THE IMPACT OF OUTDOOR WORK IN TEACHING AND LEARNING GEOGRAPHY

THE IMPACT OF OUTDOOR WORK IN TEACHING AND LEARNING GEOGRAPHY

CHAPITER 1

INTRODUCTION

1.1 HISTORY OF THE STUDY

Fieldwork is essential in geography education because it enables students to observe and understand many geographical phenomena in their natural settings (TMNE, 2012), allows students to apply theory to real-world situations (Fuller, 2006), and improves their understanding of the real world (Fuller, 2006). (2006) Fuller. Geographic field trips give students access to the field, which serves as a laboratory for their research (Doanay, 1993; Garipaaolu, 2001). Field trips allow for the application of theoretical knowledge (Girgin, 2001). The teaching of concepts, learning permanency (Balc, 2010b), the development of cognitive skills, and the acquisition of transferable skills can all benefit from field trips, according to Rudmann (1994). (Scott, 2006). Additionally, geographical fieldwork raises students’ conceptual understanding and critical thinking skills (Akbulut, 2004), influences their spatial expectations (Balc, 2012), and ensures that they are in a secure and stimulating learning setting (Kent, 1997). Research on the self-efficacy perspectives of geography teacher candidates is necessary because of the importance of fieldwork in geography education. Self-efficacy can relate to one’s judgments or beliefs about one’s competence or performance (Bandura, 1977), or it can refer to one’s conviction in one’s ability to plan and carry out the actions required to attain specific goals (Bandura, 1986). In addition to these definitions, self-efficacy can also be characterized as a person’s response to questions like “What can I do?” Can I complete this task? ) or “Can I complete this task?” (Donald, 2003); a person’s self-confidence, a person’s opinion of their skills, or a person’s conviction based on their experiences (Köseolu, 2004). Fieldwork, which is defined as any academic activity that requires students to leave the classroom and engage in learning and teaching activities while seeing reality firsthand, has a long and well-established history in British geography instruction. Alastair refers to this kind of teaching by saying, “Geography aims to move children outside the classrooms and into the streets and fields… and into the rain or the sunlight.” There is no question that learning in the “real world” is considered to be absolutely essential, as evidenced by the Geographical Association’s “manifesto” for geography in schools and the Royal Geographical Society’s long-standing and unwavering support for fieldwork. This contributes to specific qualities that run through geography’s identity as a subject discipline: its commitment to exploration and inquiry as well as its concern to discover and be curious about the world (Girgin, 2003). As was already established, fieldwork is essential in the sciences. It is sometimes compared to laboratory work, with scientists’ “the lab” and geographers’ “the field” being interchangeable. On the other hand, it is best to think of fieldwork as a subset of applied science. There are differences, according to Duncan Hawley. Laboratory and classroom investigations naturally separate objects from their settings. But in the ‘natural’ sciences, we can only figure out how things work in terms of empirical consequences by putting them in specific circumstances. Therefore, as one workshop participant put it, “young people need to understand that not all science happens in test tubes.” Numerous studies have shown that fieldwork is highly valued by students in both the sciences and geography (Akbulut, 2004). For instance, Amos and Reiss6 report that students chose, out of eleven possible strategies, “going on a scientific trip or expedition” as the most enjoyable and fifth most useful and successful method of learning science. There is broad agreement in geography education at all levels, including higher education, that fieldwork may boost motivation, lessen learning-related anxiety, and promote in-depth rather than superficial learning strategies. It generally results in unique experiences and a commitment to carrying a study through to completion, necessitating cooperation and teamwork frequently (Açkgöz, 2006). For students between the ages of 14 and 16 and 16 and 19, fieldwork has been a requirement for many years. In actuality, this broad statement includes a significant amount of variance and change across time. Therefore, prior to the current regulatory frameworks, a single AS/A level fieldwork inquiry may contribute one-third of the overall grade. This fieldwork inquiry is externally reviewed, with some students even undergoing an oral examination. It should be noted that after the introduction of GCSEs in 1986, coursework was worth up to 40% of the final grade in some specifications. That was not the norm, and it is unlikely to happen again. Even though the weighting is now considerably lower, it is currently challenging to earn a geography degree at the age of 16 or 19 without a fieldwork component (Balc, 2010). Outdoor activities are now part of the AS/A level skills paper and the GCSE “controlled assessment” (though schools can bypass this by choosing GCSE exams). Determining the role of field in geography teaching and learning is the aim of this study, nevertheless.

Statement of the problem: 1.2

The objectives of environmental education, which include awareness, knowledge, values, skills, attitudes, and a willingness to participate in environmental workshops, seminars, and conferences, are not being attempted to be met by the teaching of geographical material in various disciplines. Only a select few educational approaches, including fieldwork, project-based learning, and theater, effectively address these issues. Residents of the study region and its environs have been noted to exhibit a carefree attitude toward the environment (Akbulut, 2004). The carelessness and negative attitude are visible in the careless waste disposal, careless harvesting of vegetal resources, careless quarrying of gravel and sand, and careless urban design and land use systems. National and worldwide protests claim that environmental deterioration is responsible for the ozone layer’s depletion, erosion, deforestation, and careless rubbish dumping. The health and level of living of people are significantly impacted by this. This is due to people’s ignorance of how their behavior affects the environment. Resources are growing in an arithmetic way while the world’s population is growing geometrically. This expanding population must be supported by the environmental resources (Girgin, 2003). The food supply, which is necessary to maintain the expanding population, is affected by poor environmental management, notably of agriculture and farming. The environment is under increased stress as a result of population growth, which is also affecting the supply of food. On the other hand, if the environment is properly protected, the population will prosper. 40% of applicants failed the geography portion of the NECO SSCE 2010 in June/July, according to Laleye (2010). This occurs frequently in secondary schools throughout Nigeria. Mass failure is caused by a variety of circumstances, including, but not limited to, candidate carelessness, inadequate expression, a lack of syllabus coverage, and poor teaching techniques. The WAEC chief examiners report (2007) states that field studies and investigations using primary and secondary sources are crucial to every student’s geography education and experience. Similar to this, it was found that SSCE candidates had a negative attitude toward environmental issues, which led to poor grades and a few instances. Given the poor and insufficient performance in this area, even those who wished to take their students on field trips were expected to uphold the highest standards (The Chief Examiner Report, 2002). None of the teaching methods that have been discovered to be the most successful for disseminating environmental philosophies and ideologies to the general population who interact with the environment has been used in any field of study. The topic is why fieldwork is important in geography education.

1.3 PURPOSE OF THE STUDY

This study’s main objective is to ascertain the role that fieldwork plays in geography instruction and learning. The study’s precise objectives are to:

i. Assess the value of fieldwork in the teaching and learning of geography.

ii. To study how students’ performance in geography classrooms is impacted by fieldwork.

iii. To ascertain the effect of fieldwork on students’ views about geography at the Niger State College of Education.

iii. To ascertain how fieldwork has affected professors’ capacity to teach geography at the Niger State College of Education.

1.4 RESEARCH PROBLEM

i. What role does fieldwork play in the teaching and learning of geography?

How does field experience impact students’ performance in geography classes?

What effects does fieldwork have on students’ perceptions toward geography at the Niger State College of Education?

iv. How does fieldwork affect the lecturers’ capacity to instruct geography at the Niger State College of Education?

1.5 THE STUDY’S SIGNIFICANCE

This study focuses on how outdoor activities affect geography instruction and learning. From a number of angles, this study examined how pupils’ understanding of geography is impacted by their exposure to the outdoors.

1.6 THE STUDY’S SCOPE

This study will investigate in depth how outdoor activity affects geography teaching and learning. The study will include students and teachers from a specific Local Government area.

Definition of terms, section 1.7

Outdoor Work: Tasks carried out away from a company’s location.

The physical features of the earth, its atmosphere, and human activity that affects or is affected by them, such as population distribution, resource distribution, and political and economic activities, are the subject of geography.

An impact is a substantial result or influence.