Field-Based Local Stream Research in Undergraduate Classes: An Inquiry-Based Approach

Autor/in	Praskievicz, Sarah
Titel	Field-Based Local Stream Research in Undergraduate Classes: An Inquiry-Based Approach
Quelle	In: Journal of Geography in Higher Education, 47 (2023) 4, S.677-684 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Praskievicz, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2022.2065667
Schlagwörter	Inquiry; Geography Instruction; Teaching Methods; Water Quality; Undergraduate Students; Earth Science; Field Experience Programs; Instructional Effectiveness; Urban Areas; Cost Effectiveness; Access to Education; Equal Education; Risk Management; Educational Benefits; Active Learning; Ecology; North Carolina (Greensboro) + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wasserqualität; Earth sciences; Geowissenschaften; Praxisnahes Lernen; Unterrichtserfolg; Urban area; Stadtregion; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Education; Access; Bildung; Zugang; Bildungszugang; Risikomanagement; Bildungsertrag; Aktives Lernen; Ökologie
Abstract	Experiential learning is recognized as a high-impact educational practice. Fieldwork is an important component of the geographic tradition. When implemented using an inquiry-based approach, fieldwork can be a highly effective form of experiential education. However, many geography instructors are dissuaded from implementing inquiry-based fieldwork because of logistical challenges. Here, a modular, semester-long fieldwork design is presented, involving inquiry-based research on local streams. This framework has been successfully implemented twice in undergraduate classes. A total of 37 undergraduate students did physical habitat assessments and water-quality monitoring on urban streams in Greensboro, North Carolina, USA. Quantitative and qualitative anonymous student evaluations and student work products provide preliminary support for the approach's effectiveness in enhancing student learning. The practical advantages of the presented fieldwork design are that it is less costly in time and money than fully field-based courses, it breaks up a large class into more manageable group sizes, and it alleviates some of the common concerns about accessibility, equity, and risk management. While still needing to be systematically assessed, the pedagogical benefits potentially include development of critical thinking, problem-solving, communication, interpersonal, and affective skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01