The benefits of virtual fieldtrips for future-proofing geography teaching and learning

Mercer, Theresa G.; Kythreotis, Andrew P.; Harwood, J.E.; Robinson, Zoë; George, Sharon; Sands, David; Brown, Joshua; Sims, Toby

doi:10.1080/03098265.2022.2041569

Cited by 5 publications

(3 citation statements)

References 13 publications

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“…El futuro de la educación superior en general y, en particular de la enseñanza de la Geografía, pasa cada vez más y sin paliativos por el uso de la tecnología en todos los ámbitos, incluido las salidas de campo (Makransky & Mayer, 2022;Mercer et al, 2022;Roelofsen & Carter-White, 2022)drawing on surveys and interviews held with students after their participation in the field trip. We found that VR technology may work as a (dis, por lo que se hace necesario explotar su potencial para enriquecer las oportunidades de aprendizaje del alumnado.…”

Section: La Aproximación Al Territorio Mediante El Uso De Las Ticunclassified

Capacidad de las TIC para virtualizar el trabajo de campo teoría y práctica desde la geografía

et al. 2022

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La didáctica geográfica en la enseñanza superior incorpora el trabajo de campo como instrumento de primer orden. Las salidas de campo constituyen la base de la investigación geográfica puesto que proporcionan conocimiento sobre los elementos configuradores y procesos del espacio geográfico. Las geotecnologías cuentan con capacidad para recrear virtualmente escenarios análogos a las salidas tradicionales. Se compararon las cualificaciones de dos grupos de alumnos sin encontrarse diferencias significativas entre los que realizaron salidas virtuales y tradicionales. La virtualización de las salidas de campo es un elemento útil y de inclusividad más allá del contexto de pandemia.

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Section: La Aproximación Al Territorio Mediante El Uso De Las Ticunclassified

Capacidad de las TIC para virtualizar el trabajo de campo teoría y práctica desde la geografía

et al. 2022

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“…The COVID-19 pandemic impacted on fieldwork for both research (Oliver, 2022) and teaching, with virtual fieldwork rapidly proliferating (Bryson & Andres, 2020;Howlett, 2021;Li et al, 2022;Mercer et al, 2022;Rose-Redwood et al, 2020;Yoon & Mecca, 2022). Geographers' repertoire of methods has expanded, Guasco (2022) arguing that geographers should always justify doing fieldwork, just as much as she felt obliged to justify not doing fieldwork.…”

Section: Introductionmentioning

confidence: 99%

“…The advent of big data and associated computational capacities are sometimes viewed in a similar manner (Fonstad & Zettler‐Mann, 2020), although to Brierley et al (2021) different approaches to geomorphology are complementary rather than in competition. The COVID‐19 pandemic impacted on fieldwork for both research (Oliver, 2022) and teaching, with virtual fieldwork rapidly proliferating (Bryson & Andres, 2020; Howlett, 2021; Li et al, 2022; Mercer et al, 2022; Rose‐Redwood et al, 2020; Yoon & Mecca, 2022). Geographers' repertoire of methods has expanded, Guasco (2022) arguing that geographers should always justify doing fieldwork, just as much as she felt obliged to justify not doing fieldwork.…”

Section: Introductionmentioning

confidence: 99%

Interpretive field geomorphology as cognitive, social, embodied and affective epistemic practice

Couper

2023

Canadian Geographies / Géographies canadiennes

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This article examines the epistemic practices of interpretive field geomorphology-that is, the in-the-moment act of "seeing the landscape" geomorphologically. Drawing on the philosophical works of Wittgenstein and Merleau-Ponty, it aims to bring to light the complex, multi-dimensional, knowledge-producing process of field observation and interpretation. Methodologically the study is based on geomorphologists' accounts of their fieldwork, gathered through questionnaire and interviews. By paying attention to what geomorphologists say they are doing in the field, interpretive field geomorphology is articulated as a combined cognitive, social, embodied, and affective experience through which understanding is arrived at. The paper thus sheds light on one part of what Brierley et al. call "the dark art" of geomorphological interpretation, and draws out implications in terms of researcher positionality, researcher training, and offering an epistemic justification for field-based pedagogies.

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Teaching, Learning, and Exploring the Geography of North America with Virtual Globes and Geovisual Narratives

McDaniel

2022

Journal of Geography

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The benefits of virtual fieldtrips for future-proofing geography teaching and learning

Cited by 5 publications

References 13 publications

Capacidad de las TIC para virtualizar el trabajo de campo teoría y práctica desde la geografía

Capacidad de las TIC para virtualizar el trabajo de campo teoría y práctica desde la geografía

Interpretive field geomorphology as cognitive, social, embodied and affective epistemic practice

Teaching, Learning, and Exploring the Geography of North America with Virtual Globes and Geovisual Narratives

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