Abstract
For scientific headway to be made in the field of social science today, direct contact with analysed phenomena is all-important. The research hypothesis we put forward is that, just like practical laboratory work, fieldwork is an indispensable tool in tourism geography in guaranteeing rigorous scientific studies. The aim of this paper is: 1) to help demonstrate the usefulness of fieldwork in tourism geography in enriching the taught theory and concepts; 2) to design useful methodological tools for planning student-driven, enquiry-based learning processes; 3) to use Mallorca as a case study in a direct analysis of the complex spatial consequences of the Anthropocene on the tourist industry. Our teaching and research experience in tourism geography, particularly in relation to global change during the Anthropocene, are fundamental in achieving these objectives. We conclude that fieldwork helps students to develop important skills and competences, facilitating meaningful learning. Through the students’ active participation, the teacher is no longer a transmitter of theoretical knowledge, but a facilitator in the learning process.
Highlights
Direct contact with analysed phenomena is fundamentally important in science advancement
Our hypothesis is that fieldwork is a suitable tool for developing the following competences and skills in students, tying in the theory studied in the classroom with the real world (France & Haigh, 2018): a) improved student autonomy in analysing realities, facilitating the acquisition of meaningful knowledge; b) a raised environmental awareness and desire to seek a solution to the global changes brought about by humankind during the Anthropocene; and c) an insight into reality through direct contact with it as a means of tackling current socio-ecological problems
From reflections on teaching theory and practice, a series of general conclusions were reached on how fieldwork can contribute to the teaching of tourism geography within the framework of the Anthropocene, focusing on: 1) how to adapt hypothetical-deductive procedures to fieldwork planning methods; 2) the organization of fieldwork activities; and 3) the role of the teacher and students in the implementation of activities
Summary
Direct contact with analysed phenomena is fundamentally important in science advancement. Fieldwork contributes to the acquisition of skills, tools and conducive attitudes to global change, just as practical laboratory work contributes to countless research processes. The health crisis will lead to a change in the tourism model. Based on these premises, one important challenge in social science education is to analyse the links between global change (including pandemics) and tourism. When tourism geography is taught in relation to contexts of global change, fieldwork can be an important means of intercultural enrichment (just as tourism can be) through interaction with others who are culturally different from us and by boosting a raised socio-ecological awareness, emotional intelligence, capacity for critical thinking and global citizenship
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
