Courses :: Module, NEW EYES TO SEE: THE USE OF FIELDWORK AS PART OF PRIMARY GEOGRAPHY TEACHING

	Overview
	The module highlights the importance of geographic fieldwork as part of primary geography teaching. Students will be encouraged to explore the literature, policy as well as best practice in the use of fieldwork as part of teacher practice. Topics covered will include the use of enquiry to frame fieldwork, the use of the local outdoor school environment, the cognitive, affective and social benefits of fieldwork for children, integration, as well as connecting teacher self-efficacy with fieldwork use. The use of Froebelian principles will also be applied as a lens through which the methodology will be viewed. Froebel viewed children as active, curious, creative learners who learn best through activity, play, talk, and self-reflection. The role of the teacher as a constructivist scaffolder and facilitator of child learning using fieldwork will be discussed to this end. The elective will also include exemplification and modelling of the fieldwork methodology in the local MU outdoor environment. Assessment will involve the students designing and presenting a fieldwork lesson for pupils at a class level of their choice, framed by a focus of enquiry.

Overview

The module highlights the importance of geographic fieldwork as part of primary geography teaching. Students will be encouraged to explore the literature, policy as well as best practice in the use of fieldwork as part of teacher practice.
Topics covered will include the use of enquiry to frame fieldwork, the use of the local outdoor school environment, the cognitive, affective and social benefits of fieldwork for children, integration, as well as connecting teacher self-efficacy with fieldwork use. The use of Froebelian principles will also be applied as a lens through which the methodology will be viewed. Froebel viewed children as active, curious, creative learners who learn best through activity, play, talk, and self-reflection. The role of the teacher as a constructivist scaffolder and facilitator of child learning using fieldwork will be discussed to this end.

The elective will also include exemplification and modelling of the fieldwork methodology in the local MU outdoor environment.
Assessment will involve the students designing and presenting a fieldwork lesson for pupils at a class level of their choice, framed by a focus of enquiry.

	Learning Outcomes
	On successful completion of the module, students should be able to: Critically reflect on educational literature and policy that underpins and frames fieldwork use Demonstrate an understanding of geographic pedagogical approaches, concepts and skills relating to the use and implementation of fieldwork. Design, structure, and present effective fieldwork lessons, as part of a focus of geographic enquiry Become familiar with geographic frameworks, through which fieldwork lessons can be designed and taught. Develop and understanding of the embedding of child environment identity through repeated exposure to the outdoors as part of geographic fieldwork Understand practical considerations associated with fieldwork use, including health and safety, parental consent, weather, appropriate clothing, curriculum planning and pupil behaviour to enhance student confidence in using fieldwork.

Learning Outcomes

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes

Autumn Supplementals/Resits

	Additional Reading
	Barfod, K. S. and Daugbjerg, P. (2018) �Potentials in Udeskole: Inquiry-based Teaching Outside the Classroom�, Frontiers in Education: Education Psychology. 3(34), pp. 1�10. Bruner, J. S. (1961) �The Act of Discovery�, Harvard Educational Review. 31, pp. 21�32. Greenwood, R., Austin, S., Bacon, K. and Pike, S. (2020) �Enquiry-based Learning in the Primary Classroom: Student Teachers� Perceptions�, Education 3-13, 50(3), pp. 404�418. Kilkelly, U., Lynch, H. and Moore, A. (2015) Children and the Outdoors: Contact with the Outdoors and Natural Heritage among Children aged 5 to 12: Current Trends, Benefits, Barriers and Research Requirements. Kilkenny: The Heritage Council. Monk, P. (2016) �Progression in Fieldwork�, Teaching Geography. 41(1), pp. 20� 21 Nundy, S. (1999) �The Fieldwork Effect: The Role and Impact of Fieldwork in the Upper Primary School�, International Research in Geographical and Environmental Education. 8(2), pp. 190�198. Usher, J. (2021) �How is Geography Taught in Irish Primary Schools? A Large Scale Nationwide Study�, International Research in Geographical and Environmental Education. Routledge, 0(0), pp. 1�18.

Additional Reading

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NEW EYES TO SEE: THE USE OF FIELDWORK AS PART OF PRIMARY GEOGRAPHY TEACHING

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