Personalizing geographic knowledge through fieldwork

Abstract

Learning to think geographically requires that students ask geographic questions and apply geographic concepts. Learning to think geographically requires engagement, gumption, and grit by the student combined with meaningful assignments and instruction by the teacher. Students need opportunities to engage with and even struggle with geographic concepts. Unlike other disciplines where what is learned may not be easily seen or observed by students (e.g. ancient history of South Asia), students can observe geographic concepts on their campus, in their communities, and in their regions. Geographers engage in fieldwork and, in so doing, engage in geographic thinking. Fieldwork affords students opportunities to think across experiences and develop their own personalization of geographic knowledge.