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

Anđelković, Slađana; Dedjanski, Vojislav; Pejić, Biljana

doi:10.1080/03098265.2017.1379058

Cited by 24 publications

(19 citation statements)

References 37 publications

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“…Fieldwork is a very limited resource in most Geography programmes. However, there is evidence that the more fieldwork learners undertake, the more they appreciate its benefits (Anđelković et al, 2018). Fieldwork is said to connect learners with the complexity of real-world situations while simultaneously making them amenable to comprehension (Fuller, 2006).…”

Section: Discussionmentioning

confidence: 99%

Fieldwork@40: fieldwork in geography higher education

France

Haigh

2018

Journal of Geography in Higher Education

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Fieldwork is the most powerful learning invitation in the toolkit of Geographical Education.This review of papers in The Journal of Geography in Higher Education (JGHE) suggests seven modes in the development of fieldwork. These are arrayed as a kind of historical, perhaps evolutionary, sequence but most remain current in Geography fieldwork practice. At the far end (1960's) of the sequence are didactic modes that are teacher centred and use the field as an adjunct to the classroom, in the middle (1990's) are modes that involve active learning and focus on the development of students as investigators, and at the near end (2010's) are those that centred on the field study area and its qualities, that involve concern about the ethics of student engagement and that employ blended learning technologies. The review charts the JGHE's gradual shift away from its original, almost exclusively, UK-focus toward something rather more international and inclusive. Fieldwork is where Geographers learn 'from doing' Geography to 'do' Geography. Its special attributes include providing experiential, sometimes transformative, learning through the immersion of the learner in the field experience. In 40 years, JGHE has helped Geography Fieldwork move from the margins of the curriculum to its current place at its core.

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Section: Discussionmentioning

confidence: 99%

Fieldwork@40: fieldwork in geography higher education

France

Haigh

2018

Journal of Geography in Higher Education

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“…Finally, students often describe field studies as "fun" and "memorable and effective learning experience[s]" (Fagan & Sturm, 2015, p. 482). Anđelković et al (2017) examined 215 students and concluded that the students recognized and positively evaluated benefits of fieldwork in terms of its pedagogical effects with regards 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" (Anđelković et al, 2017, p. 1). Field trips are considered a specific type of learning that encourages a better development of social integration and social relations both between students and between students and professors.…”

Section: Field Trips Human Geography and Theorymentioning

confidence: 99%

“…Field trips are considered a specific type of learning that encourages a better development of social integration and social relations both between students and between students and professors. This arguably develops relations of trust, understanding, and cooperation (Anđelković et al, 2017;Fuller, 2012). Field studies are often considered to be about "observing" (Martin, 2003).…”

Section: Field Trips Human Geography and Theorymentioning

confidence: 99%

How to incorporate theory in (urban) field trips: the built environment as concrete abstraction

Holgersen

2020

Journal of Geography in Higher Education

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Classroom teaching and field trips are both conventional ways of teaching geography in higher education. But where the former can be highly theoretical and abstract, the latter is rather practical, empirical, and concrete. In this paper, I argue there is a need to better incorporate theory into field trips. I seek to explore relations between theory and field trips both theoretically and practically. Theoretically, I draw upon Henri Lefebvre and Bertell Ollman and argue for seeing the built environment as concrete abstractions. Based on interviews with teachers, theoretical reflections, and, not least, personal experiences, I end the paper offering practical steps towards better combining theory and field trips.

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“…In the era of globalization, it is necessary for higher education to be adjusted to the labor market demands and needs of a modern society [3]. There is a need for better field work skills and geographical pedagogy for teachers in primary and junior schools.…”

Section: A Awareness Of the Importance Of Fieldworkmentioning

confidence: 99%

On the Teaching Reform of Fieldwork in Human Geography

Li¹,

Li²

2018

Proceedings of the 2018 International Seminar on Education Research and Social Science (ISERSS 2018)

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At present, there are some problems in the human geography fieldwo rk in normal universities, such as insufficient awareness of fieldwork, poor selection of location and contents, inadequate application of methodology, and few teaching practice-related contents in the theoretical courses. In light of these problems, this paper attempts to explore the improvement of the effect of human geography fieldwo rk from the perspective of increased awareness, proper choice of location and contents, comprehensive use of multiple methods and techniques, and sound application of the results of fieldwork in teaching theoretical courses. Furthermore, in order to improve the quality of geography field work, efforts should also be made in conducting the international fieldwo rk and effectively integrating the physical geography fieldwork with human geography fieldwork.

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

Cited by 24 publications

References 37 publications

Fieldwork@40: fieldwork in geography higher education

Fieldwork@40: fieldwork in geography higher education

How to incorporate theory in (urban) field trips: the built environment as concrete abstraction

On the Teaching Reform of Fieldwork in Human Geography

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