Fieldwork in the School Geography Curriculum — Pedagogical Issues and Development

Abstract

In the English literature it is not hard to find eulogistic references to the benefits of school geography. For instance: Fieldwork is the best and most immediate means of bringing the two aspects of the subject (i.e. a body of knowledge and a distinctive method of study) together in the experience of the pupil. Therefore, fieldwork is a necessary part of geographical education; it is not an optional extra. (Bailey, 1974, p.184) Fieldwork is not a separate teaching style to be adopted in geographical education, but a sine qua non of all good education through geography. (Lidstone, 1988, p.59) Geography without fieldwork is like science without experiments; the ‘field’ is the geographic laboratory where young people experience at first hand landscapes, places, people and issues, and where they can learn and practice geographical skills in a real environment. Above all, fieldwork is enjoyable. (Bland, Chambers, Donert and Thomas, 1996, p.165).