Undergraduate teaching and learning in physical geography

Abstract

Like other disciplines, physical geography has seen substantial recent interest in research on ways to improve undergraduate teaching and learning. Most of this research has taken place in a constructivist framework in which students construct knowledge in ways that are meaningful to them. Constructivist theory forms the basis for a wide range of active learning approaches, such as inquiry-based learning and problem-based learning. These approaches are inductive in that students build theory and generalizations from case studies rather than more traditional approaches in which the students learn the theory and then study some examples. Students are typically more engaged in their active learning than they are in traditional approaches, but the impacts of the newer approaches on student learning are unclear. Experiential and service learning, together with fieldwork, offer considerable organizational challenges, but the learning rewards are clear and unchallenged. Attempts to replace fieldwork with virtual field trips have met with resistance, but there has been little research on the ways that virtual fieldwork could be improved. Introductory physical geography textbooks have failed to keep up with changes in teaching the subject, although there have been some recent innovations that offer promise. Animations in particular seem to engage students, although there is no evidence that they enhance the learning of physical geography. The nature of the relationship between research and teaching continues to fascinate, yet eludes clarification. The scholarship of teaching and learning physical geography offers challenges and opportunities for new and experienced faculty who have not previously published in this field.