Abstract
Fieldwork has been widely known to be important in Geography and other disciplines. Fieldwork was described as an outside activity where students can see and hear the geography phenomena in the field. It was also believed that fieldwork was an essential way to gain a better understanding of geographical objects. Some previous research had shown the advantages of fieldwork for students. Combining fieldwork and research was possible to gain students' understanding of disaster risk reduction in the school community especially in the disaster-prone areas. This research aimed to know the effect of fieldwork and research on undergraduate geography education' students understanding of disaster risk reduction in the school community. Students engaged in field work and research activities in the southern part of Klaten Regency Central Java Indonesia, which is vulnerable to various disasters such as earthquakes, floods and landslides. The students were evaluated before and after fieldwork using questionnaires. The result showed that fieldwork and research improved students' understanding of disaster risk reduction.
Highlights
Fieldwork is one of the most powerful, central and important teaching and learning methods in geography. [1][2][3][4][5][6][7][8][9]
It was important for students to discuss their research plan with their lecturers who have had experienced in fieldwork [16]
It was essential that student had good contact to obtain permission from the school to carry out this fieldwork and research work. [16], The design was nearly similar to Fuller et al (2014) [17]
Summary
Fieldwork is one of the most powerful, central and important teaching and learning methods in geography. [1][2][3][4][5][6][7][8][9]. Fieldwork is one of the most powerful, central and important teaching and learning methods in geography. It supports geographers to gain a better understanding of what they thought and what it looks like in the real world [1]. This is a method which geographers seek to learn by doing the real thing [3]. The learning situation is created directly by observation in the field. Students can learn the connection between a feature or pattern and how they relate to the theory they have learned in class, so that students can see and hear directly about geographical phenomena. Students can learn the connection between a feature or pattern and how they relate to the theory they have learned in class, so that students can see and hear directly about geographical phenomena. [12]
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