The implementation of fieldwork and student learning processes during preparation, field activity and follow-up work: The need for rethinking recommendations for practice

Dr. Kari Beate RemmenAssociate Prof. Merethe FrøylandNaturfagsenteret, University of Oslo

Fieldwork has a great learning potential if..

• Setting within short distance from the school • Learning goal(s) • Preparation

Cognitive, Psychological, Geographical• Fieldwork

“Limited choice” learning activities undertaken in small teams (Bamberger & Tal, 2007)Observing, measuring, comparing, identifying

• Follow-up workConnect field data to theoretical concepts End product (presentation, report)

Bamberger & Tal, 2007; DeWitt & Storksdieck, 2008; Foskett, 1997; Frøyland, 2010; McLoughlin, 2004; Mogk & Goodwin, 2012; Orion, 1993; Orion & Hofstein, 1994; Rennie, 2007.

Conclusion This study indicates

that these recommendations were not sufficient

enough

The research project through time

2009-2010Professional

development course for in-service geo science teachers

2010-2011Video observation of

preparation, fieldwork and follow-up work

Three classes

2011-2013Data analyses

WritingPhD-thesis

Research questions

• How did the teachers implement preparation, fieldwork and follow-up work with their students?

• How did the students respond to the learning activities?

• Two examples: class A og class B

Class A: Fieldwork in geology

Preparation

• Lectures • Tasks in small groups• Map of the field area (a

Geo Park)• Schedule, practicalities

Fieldwork in a GeoparkOne hour travel by bus

One full dayIn small groups: worksheet

The teacher supported the studentsWith questioning, explanations etc.

How could we know when we

don’t know what to look for????

It’s gneiss when it has such banding

Yes, magmatic

rock

It has been deposited...Dia-gene-sis

Black, small mineral grains

MINERALS

Dyke

Diabase

Limestone

Plate techtonics

Gneiss

Erosion Direction of ice movement

Glacial st

riae

Rundsva

Sediments

DIAGENESE

Holes in the rock

Black

Greyish

Large grainsSmall grains

MAGMATIC

sedimentary

Contactmetamorphosis

Metamorph

feltspat

Quartz

Mica

How did the students respond to the learning activities?

Granite

Follow-up work In teams: Complete the worksheet Make a Power Point presentation

I’ll do the questions,

you make the Power Point

End product – oral presentations

Class B: Fieldwork on geo resources – building stones

Preparation

What do you think are the advantages and detriments with the marble at the Opera house?

Imagine that the Opera was not built. It has been decided though that it should be built in a Norwegian rock.Which rock would you choose?Where would you get it from? Why would you choose that rock?

Field activity at the Opera house:

Identify three sites which you think display weaknesses in the rock.

Describe what you see in our field bookTake pictureMake a predicton– what do you think willhappen to the «weaknesses»?

Assume that the Opera house should be built in white marble and granite.Make your own selection criteria for granite and marble

Natural history museum

Describe what you seeTake notes and pictures

Apply selection criteria for marble and graniteWhy do you think it has high or low quality?

Follow-up work

Imagine that the Opera house was not built.You are making the decision. Use criteria for building stones to justify your choice and the alternatives you did not choose.Make a Power Power point to present your decsion

This is interesting..

End product – Presentation of the decision of marble and granite

We did not choose «Tapjo»

because…

Based on our inquiry, we

recommend the Opera house to

be built in..

Class A: • Preparation: Lectures, practical activities• Fieldwork: worksheet 31 questions• Follow-up work: Complete the

worksheet and make a PowerPoint presentation

• Easy solutions• Simple, rehearsed connections

between field data and theoretical concepts

• “Googled” answers or asked the teacher for answers

• Did not complete the follow-up task• Oral presentation performed by

reading manuscripts

Class B: • Preparation: What do you think are the

advantages and detriments with the building stones?

• Fieldwork: collect observations by application of criteria for building stones

• Follow-up work: Choose granite and marble, justified by field data. Make a Power point presentation

• A realistic situation the students knew beforehand

• Students given responsibility as decsion-makers

• Open-ended tasks that allowed consideration of different possibilities

• Selection criteria that enabled observations – what to look for

• “This is interesting”• Discussed their field data before making

the end product• Oral presentations performed with

ownership “We chose.. because..”• Justified decision with field data

What can be learned from class B about

fieldwork?

Recommendations for learning activities that support student learning processes before, during and after fieldwork

• What is the goal of the follow-up task? Make a decision to an open-ended, realistic dilemma

• The realistic situation can be used as a framework for all classroom and field activities

• Collection of field data in a setting within walking distance from the school

• Criteria as mental tools for observation• Few tasks with specific focus allowing consideration of different

possible solutions• Follow-up work – interpret field observations before making an end

product

Remmen, 2014; Remmen & Frøyland, 2013; 2014

Implications: Our recommendations have been implemented on a PD course 2013/2014

• Teachers required to design fieldwork based on the new recommendations

• Preliminary findings: – Tool for observation and interpretation particularly useful for teachers

and students– Teachers still struggle with following up student learning after

fieldwork

References• Remmen, K.B. & Frøyland, M. (2013). How students can be

supported to apply geoscientific knowledge learned in the classroom to phenomena in the field: An example from high school students in Norway. Journal of Geoscience Education, 61 (4)

• Remmen, K.B. & Frøyland, M. (2014). Implementation of guidelines for effective fieldwork designs: Exploring learning activities, learning processes, and student engagement in the classroom and the field. International Research in Geographical and Environmental Education.

• Remmen, K.B. & Frøyland, M. (2014). What happens in classrooms after earth science fieldwork? Supporting student learning processes during follow-up activities. International Research in Geographical and Environmental Education.