Fieldwork is Good: the Student Perception and the Affective Domain

Sarah Maguire, A Boyle, A Martin, C Milsom, R Nash, S Rawlinson, A Turner, S Wurthmann, S Conchie

    Research output: Contribution to journalArticle

    158 Citations (Scopus)

    Abstract

    This paper reports on research that investigates the effectiveness of residential field courses in geography, earth science and environmental science courses at UK institutions of higher education. The research focuses on the effects of fieldwork in the affective domain, which is thought to be linked to the adoption of effective approaches to learning. Approximately 300 students were surveyed immediately before and after a field class, enabling analysis of changes in responses brought about as a result of the field experience. Potential differences were looked for between groups of students determined by gender, age, previous experience of fieldwork and place of residence. The research finds that fieldwork leads to significant effects in the affective domain. In general, student responses were very positive prior to fieldwork and became more positive as a result of the field experience. Some groups exhibited higher levels of anxiety about this learning method prior to the field class; however, such differences were mitigated by the field experience. This study concludes that fieldwork is good.
    LanguageEnglish
    Pages299-317
    Number of pages18
    JournalJournal of Geography in Higher Education
    DOIs
    Publication statusPublished - 25 Apr 2007

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    fieldwork
    student
    experience
    learning
    place of residence
    learning method
    research focus
    science
    Earth science
    higher education
    Group
    geography
    anxiety
    gender
    education
    effect

    Cite this

    Maguire, Sarah ; Boyle, A ; Martin, A ; Milsom, C ; Nash, R ; Rawlinson, S ; Turner, A ; Wurthmann, S ; Conchie, S. / Fieldwork is Good: the Student Perception and the Affective Domain. In: Journal of Geography in Higher Education. 2007 ; pp. 299-317.
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    abstract = "This paper reports on research that investigates the effectiveness of residential field courses in geography, earth science and environmental science courses at UK institutions of higher education. The research focuses on the effects of fieldwork in the affective domain, which is thought to be linked to the adoption of effective approaches to learning. Approximately 300 students were surveyed immediately before and after a field class, enabling analysis of changes in responses brought about as a result of the field experience. Potential differences were looked for between groups of students determined by gender, age, previous experience of fieldwork and place of residence. The research finds that fieldwork leads to significant effects in the affective domain. In general, student responses were very positive prior to fieldwork and became more positive as a result of the field experience. Some groups exhibited higher levels of anxiety about this learning method prior to the field class; however, such differences were mitigated by the field experience. This study concludes that fieldwork is good.",
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    Maguire, S, Boyle, A, Martin, A, Milsom, C, Nash, R, Rawlinson, S, Turner, A, Wurthmann, S & Conchie, S 2007, 'Fieldwork is Good: the Student Perception and the Affective Domain', Journal of Geography in Higher Education, pp. 299-317. https://doi.org/10.1080/03098260601063628

    Fieldwork is Good: the Student Perception and the Affective Domain. / Maguire, Sarah; Boyle, A; Martin, A; Milsom, C; Nash, R; Rawlinson, S; Turner, A; Wurthmann, S; Conchie, S.

    In: Journal of Geography in Higher Education, 25.04.2007, p. 299-317.

    Research output: Contribution to journalArticle

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