Geography, Science and Geography, Science and FieldworkFieldwork

Learning to make an Impact at Learning to make an Impact at KS2/3KS2/3

GA Annual Conference 2015 - University of Manchester

Fieldwork is crucialIn geography, learning in the ‘real world’ expresses a commitment to exploration and enquiry, and geography’s concern to discover and to be curious about the world.

In the sciences it is that sub-set of practical science that is particularly valuable for introducing students to investigating the complexity and messiness of the real world

Geographical fieldwork can be used ‘to inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives’ (DfE, 2013)

It is in the nature of laboratory and classroom experiments to

separate objects from their environments … But in the

‘natural’ sciences it is only by putting objects and laws in

particular contexts that we can see how they work in terms of empirical effects” (p 88).

(Hawley, D. 2012)

The importance of Place

• Place is a way of seeing, knowing and understanding the world

• Attachments and connections between people and places• Worlds of meaning and experience• Resistance, reaction exclusions• Place as we choose to think about it and protect it

Place is space given meaning

(Tuan 1974)Geographical (and scientific) vocabulary is best learnt through first hand experience (Ward 1998)

Not One Geography• Understanding of place is affected by who we are;

Sex and genderAgeEthnicitySexualityLife cycle stage

Growing evidence shows that current approaches to encouraging sustainable living do not result in long-term, large-scale, social change. This is because they do not address the deep seated social, cultural and psychological structures that hold many unsustainable patterns of behaviour in place. (WWF 2012) We become ‘rooted’ to

places and form deep attachments that promote feelings of stewardship and

concern. (Tuan 1974)

Dialogic sharing and evaluation of an environment supports creativity. (Lambert, & Owens 2012)

Curriculum making with the academic disciplines as a resource

Systematic sampling and data collection, controlled structures.

The Scientific Tradition

A Fieldwork Continuum

Serendipity and Exploration

Unsystematic sampling and data collection, flexible and changing structures.

GEOGRAPHY

Enquiry

Is there a ’best time’ for Fieldwork?

To initiative interest and formulate questions

EARLY

MIDEND

To test hypotheses and questions

To review, apply or consider next steps

To test over time, evaluate changes and consolidate learning.

REVISIT

Quantitative Qualitative

Set location(s)

Random location(s)

Traditional scientific approach, rigid and precise data collection.

Serendipitous and explorative approach. Personal, empathic and emotive.

Precise data collection but in random settings. Good for comparing same data, different location.

Different & varied perspectives to an identified location

AC

BD

Fieldwork: what, where

and how?

A Critique of Quantitative Research

How often do we take students to interesting places, perhaps areas far removed from their normal range of experience, and then get them to spend most of their time looking at a clip board or measuring instrument? (Taylor 2004)

A Critique of Qualitative Research1. Qualitative research is too subjective

2. Difficult to replicate

3. Problems of generalization

4. Lack of transparency

Fieldwork in Science • Easy access to a pond or natural water habitat – e.g. to study adaptations,

distribution of organisms, population dynamics, biodiversity, pollution indicators

• Easy access to trees or hedges – e.g. to study invertebrate distribution, biodiversity or adaptation

• Easy access to grassland (not just the school playing field) – e.g. to study the ecology and the factors that influence the distribution of organisms

• Local access to an outside resource to demonstrate the different properties of rocks; the effects of processes (e.g. erosion) on rocks; and to monitor air quality. School grounds or further afield

• Easy access to an open space for a variety of activities – e.g. modelling the solar system; measuring speed; launching rockets; measuring noise pollution; estimating the speed of sound; measuring the irradiance from the sky; carrying out solar furnace investigations etc.

• Easy access to a real functioning renewable energy source that can be used in teaching – e.g. photovoltaic or wind

Synergy and potential for geography and Synergy and potential for geography and science fieldworkscience fieldwork

Practical fieldwork activity

1.What is the potential for synergy (and collaboration) between science and geography?

1.Discuss the different possible learning outcomes through science and geography

2.Planning your fieldwork sessions – routes, equipment, techniques etc.

3.Reflect and share – new questions?

You have 30 minutes for fieldwork, reflection and sharingYou have 30 minutes for fieldwork, reflection and sharing

Contact details

• Marianne Cutler, ASE mariannecutler@ase.org.uk

• John Lyon, GA• JLyon@geography.org.uk• Paula Owens, GA• POwens@geography.org.uk

References and further reading.• Fuller, D. Askins, K. Mowl, M. Jeffries, J. & Lambert, D. (2008) Mywalks: Fieldwork and living geographies Teaching Geography

Summer 2008 Sheffield: Geographical Association• Hawley, D. (2012) The ‘real deal’ of earth science: why, where and how to include fieldwork in teaching, School Science Review,

94(347), 87-100.• Kaplan, R. and Kaplan, S. (2011), Well-being, Reasonableness, and the Natural Environment . Applied Psychology: Health and

Well-Being, 3: 304–321. • King, F., Young, M., Drivere-Richmond, K. & Schrader, P (2001). Defining Distance Learning and Distance Education. AACE

Journal 9 (1): pp.• Lambert, D. And Owens, P. (2012) in Jones, R. & Wyse, D. (Eds) Creativity in the Primary Curriculum, Abingdon: David Fulton. • Louv, R. (2008) Last Child in the Woods Chapel Hill: Algonquin Pub• Mezirow, J. (1995). "Transformation Theory of Adult Learning." In: In Defense of the Lifeworld, edited by M.R. Welton, pp. 39–

70. New York: SUNY Press.• Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5–12.• Mezirow, J. (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco: Jossey Bass.• Owens (2008) MYWALKS: Walk on the Child Side Primary Geography Autumn 2008• Payne, P. & Wattchow, B. Phenomenological Deconstruction, Slow Pedagogy, and the Corporeal Turn in Wild

Environmental/Outdoor Education. Canadian Journal of Environmental Education, 14, 2009pp.15 – 32• Pretty J. Angus C. Bain M. Barton J. Gladwell V. Hine R. Pilgrim S. Sandercock, S. and Sellens, M. 2009. Nature, Childhood,

Health and Life Pathways, Interdisciplinary Centre for Environment and Society Occasional Paper 2009-02.University of Essex, UK.

• Taylor, E. W. (2001) Transformative learning theory: a neurobiological perspective of the role of emotions and• unconscious ways of knowing Int. J. Of Lifelong Education, VOL. 20, NO. 3 (May–June 2001), 218–236• Torosyan, Roben. (2007). Teaching for Transformation: Integrative Learning, Consciousness Development and Critical Reflection .

Unpublished manuscript. http://www.faculty.fairfield.edu/rtorosyan/• Tuan, Yi-Fu (1974) Topophilia: A Study of Environmental Perception,Attitudes and Values. Prentice Hall. Englewood cliffs, New

Jersey.• Ward, H. (1998) ‘Geographical Vocabulary.’ In Scoffham, S. (ed.), Primary Sources: Research Findings in Primary Geography.

Sheffield: The Geographical Association. Pp. 20–21.• WWF (2012) http://www.naturalchange.org.uk/about-the-project/ accessed 23.02.2012