Abstract
The question in the title was addressed by dividing the elements of geoscience fieldwork into eight different strands and then subdividing these into different items addressed during fieldwork. Separate small groups of experienced geoscience educators (mainly geology teachers of 16–18-year-old and younger students) were then asked to sort the items for each strand into order, from the most simple to the most difficult, and then to assign the items to levels of difficulty identified in the progression of scientific skills given in the National Curriculum for Science in England. The results indicate that, whilst those involved found the exercise fairly difficult, nevertheless it was possible to identify an agreed progression in each of the strands. It is hoped that this exercise will provoke geoscience educators to carry out further research into progression in geoscience fieldwork education, enabling them to confirm such a progression. Meanwhile raising awareness amongst teachers of geoscience fieldwork that there is the opportunity to teach elements of fieldwork in order of increasing difficulty, as identified in the research, should enable them to plan more effective progression in their fieldwork teaching. The strategy and methodology used could also enhance professional development in the teaching of geoscience fieldwork.
Highlights
Annual meeting of Earth Science Education Unit (ESEU) facilitators— England and Wales facilitators—ScotlandEarth Science Teachers’ Association (ESTA)secondary workshopThe facilitators of the Earth Science Education Unit (ESEU) had geology degrees and diverse backgrounds
Small groups of experienced geoscience fieldwork practitioners were asked to undertake a sorting task of fieldwork items printed on slips of paper, seeking a progression in the items and allocating them a level according to a pre-prepared progression sequence
Further research questions could be developed from these comments on the limitations of the exploratory study. This exercise has shown that it is possible for geoscience educators to identify progression in various strands of geoscience fieldwork
Summary
Annual meeting of Earth Science Education Unit (ESEU) facilitators— England and Wales facilitators—ScotlandEarth Science Teachers’ Association (ESTA)secondary (high school) workshopThe facilitators of the Earth Science Education Unit (ESEU) had geology degrees and diverse backgrounds. Annual meeting of Earth Science Education Unit (ESEU) facilitators— England and Wales facilitators—Scotland. The facilitators of the Earth Science Education Unit (ESEU) had geology degrees and diverse backgrounds. Most were or had been teachers of A-level geology (to 16–18-year-olds) in schools and colleges, as well as science/ geography teachers to. Many had experience of teaching the learning progressions of the secondary (high school) National Curriculum together with extensive fieldwork-leading experience. Teachers of A-level (16–18-year-old) geology in schools or colleges, with extensive fieldwork experience of leading. 16–18-year-old student fieldwork groups as well as experience of leading science or geography fieldwork for 11–16-year-old students. Most had experience of teaching the learning progressions of the National Curriculum at secondary (high school) level
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