International Perspectives on the Effectiveness of Geography Fieldwork for Learning

Abstract

This paper seeks to address assumptions on the effectiveness of fieldwork as a mode of learning in geography. This is approached from an international perspective, both in review of available evidence, which demonstrates a need for rigorous research into the issue, and in providing preliminary findings of research into the value of fieldwork from universities across three continents. Common themes to emerge concern the effectiveness of fieldwork in terms of learning and understanding of the subject: providing first-hand experience of the real world, whichever part of the world the students are in; skills development (transferable and technical); and social benefits. The extent to which fieldwork develops transferable skills depends on the context in which the fieldwork is undertaken. The paper points to avenues of future research to be investigated to deepen our understanding of the role fieldwork plays in student learning and to address the question, ‘how effective is fieldwork in improving learning?’

Keywords:

• Geography fieldwork
• effectiveness
• international perspectives
• learning

Acknowledgements

The authors would like to thank those colleagues who contributed to discussion of an earlier draft of this paper at the post IGC workshop in Glasgow (August 2004), both at the event and prior to it via web discussion. Thanks are also due to those student groups whose views have contributed to this paper and to three anonymous referees, whose helpful comments have improved the manuscript.

Notes

¹ Comments received from Ruth Healey on the pre-workshop version of the draft discussion paper (Edmondson, S. et al. (2004) Fieldwork in geography in higher education: international perspectives. Discussion paper, available at: http://www.gees.ac.uk/pigupapa.rtf)