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Fieldwork

Final presentation 8-week Pre-sessional 2013 - UCL Language Centre
by

Victor Salinas

on 29 August 2013

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Transcript of Fieldwork

Learning in environmental science
Fieldwork
Definition: Fieldwork

Evidence 1. Knowledge in environmental science
Evidence 2. Skills for environmental science.
‘explaining scientific issues’ (Lambert, 2013; Gerber, 2000)
Students are able to systematically explain environmental processes and phenomena.
They show knowledge and understanding of environment.
They demonstrate an ability to differentiate among explanations by examining supporting evidence and drawing from their knowledge but this is not a general behavior.
‘using scientific evidence’ (OECD, 2009)
They are able to read and interpret data.
Students are able to synthesise answers from multiple sources.

Learning in Environmental Science
Evaluation
How to promote learning in environmental science
Is the most common teaching method but learning outcomes are different in every case
The experience in the UK suggest that is a Suitable teaching method to improve scientific learning and environmental awareness
Fieldwork has a possitive effect supporting learning to explaining scientific issues and using evidence
Pollution
Deforestation
Media
Data
Explain scientific issues
Use scientific evidence
Almost 94% of schools world wide use Fieldwork as a Teaching Method
UK experience:
1. Almost 80% of school principals declare that this method has been used
2. Higher performance of students in environmental science

Combine academic inquiry with out-of-school activities
The intention is to integrate theory and practice
Develop skills by 'learning by doing'
Gerber (2000, p. 135)
Use of measurement instruments (measuring tape)
Collection of primary data ('Know how')
Application of knowledge (Longshore drift, Erosion)
Use of qualitative technique (Labelling)
Analysis
Evidence 3. Awareness about environmental issues
I: Why does this coastal environment matter to you?
R: Because it’s different from the city. It’s relaxing there. And it’s important … because when it gets eroded then it’s not going to be there forever we’re going to miss it. And you need to protect it.
Kathy, Rishley Secondary School
(Cook, 2008)
(Field studies Council, 2010)
Not 100% effective providing support to explain scientific issues
Immediate effect raising environmental awareness
Conclusion
Content
Environmental science: Problem
Fieldwork: definition
Evidence of fieldwork experiences in the UK
Evaluation and conclusion
Learning
Knowledge | Skills | Attitudes
Lambert (2013)
Royal Geographical Society
Full transcript