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Geography fieldwork : making a difference by using a ‘backward design process’ to enhance learning

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journal contribution
posted on 06.12.2017, 00:00 by Kenneth PurnellKenneth Purnell
The effectiveness of learning through fieldwork for three classes of Year 9 students on two extended fieldwork camps across two years is examined. The importance of the alignment of curriculum, pedagogy and assessment is discussed in relation to the ‘backward design process’. In this process the desired results and acceptable standards are determined first before other learning experiences are planned. In this study, the desired outcomes from the extended fieldworks (up to 4 weeks) were firstly, reconnecting the students with nature; secondly, achieving specified curriculum outcomes derived from syllabuses; and thirdly achieving specific Action Statements of the Education Queensland’s Middle phase of learning state school action plan (2004). The findings supported the use of the ‘backward design process’ as a highly effective way to design learning, and particularly with fieldwork.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Volume

20

Start Page

42

End Page

47

Number of Pages

6

ISSN

0085-0969

Location

Brisbane, Australia

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Faculty of Arts, Humanities and Education; Intercultural Education Research Institute (IERI);

Era Eligible

Yes

Journal

Geographical Education

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