Fieldwork is a method designed to lead to the enrichment of a subject. In the case of Geography, it helps students to understand the real world more in a hands-on way. Numerous studies indicate that it aids students in learning geographical terminolog...
Fieldwork is a method designed to lead to the enrichment of a subject. In the case of Geography, it helps students to understand the real world more in a hands-on way. Numerous studies indicate that it aids students in learning geographical terminology and concepts.
There are various types of fieldwork that can be used while learning Geography, however Fieldwork activities are still teacher-led or students’ participation is limited within the country and they are cannot be carrying educational value and functions properly. Many studies explain that the learning effect appears to be higher when students become the core of the lesson and participate actively. This approach is required in activities where the students play the central role as opposed to the the teachers being in that role. In this way, students are able to process the knowledge learnt their own way.
In particular, research about fieldwork offers students the opportunity to connect with other students who possess different types of knowledge and ideas well as with their own personal knowledge and experience to promote student inquiry. However, the current fieldwork’s findings, which are being conducted in a domestic educational setting, conclude that fieldwork activities are currently insufficient to accurately elicit whether or not this approach is functional or practical.
This study explores the educational effectiveness of these activities in order to try and solve the problem and or fully understand the limitations of reality and fieldwork activities. At first, inquiry-based fieldwork was designed and used in classes and then how the students felt and how they improved overall from this experience was researched. Secondly, research was conducted on the effectiveness of two different types of fieldwork: individual -based inquiries and group- based inquiries. Further research was done to see if there was a preferred way of learning and it that had any influence on the value that the student placed on fieldwork. Thirdly, research was conducted concerning the results of what students experienced and if they encountered any problems while performing fieldwork activities.
This points to an emergingconcern in regards to effectiveness (knowledge of subjects, transferable skills and social benefits etc.) of fieldwork through practicing inquriy-based fieldwork and to the investigation into its effectiveness according to ‘individual-based inquiry activities and ‘grouped-based inquiry’ activities.
Based upon this evidence, the current situation seems to have overcome the outdoor research issues in regards to limitations and how it is being practiced within domestic educational settings. Inquiry-based activities seem to be a practical addition to the educational curriculum and having the student play a more active role can help the realization of more fieldwork experiences to become a reality in the field of Geography.
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