Home > Research > Publications & Outputs > Fieldwork is good

Research

Associated organisational units

Links

Text available via DOI:

Keywords

View graph of relations

Fieldwork is good: the study perception and the affect domain

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

Fieldwork is good: the study perception and the affect domain. / Boyle, A; Maguire, S; Martin, A et al.
In: Journal of Geography in Higher Education, Vol. 31, No. 2, 2007, p. 299-317.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Boyle, A, Maguire, S, Martin, A, Milsom, C, Nash, R, Rawlinson, S, Wurthmann, S & Conchie, S 2007, 'Fieldwork is good: the study perception and the affect domain', Journal of Geography in Higher Education, vol. 31, no. 2, pp. 299-317. https://doi.org/10.1080/03098260601063628

APA

Boyle, A., Maguire, S., Martin, A., Milsom, C., Nash, R., Rawlinson, S., Wurthmann, S., & Conchie, S. (2007). Fieldwork is good: the study perception and the affect domain. Journal of Geography in Higher Education, 31(2), 299-317. https://doi.org/10.1080/03098260601063628

Vancouver

Boyle A, Maguire S, Martin A, Milsom C, Nash R, Rawlinson S et al. Fieldwork is good: the study perception and the affect domain. Journal of Geography in Higher Education. 2007;31(2):299-317. doi: 10.1080/03098260601063628

Author

Boyle, A ; Maguire, S ; Martin, A et al. / Fieldwork is good : the study perception and the affect domain. In: Journal of Geography in Higher Education. 2007 ; Vol. 31, No. 2. pp. 299-317.

Bibtex

@article{b87da8fd57b7468b8b4f1b9786b5eed1,
title = "Fieldwork is good: the study perception and the affect domain",
abstract = "This paper reports on research that investigates the effectiveness of residential field courses in geography, earth science and environmental science courses at UK institutions of higher education. The research focuses on the effects of fieldwork in the affective domain, which is thought to be linked to the adoption of effective approaches to learning. Approximately 300 students were surveyed immediately before and after a field class, enabling analysis of changes in responses brought about as a result of the field experience. Potential differences were looked for between groups of students determined by gender, age, previous experience of fieldwork and place of residence. The research finds that fieldwork leads to significant effects in the affective domain. In general, student responses were very positive prior to fieldwork and became more positive as a result of the field experience. Some groups exhibited higher levels of anxiety about this learning method prior to the field class; however, such differences were mitigated by the field experience. This study concludes that fieldwork is good.",
keywords = "Fieldwork, affective domain, group work, Likert-scale statistics",
author = "A Boyle and S Maguire and A Martin and C Milsom and R Nash and S Rawlinson and S Wurthmann and Stacey Conchie",
year = "2007",
doi = "10.1080/03098260601063628",
language = "English",
volume = "31",
pages = "299--317",
journal = "Journal of Geography in Higher Education",
issn = "0309-8265",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Fieldwork is good

T2 - the study perception and the affect domain

AU - Boyle, A

AU - Maguire, S

AU - Martin, A

AU - Milsom, C

AU - Nash, R

AU - Rawlinson, S

AU - Wurthmann, S

AU - Conchie, Stacey

PY - 2007

Y1 - 2007

N2 - This paper reports on research that investigates the effectiveness of residential field courses in geography, earth science and environmental science courses at UK institutions of higher education. The research focuses on the effects of fieldwork in the affective domain, which is thought to be linked to the adoption of effective approaches to learning. Approximately 300 students were surveyed immediately before and after a field class, enabling analysis of changes in responses brought about as a result of the field experience. Potential differences were looked for between groups of students determined by gender, age, previous experience of fieldwork and place of residence. The research finds that fieldwork leads to significant effects in the affective domain. In general, student responses were very positive prior to fieldwork and became more positive as a result of the field experience. Some groups exhibited higher levels of anxiety about this learning method prior to the field class; however, such differences were mitigated by the field experience. This study concludes that fieldwork is good.

AB - This paper reports on research that investigates the effectiveness of residential field courses in geography, earth science and environmental science courses at UK institutions of higher education. The research focuses on the effects of fieldwork in the affective domain, which is thought to be linked to the adoption of effective approaches to learning. Approximately 300 students were surveyed immediately before and after a field class, enabling analysis of changes in responses brought about as a result of the field experience. Potential differences were looked for between groups of students determined by gender, age, previous experience of fieldwork and place of residence. The research finds that fieldwork leads to significant effects in the affective domain. In general, student responses were very positive prior to fieldwork and became more positive as a result of the field experience. Some groups exhibited higher levels of anxiety about this learning method prior to the field class; however, such differences were mitigated by the field experience. This study concludes that fieldwork is good.

KW - Fieldwork

KW - affective domain

KW - group work

KW - Likert-scale statistics

U2 - 10.1080/03098260601063628

DO - 10.1080/03098260601063628

M3 - Journal article

VL - 31

SP - 299

EP - 317

JO - Journal of Geography in Higher Education

JF - Journal of Geography in Higher Education

SN - 0309-8265

IS - 2

ER -