Pedagogical benefits of fieldwork of the students at the Faculty of Geography in the light of the Bologna Process

Abstract

Students’ opinion and assessment of the quality of teaching presents an important segment of the evaluation of the quality of teaching at university level in accordance with the principles of the Bologna Process. In this study, we have examined opinion of students at the Faculty of Geography, University of Belgrade on the pedagogical benefits of fieldwork, which presents an important determinant of geographers’ education. A total of 215 students evaluated pedagogical benefits of fieldwork in relation to didactic-methodical aspects such as: immediate contact with objects of knowledge; interdisciplinary study of a problem; application of various methods of teaching; enhancement of motivation for learning; improvement of social relations, and development of skills necessary for fieldwork. Research results indicate that students recognize and positively evaluate benefits of fieldwork. Final-year students as well as students who had more days of fieldwork evaluate benefits of fieldwork in a more positive way. Research results indicate the need to improve the quality of fieldwork and increase its share in the curriculum of the Faculty of Geography in accordance with the constructivist paradigm in education, which places a student at the centre of educational process, and fundamental principles of the Bologna Process.

Keywords:

• Fieldwork
• students
• pedagogical benefits
• the Bologna Process

Acknowledgements

The paper was written within the project Models of assessment and strategies to improve the quality of education in Serbia (179060) funded by the Ministry of Education, Science and Technological Development of the Republic of Serbia.

Notes

1. The Law on Higher Education (2005) introduced the changes in the system of higher education: (a) three-cycle structure of studies in accordance with the Bologna Declaration, (b) European Credit Transfer System (ECTS), (c) accreditation and quality assurance of study programs at higher education institutions, and (d) transformation of higher schools into high schools of vocational studies, which are now constitute a part of the system of higher education.