Handbook for Teaching and Learning in Geography
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Handbook for Teaching and Learning in Geography

Edited by Helen Walkington, Jennifer Hill and Sarah Dyer

This exemplary Handbook provides readers with a novel synthesis of international research, evidence-based practice and personal reflections to offer an overview of the current state of knowledge in the field of teaching geography in higher education. Chapters cover the three key transitions – into, through, and out of higher education – to present a thorough analysis of the topic.
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Chapter 22: Field-based pedagogies for developing learners’ independence

Ian C. Fuller and Derek France

Abstract

Geography fieldwork has been described as the signature pedagogy of the discipline, but field-based pedagogies must be founded on best practice and contribute positively to learner development if fieldwork is to continue to provide an effective and powerful learning experience at the heart of the subject. Fieldwork provides a range of opportunities to deploy strategies that develop students as independent learners, preparing them for the world of work. In particular, fieldwork provides opportunities for students to develop independence from their lecturers and take responsibility for their own learning. We discuss a range of field-based approaches in a variety of settings, covering introductory to final year undergraduate levels in this chapter, with a view to developing learner independence and encouraging students to take ownership of their work. We use two foci towards developing learner independence: the adoption of digital technologies in fieldwork; and the use of research in field teaching and suggest that both foster a range of key skills at a variety of levels and in a range of contexts, cultivating independent learning.

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