Activating the Classroom: Geographical Fieldwork as Pedagogical Practice

Autor/inn/en	Hovorka, Alice J.; Wolf, Peter A.
Titel	Activating the Classroom: Geographical Fieldwork as Pedagogical Practice
Quelle	In: Journal of Geography in Higher Education, 33 (2009) 1, S.89-102 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
Schlagwörter	Geography Instruction; Constructivism (Learning); Active Learning; Experiential Learning; Teaching Methods; Undergraduate Study; Classroom Techniques; Learning Experience; Educational Practices; Investigations; Instructional Design; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Aktives Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium; Klassenführung; Lernerfahrung; Bildungspraxis; Untersuchung; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Kanada
Abstract	Much geographical scholarship on teaching and learning details the intellectual, technical and personal benefits stemming from residential field course offerings, reflecting characteristics of constructivist active learning. With the sustainability of these offerings in question given logistical and political issues, there is greater demand for changes in field course delivery and structure. This paper seeks to expand the range of pedagogical tools, contexts and ways in which geographical field experience can take place. It does so by reconceptualizing "the field" based on the idea of "everyday life" as a meaningful entry point within a classroom context, and as a space of learning in which students construct knowledge for themselves. An empirical investigation of student learning experiences explores the possibility of re-creating the benefits of residential field course offerings in a classroom-based field course. (Contains 1 table and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10