Student Field Experiences: Designing for Different Instructors and Variable Weather

Autor/inn/en	Jolley, Alison; Hampton, Samuel J.; Brogt, Erik; Kennedy, Ben M.; Fraser, Lyndon; Knox, Angus
Titel	Student Field Experiences: Designing for Different Instructors and Variable Weather
Quelle	In: Journal of Geography in Higher Education, 43 (2019) 1, S.71-95 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jolley, Alison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2018.1554632
Schlagwörter	Experiential Learning; Science Instruction; Geology; Maps; Field Trips; Rural Areas; Group Activities; Student Attitudes; Teaching Methods; Weather; Program Effectiveness; Teacher Attitudes; Environmental Influences; College Students; Majors (Students); Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Historische Geologie; Map; Karte; Exkursion; Rural area; Ländlicher Raum; Gruppenaktivität; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Wetter; Lehrerverhalten; Environmental influence; Umwelteinfluss; Collegestudent; Ausland; Neuseeland
Abstract	This study compares the field experience and development of sense of place (in this case, human attributed meanings and attachments to the field area) in geoscience students on three separate course sections of a six-day introductory geological mapping field trip. Students stayed in a small farm station within their 4 km[superscript 2] field area, worked in groups of three or four, and produced an individual final assessment. Findings from student interviews and pre-post surveys indicated that there were no significant differences in perceptions of the field trip purpose or sense of place between field trip sections, despite differences in instructor pedagogy and sense of place, as well as varied weather conditions. There were significant increases in student sense of place on all field trips, in contrast with previous work on a "roadside" (regional, multi-site) field trip where no significant change in sense of place occurred. In-field observations and instructor interviews identified key characteristics that supported similar sense of place and experiences on all trips: (1) consistent intended learning outcomes, (2) a carefully selected and immersive field area valued by instructors, and (3) an assessment connected to the landscape/field area with flexibility in its implementation, especially when faced with adverse weather conditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01