The residential fieldtrip experience: Evolving teacher–student relationships

Gee, Nick

doi:10.1016/j.lcsi.2012.09.001

Cited by 2 publications

(2 citation statements)

References 18 publications

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“…The value of fieldtrips to students' science learning reported by the teachers is consistent with the findings of several studies (Amos & Reiss, 2012;DeWitt & Storksdieck, 2008;Gee, 2012). The experiences gained outside the classroom offer first-hand opportunities for students to develop cognitive (e.g., inquiry skills), affective (e.g., personal attitudes), social/interpersonal (e.g., communication skills), and physical/behavioural skills (e.g., motor skills) (Amos & Reiss, 2012).…”

Section: Group Experimentssupporting

confidence: 85%

Sri Lankan senior secondary school teachers’ practices that foster students’ science achievement: towards developing self-regulated learning

Jayawardena¹

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In Sri Lanka science education in schools plays a vital role in developing the scientific knowledge and skills that are required for a knowledge-based society. While these knowledge and skills are being developed through educational reforms that promote student-centred learning, there is also an increasing emphasis in Sri Lankan secondary schools on developing independent and autonomous learners. No studies have been found that have examined the practices that Sri Lankan senior secondary school teachers use to develop students' science achievement, nor have there been studies that have examined whether or not these practices are associated with developing student autonomy, in particular, self-regulated learning (SRL). This study aimed to examine these topics. The present study comprised two phases, both of which were qualitative in nature. In Phase 1, the research questions were: (1) What practices do senior secondary school teachers use to foster students' science achievement? and (2) What understandings do the teachers have about the Sri Lankan government's policy related to student-centred learning, student autonomy, and the teacher's role as a facilitator? Focus group interviews were conducted with 12 science teachers from three schools in the Kalutara district of Sri Lanka. Inductive thematic analysis was used to analyse this data. The questions addressed in Phase 2 of the study were: (1) What practices do senior secondary school teachers use to foster students' science achievement? (2) How do senior secondary school teachers use these practices in their science classrooms? and (3) Which of these classroom practices are related to SRL? Using a case study approach, two classroom observations and one semistructured interview were conducted with four teachers. The data were analysed using inductive and deductive thematic analysis. Pintrich and Zusho's (2007) model of student motivation and SRL was used in the deductive analysis. A cross-case analysis was also conducted. Overall, the findings revealed that the senior secondary science teachers used a variety of teaching practices to foster their students' science achievement. These practices related to developing scientific learners (e.g., demonstration, group experiments), developing students' science interests (e.g., "hands-on" learning activities), helping students to achieve their goals (e.g., setting realistic goals and deadlines for meeting goals), developing students' independent learning (e.g., offering "choice" in selecting learning tasks, choosing peers when working on group experiments), and practices to identify and support students (e.g., conducting after-school classes). An analysis of the practices used in Phase 2 revealed that some of the practices could be described as relating to SRL. However, even when the practices could be described as SRL-related practices, the teachers used them infrequently. The SRL-related practices were practices to develop cognition Publications during candidature Conference papers during candidature:

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Section: Group Experimentssupporting

confidence: 85%

Sri Lankan senior secondary school teachers’ practices that foster students’ science achievement: towards developing self-regulated learning

Jayawardena¹

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“…It is worthwhile taking time to reflect on the term ‘isolated’. Lots has been written about the significance of the social during fieldwork (see, for example, Gee, 2012; Peacock et al, 2018). It is a challenge to recognise that the intensely social nature of much fieldwork can itself be experienced as deeply isolating and anxiety‐inducing, even despite the best efforts of colleagues to foster supportive environments.…”

Section: Not Just Muddymentioning

confidence: 99%

Not just muddy and not always gleeful? Thinking about the physicality of fieldwork, mental health, and marginality

Tucker

Waite

Horton

2022

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This paper acknowledges that geographical fieldwork and fieldtrips can be deeply stressful, anxiety‐inducing, troubling, miserable, hard and exclusionary for many colleagues, students and pupils. Building on the critical insights of Bracken and Mawdsley's (Area, 36, 2004) ‘Muddy Glee’ we empirically extend disciplinary reflections on fieldwork, drawing on qualitative data from research with UK university‐based Geography, Earth and Environmental Sciences (GEES) academics who self‐identify as having mental health conditions which substantially affect their daily lives. These data prompt reflection on the nature and experience of fieldwork in two ways. First, they require acknowledgment of fieldwork as not just ‘muddy’, widening disciplinary imaginaries of fieldwork accessibility to encompass marginalities in/of Human Geography fieldwork practice. Second, contrary to pervasive disciplinary idealisations, these data demand recognition that fieldwork and fieldtrips are not necessarily gleeful but can be sites of intense latent anxiety and intersectional marginality. They evidence how fieldwork can often be experienced as sites of anxiety, isolation, marginalisation, and often silent or hidden distress. These data are not easy to read, and we argue that they require us to widen our disciplinary senses of what fieldwork is like. In conclusion we offer some prompts for reflection to think‐with this unease.

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The residential fieldtrip experience: Evolving teacher–student relationships

Cited by 2 publications

References 18 publications

Sri Lankan senior secondary school teachers’ practices that foster students’ science achievement: towards developing self-regulated learning

Sri Lankan senior secondary school teachers’ practices that foster students’ science achievement: towards developing self-regulated learning

Not just muddy and not always gleeful? Thinking about the physicality of fieldwork, mental health, and marginality

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