. Using this
methodology, learning in the field becomes as rigorous as learning in the
classroom from a planning perspective.
These two approaches can be complimentary, with the scientific
approach placing a high value on the development of numeracy and analytical
thinking skills and the more humanistic approach emphasizing and fostering the
development of oracy and literacy, and a sense of place.
It can therefore be concluded that fieldwork can be categorised
according to its degree of student-centredness. The more traditional,
teacher-centred approaches to fieldwork, centre on explanation/lecture,
note-taking and directed observation. Under such conditions there is little
scope for active student involvement. At best they are required to observe,
describe and explain features of the environment using previously acquired
knowledge. A more effective, but time-consuming approach is one that
incorporates the processes of field research. While still incorporating the
elements of observation, description and explanation it adopts a problem-solving
focus. Students identify a geographical issue or problem as a result of their
observations or studies; they formulate a hypothesis; design a research
methodology; collect and record data; process and analyse the information and
draw conclusions that result in the acceptance or rejection of the original
hypothesis. The type of fieldwork undertaken ultimately depends on the purpose
of the activity. Many activities will contain elements of both approaches.
The field research approach, where time is available, is our preferred
methodology, enhancing the students’ ability to apply inquiry-based
skills in different geographical contexts.
We adopt one of three possible approaches to fieldwork,
depending upon the curricular requirements of the visiting staff.
 A 'hypothetico-deductive'
approach, where students generate aims and hypotheses based upon prior
theoretical knowledge, select appropriate methods, collect data and carry out
analysis.
An 'enquiry' approach, as
generally understood in the context of 16-19 U.K. geography. Issues are
introduced, key questions raised, and students select methods to investigate and
develop possible solutions to these.
An ´Individual Inquiry`approach,
whereby students have the opportunity to select their own topic, adopt their own
approach and complete an independent project or field investigation. Staff act
as supervisors and advisors, providing equipment, advice and ensuring safe
working.
Programmes have been designed to meet the requirements of the new AS/A2 level
U.K. syllabuses to be examined in 2002 and to help students develop the Key
Skills included in the new U.K. Key Skills qualification.
The Usefulness of Fieldwork
Improving observation skills and a
better understanding of the processes that contributed to the development of
environmental features.
Experiential learning: fieldwork
provides opportunities to learn through direct, concrete experiences, enhancing
the understanding that comes from observing 'real world' manifestations of
abstract geographical concepts and processes.
Increasing geographical interest through
interacting with the environment.
Directly involving students in responsibility
for learning: fieldwork requires that students plan and carry out learning in an
independent manner.
Developing and applying analytical skills:
fieldwork relies on a range of skills, many of which are not used in the
classroom.
Experiencing real-life research: developing
investigative, communicative and participatory skills.
Developing environmental ethics and increasing
the appreciation of the aesthetic qualities of the biophysical and built
environments.
Teamwork: fieldwork experiences provide an
important teamwork element, with social benefits derived from working
cooperatively with others in a setting outside the classroom.
Skill development: observation, synthesis,
evaluation, reasoning, instrumentation skills, practical problem solving,
adaptability to new demands that call upon creative solutions, etc.
Uses of technology: applying technology to
investigate problems and issues.
U.K. Key Skill development, namely
communication, application of number, information technology, working with
others, improving own learning performance and problem solving.
Effective Fieldwork
To be effective fieldwork should:
be well planned, interesting, cost
effective and represent an effective use of the time available
target specific syllabus and topic
outcomes
provide opportunities for students
to develop a range of cognitive and manipulative skills
be integrated with the subject
matter to ensure that students take full advantage of enhanced understanding
that is achieved through direct observation, data collection/recording and
inquiry learning.
be supported by pre-and
post-excursion classroom activities that establish the context for learning and
provide the necessary follow-up and reinforcement.
Inquiry Centred Learning
This approach has a number of stages, but should not be viewed as a rigid
formula. The intent is to enable students to become adept scientific
investigators. The steps are as follows:
stating the problem;
formulating the hypotheses;
designing the experiment or fieldwork;
making observations;
interpreting the data;
proposing conclusions.
Bartlett and Cox (1982) applied the scientific inquiry process
to field study and developed a schema for field based inquiry. The strength of
the schema is that it results in two forms of field based analysis of spatial
information. One is the enhanced knowledge and understanding of a particular
problem or issue, whilst the other is the enhanced knowledge and explanation of
a particular problem or issue leading to theory building or modeling with far
greater reaching explanatory powers.
More Information?
Geofile (A level) and GeoActive (GCSE), (pub. Stanley Thornes
U.K.) are excellent sources for advice on investigative enquiry techniques, with
Stephen Burton's fieldwork techniques series being particularly detailed.
'Fieldwork in Geography' (GeoJournal Library, Pub. Kluwer Academic, 2000),
includes a range of methodologies and alternative strategies, with the aim of
reaffirming the centrality of fieldwork in geographical and wider education.
It offers fresh ideas for both promoting fieldwork and for maintaining its
place in the geography curriculum.
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