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Title: The fieldwork effect : an exploration of the role and impact of fieldwork at key stage two
Author: Nundy, Stuart James
ISNI:       0000 0001 3450 4360
Awarding Body: University of Southampton
Current Institution: University of Southampton
Date of Award: 1998
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This thesis explores the heuristic potential of geographical fieldwork in a cross curricular residential setting. The enquiry concentrates upon students in the upper primary range (ages nine to eleven), and examines the impact of the pedagogy and its contextual framework upon both cognitive and affective learning. It relates its results to the attempts to raise learning quality via programmes such as the Cognitive Acceleration in Science Education project (Adey and Shayer, 1994), and to similar recent work in geography by Leat (1996;1997). The work utilised a research framework drawn from both quantitative and qualitative perspectives. A quasi-experimental structure, combined with a 'case study' approach, permitted an investigation of both learning outcomes and processes operating during a residential, cross-curricular field course, and allowed for a comparison between students within that setting and a similar group in a more 'normal' school/home environment. Statistical manipulation and analysis of quantitative data, allied to phenomenological analysis of qualitative data, permitted conclusions to be drawn to a number of key questions derived from the research objectives. Results show that residential fieldwork is capable not only of generating positive cognitive and affective learning amongst students, but that this may be enhanced significantly compared to that achievable within a classroom environment. Fundamental to this is an identified relationship between the two principal learning domains, and it is argued that the role of affective learning is pivotal to the cognitive development process. The thesis also contemplates the possibility that the approach and structure employed in effective fieldwork may have a wider educational application in the context of 'raising attainment' amongst school students. Grounded theory indicates that fieldwork should be seen as a pedagogy central to the current debate over learning quality within schools, and that it is crucial to give all children the opportunity to be exposed to the broad learning techniques and structures associated with fieldwork if we truly wish to raise attainment.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Field studies; Geography