Abstract
This paper outlines the present status of fieldwork within school geography and reviews its purpose and practice. The rhetoric of acceptance is frequently greater than actual practice both in Hong Kong and elsewhere as teachers worry about issues of timetabling, cost, staffing and safety. On the other hand, few geography teachers doubt its value.The first part of the paper discusses reasons for undertaking fieldwork. These centre on its value in enhancing conceptual understanding and problem solving skills within geography, promoting social skills and encouraging environmental awareness. Specific geographical objectives include: (1) the development of meaningful personal experiences of the landscape; (2) building rich and true images of the world; (3) deepening understanding; (4) increasing pupil interest, curiosity and pleasure in their surroundings; (5) providing opportunities to practice observation and inquiry skills and (6) consolidating learning.
The second part discusses how field experience can be optimised. A distinction is drawn between traditional, teacher-centred field teaching and pupil centred field research of either a more closed field testing kind or a more open field discovery kind. Fieldwork is just as feasible as a learning activity over a double lesson near to the school as it is as the traditional field-camp in more distant locations over a longer period. The paper stresses the need for careful organisation and clarity in setting objectives in both conducting fieldwork and in follow-up. The paper concludes with a checklist of points to consider when planning field-work.
| Keywords: | fieldwork; geography instruction |
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