Are we there yet? Sense of place and the student experience on roadside and situated geology field trips
Are we there yet? Sense of place and the student experience on roadside and situated geology field trips
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DOI：
10.1130/ges01484.1
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发表时间：
2018-04-01
期刊：
影响因子：
2.5
通讯作者：
Fraser, Lyndon
中科院分区：
文献类型：
--
作者：
Jolley, Alison;Kennedy, Ben M.;Fraser, Lyndon
野外实习是本科生地球科学教育不可或缺的组成部分。这些关键体验的领域是经过精心挑选的，但这些地方对我们的学生有什么影响？这项研究比较了参加新西兰留学野战营两个不同模块的学生的实地体验，通过地点感和学习感知。Sited模块是基于单一地点的地质制图，而路边模块是基于多个离散地点的较小练习。调查结果表明，学生对所处的田野区域的依恋程度显著增加，但对路边田野区域的依恋程度没有显著变化。现场观察和访谈结果表明，这可能是由于学生的自主性、身临其境的情景，以及学生对学习的看法与教师在情景现场模块上的意图高度一致。相比之下，路边模块更多地由教师决定，学生对学习的看法与教师传达区域地质历史的意图不太一致。我们将实地观察以及学生和教师访谈数据纳入两种实地考察方式的示意图模型中。然后，这个模型被用来可视化改进的教学方法，以促进在路边旅行中更多地参与到风景和地质中。我们建议路边实地考察有明确的评估，将实地考察地点连接在一起。我们的访谈数据表明，随着学生通过以学生为中心的学习、鼓励探索意识以及学生和教师现场学习社区的发展，学生拥有更多现场决策的机会，这种联系将进一步加强。
Field work is an integral component of undergraduate geoscience education. Field areas for these crucial experiences are carefully selected, but how do these places affect our students? This study compares the field experience of students participating in two distinct modules of a study abroad field camp in New Zealand, through sense of place and perceptions of learning. The situated module was geological mapping based in a single site, whereas the roadside module was based on smaller exercises in multiple discrete sites. Survey findings indicate that students became significantly more attached to the situated field area, but had no significant change in their attachment to the roadside field area. Field observations and interview findings suggest that this may be due to student autonomy, the immersive landscape, and strong alignment of student perceptions of learning with instructor intentions on the situated field module. In contrast, the roadside module was more determined by the instructor, and student perceptions of learning did not align well with instructor intent in conveying a sense of the regional geologic history. We assimilate our field observations and student and instructor interview data into a schematic model of the two field trip styles. This model is then used to visualize an improved pedagogy to foster greater engagement with the landscape and geology in the roadside trip. We recommend that roadside field trips have explicit assessments that connect the field sites together. Our interview data suggest that this connection would be further enhanced with greater opportunities for student ownership of in-field decision making through student-centered learning, encouragement of a sense of exploration, and development of a student and instructor field learning community.