Literaturnachweis - Detailanzeige
| Autor/inn/en | Minor, Jesse; McCourt, Matt |
|---|---|
| Titel | Role-Based Assignments Support Student Engagement during Geography Field Trips |
| Quelle | In: Geography Teacher, 18 (2021) 1, S.24-38 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Minor, Jesse) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1933 8341 |
| DOI | 10.1080/19338341.2020.1861054 |
| Schlagwörter | Role; Assignments; Learner Engagement; Geography Instruction; Field Trips; Field Instruction; College Freshmen; Teaching Methods; Class Activities; Active Learning; Maine |
| Abstract | Field trips, field courses, and other forms of field-based pedagogy have a long and storied history in geography and are frequently described as essential components of geographic education at the college, secondary, and primary levels. A recent and expanding literature on best practices for field-based geographical education provides instructors with guidance on a number of issues related to teaching outside the classroom, often with special emphasis on service learning, community-engaged practice, and critical pedagogy. In this article, the authors describe a pedagogical addition to field teaching that is designed to promote full engagement in non-classroom settings. They find that maintaining high levels of student engagement enables a richer and more substantial interrogation of familiar geographic themes like place differentiation, functional spatial relationships, and human-environment relations. Although designed and piloted with incoming college freshmen enrolled in a first-year experience course, the technique described can be adapted to part-day, full-day, and multi-day field experiences with students of any age and educational level. (ERIC). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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