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Fieldwork & Research Investigations

Fieldwork & Research Investigations. The ‘fiery hoop’ of personal investigations. Why am I doing this work? Exam boards set the task – to develop your skills…planning, presentation, interpretation, evaluation – in a Geographical context.

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Fieldwork & Research Investigations

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  1. Fieldwork & Research Investigations

  2. The ‘fiery hoop’ of personal investigations • Why am I doing this work? • Exam boards set the task – to develop your skills…planning, presentation, interpretation, evaluation – in a Geographical context. • Skills in demand at university & in the workforce…teamwork, researching, meeting deadlines, presenting findings….

  3. How can I tackle this project? • “I didn’t plan to fail.....I merely failed to plan!” • Be realistic…it’s all about PLANNING! • You need to select an interesting, manageable topic…time-frame & word limit! • LISTEN & ACT on advice offered by teachers  • Word process your project (no extra marks!) • Keep the Examiner’s mark sheet to hand.

  4. What do I have to do? • Investigate a geographical argument, assertion or problem. • Identify/select a Hypothesis/Issue/Aim. • Collect primary/secondary data – methods & techniques demonstrated? • Presentation of findings of H / I / A. • Analyse & Interpret your data/findings. • Conclude – with relevance to H / I / A. • Evaluation of the overall process of the investigation…..LINK SECTIONS!

  5. Examiner’s comments…. • Positive jump seen between GCSE & AS/A2 – Analysis & Evaluation are much better. • Hypothesis ‘route’ is more analytical than descriptive….analysis is the aim of AS/A2. • Too little integration of data presentation & analysis – organisation & presentation!! • Overly LONG work…succinct & concise = Aim. A fair opportunity for all students. • Lack of photos. Carefully constructed picture = VISUAL DATA.

  6. A few more comments… • Great introductions then no mention of theory in conclusion/evaluation. • ‘Individuality’ marks…distinguish top grades. • ‘Death by bar chart…’ – not enough relevant variety! • Sourcing of supportive research – plagiarism! • Not enough clear explanation of rationale for statistical tests etc. – know why you are using the technique for processing data. • Font size, spell check, labelling, scale/key.

  7. Sources for Resources? • Textbooks...little out of date? A starting point? • www.geographyinthenews.rgs.org • Geography Review, Geographical Magazine, Newspapers – broadsheets, online. • Be aware of bias/perspective. • Discipline your resource searches – keep a dated record. Google is NOT a source! It is a search engine…never quote as a source! • Plagiarism…’intellectual property’…being recycled.

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