Geographical enquiry fieldwork drs. Katie Oost In cooperation with dr. Bregje de Vries (HAN University of Applied Sciences) and prof. dr. Joop van der Schee (VU Amsterdam)

Why fieldwork? Empirical research is not widespread Effect on long term memory (?) Positive effect on: > short term learning > attitude > interpersonal and social development Higher order learning / ‘deep learning’ Students like fieldwork as a change from ‘normal’ lessons (o.a. Caton, 2006; Foskett, 1997; Hattie, 2009; Hill & Woodland, 2002; Job, Day & Smyth, 1999; Kinder, 2013; Oost, K., De Vries, B. & Van der Schee (2011); Scott, Fuller & Gaskin, 2006)

Fieldwork strategies and the role of student and teacher Uit: Oost, K., De Vries, B. & Van der Schee (2011)

Geographical enquiry fieldwork A learning activity consisting of three phases – preparation, work outside and debriefing – during which students actively enquire geographical processes and phenomenon in the real world and make meaning in the process (linking theory to practice) (based on: Job et al, 1999; Roberts, 2003) EXAMPLES

Essential for enquiry fieldwork Structural integration > national, school curriculum, classroom (More) student centered: framed or negotiated (Roberts, 2003) Activating prior knowledge, experiences and valuations Aimed at making meaning: linking T to P Thorough preparation and debriefing with students Work with core curriculum (Applebee, 1994) Open classroom dialogue with students (o.a. Barnes, 2008; Burbules, 1993; Mercer, Dawes, Wegerif & Sams, 2004) >>>> Fieldwork can be done on large scale, but also on a small scale! Students involved with whole person Positive influence on motivation Student becomes more the owner of learning process Meaningfull learning becomes more probable, thus are understanding and remembering

Example of a (small scale) core curriculum

Study Main question: how does the scenario help teachers to integrate enquiry fieldwork in classroom practice? Performed in the tradition of Educational Design Research (EDR) Involves prototyping in two iterative design and evaluation cycles to optimize the scenario for fieldwork Nine teachers participated in two iterative cycles

Scenario Basic thoughts To help teachers design enquiry fieldwork Integrated in classroom practice Small scale Directions for the design of three fieldwork phases: - Preparation lesson - Work in the field = homework assignment (enquiry) = active - Debriefing lesson Tools/way of working Mind map around core concept (Ausubel, 1960, 1978; Buzan & Buzan, 2011; Novak, 2002; Novak & Cañas, 2007) Open classroom dialogue Work in the field: active gathering data and experiences In debriefing: exchange of fieldwork findings Making meaning by linking the concepts from geography books (theory) to field findings (practice)

Role of mind map Teacher - expert mind map To define core curriculum around core concept In preparation lesson: brainstorm > mind map 1 Activating prior knowledge, experiences and valuations with students around core concept In debriefing lesson: mind map 1 > mind map 2 Linking field experiences (practice) to mind map 1 and relating these to theory Getting insight into missconcepts Mind map as platform for classroom dialogue!

Open dialogue Open questioning Give students enough time to articulate their thoughts and answer the question Stimulate the thinking along of all students: - letting them react on each other - asking what other students think - asking if they can elaborate - asking if they think the same of differently - letting them ask each other questions To help teachers doing this: working with sentence starters

Expert mind map

Mind map of a student, one made in the preparation lesson, and the other in the debriefing lesson

Preliminary results Teachers like to use the scenario (also in the future) The scenario is doable and can be easily integrated in classroom practice Mind map: - teachers find it a useful tool - mind map functions as platform for classroom dialogue - sentence starters help teachers asking more open questions and follow through questions But: - an open dialogue does not yet develop - mainly the teacher does the talking (as expert) - students’ answers are mainly short - students do not react on each others answers

Fieldwork can be done small scale Perform small scale fieldwork more often Integrate it into classroom practice More information: Katie Oost, Recommendations

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