Edited by Helen Walkington, Jennifer Hill and Sarah Dyer
Chapter 7: Fieldwork as transition pedagogy for non-specialist students in geography: promoting collaborative learning amidst uncertainty
This chapter discusses fieldwork as a transition pedagogy. It builds on my experience of a module, ‘Changing Landscapes of Singapore’, one of the pillars of general education that students must fulfil before graduation. Through fieldwork students are immersed in an experiential learning environment where they interact first-hand with the landscapes of Singapore they learn about in the module. The purposes of this chapter are two-fold: first, to share strategies for how fieldwork may be deployed as transition pedagogy to promote a spirit of discovery, networking and peer learning, as well as acquire soft skills that students can take with them as they progress to higher level modules and beyond the university; second, to compare the outcomes of different fieldwork exercises students have had to engage with over the years. In particular I compare lecturer-guided ‘look and see’ fieldwork and self-guided field work using student feedback for the module. The chapter concludes with a summary of the key findings and challenges as well as suggestions for areas of further research.
You are not authenticated to view the full text of this chapter or article.
Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.
Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.
Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.