The Effect of Emotional Experiences in Fieldwork: Embodied Evidence from a Visual Approach

Autor/inn/en	Wang, Min; Wu, Jiaxian; An, Ning; Lin, Mingliang
Titel	The Effect of Emotional Experiences in Fieldwork: Embodied Evidence from a Visual Approach
Quelle	In: Journal of Geography in Higher Education, 47 (2023) 2, S.188-209 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Mingliang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2021.2005002
Schlagwörter	Emotional Experience; Participation; Control Groups; Photography; Geography; Knowledge Level; Evidence; Visual Learning; Foreign Countries; Field Instruction; Visual Aids; China + Suchen Sie Ihr Suchwort? Teilnahme; Fotografie; Geografie; Wissensbasis; Evidenz; Visual education; Visuelles Lernen; Ausland; Praxisklasse; Anschauungsmaterial
Abstract	Emotion has become an important topic in fieldwork courses of higher geography education. This study attempts to provide embodied evidence of the important value of emotional experiences in fieldwork and clarify that the teaching effect produced by fieldwork in a real environment is difficult to achieve in a virtual environment. Using eye-tracking , this study captured the eye movement data of 16 fieldwork participants and 15 nonparticipants gazing upon photographs and analyzed how emotions affect their acquisition of geographic knowledge. The eye-tracking experiment showed that students who participated in fieldwork processed visual information more quickly and had stronger emotional responses than those who did not participate. This article proposes that fieldwork can provide students the opportunity to encounter the environment in a "mind-body-environment" system, thereby constructing the following two different forms of geographic knowledge: characterizable and explicit knowledge and nonrepresentational, implicit, and embodied knowledge. The latter can be realized only via emotional experiences in the field. Therefore, this article claims that although the information age enables students to acquire remote knowledge of geographical environments through multiple channels, training qualified geographers remains inseparable from fieldwork, especially for cultivating cognition, emotions and responsibility for the "living" world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01