LEARNING VALUES THROUGH GEOGRAPHICAL FIELDWORK

1. LEARNING VALUES THROUGH GEOGRAPHICAL FIELDWORK NJC SH Geography Team Ting Siew Ping Helena Kavitha d/o Annadhurai Lim Li Yan Ong Chye Meng Fred

2. OUTLINE OF PRESENTATION • Aims of study • Literature review • The study • The findings • Key takeaways

3. AIMS OF STUDY • Argue that geographical fieldwork is useful as a platform for inculcating values among students • Demonstrate how Kolb's (1984) model of experiential learning can be used to frame the teaching of geographical fieldwork • Illustrate the integrative use of Paul’s Wheel of Reasoning and Bloom’s Revised Taxonomy in developing and deepening students’ thinking

4. GEOGRAPHICAL FIELDWORK AND VALUES • Other than fulfilling a variety of purposes such asthe attainment of intellectual, academic and technical achievements, geographical fieldwork is also critical in developing the affective domain of learning (see Boyle et al, 2007; Hope, 2009) • Builds confidence and resilience amongst students • Enables students to develop their understanding of perspectives on a wide range of issues • Enables students to clarify and justify their own values while learning to acknowledge and respect values of others • (see Job, Day and Smyth, 1999)

5. GEOGRAPHICAL FIELDWORK AND VALUES • Geographical fieldwork has been argued to be particularly useful in the development of insight and empathy as well as the critical reflection about social and personal values (see Ooi, 2008) • The “direct experience” that geographical fieldwork offers is therefore integral to the social and personal development of students, especially in terms of the cultivation and nurturing of values (see Job, Day and Smyth, 1999; Boyle, et al, 2007; Ooi, 2008; Hope, 2009)

6. EXPERIENCING GEOGRAPHICAL FIELDWORK • Given that geographical fieldwork is an experience which is crucial in the development of values, Kolb’s (1984) model of experiential learning — which is often regarded as a “theoretical rationale” to geographical fieldwork (see Healey and Jenkins, 2000; Drummer et al, 2008; Krakowka, 2012) — is thus useful as a means of framing geographical fieldwork • Its significance extends beyond the conduct of fieldwork, but rather the focus on reflection — it “makes explicit the importance of encouraging students to reflect and providing them with feedback to reinforce their learning” (see Healey and Jenkins, 2000:186)

7. EXPERIENCING GEOGRAPHICAL FIELDWORK Concrete Experience (DO) Active Experimentation (PLAN) Reflective Observation (OBSERVE) Abstract Conceptualisation (THINK) [Modified from Healey and Jenkins (2000:187)]

8. EXPERIENCING GEOGRAPHICAL FIELDWORK

9. REFLECTIONS IN GEOGRAPHICAL FIELDWORK • With the focus of Kolb’s (1984) model of experiential learning on reflections, the development of tools to deepen reflections is hence crucial. • Effective questioning via two scaffolding frameworks: Paul’s Wheel of Reasoning and Bloom’s Revised Taxonomy of Questions • Paul’s Wheel provides scaffolding for critical and evaluative thinking — after all, it is based on the eight elements of critical thought (see Paul and Elder, 2008) • Bloom’s Revised Taxonomy provides scaffolding for the attainment of higher-order thinking from lower-order thinking (see Krathwohl, 2002)

10. REFLECTIONS IN GEOGRAPHICAL FIELDWORK

11. REFLECTIONS IN GEOGRAPHICAL FIELDWORK

12. SO... WHAT WAS THE STUDY?

13. THE STUDY • Use of Kolb’s (1984) model to frame the teaching of geographical fieldwork on the topic of Urban Issues and Challenges (more specifically, “Managing Urban Environments — Housing problems in LDCs and DCs”) • Use of Paul’s Wheel of Reasoning and Bloom’s Revised Taxonomy to structure questions at various stages of Kolb’s (1984) model to develop and deepen students’ reflections • Use of pre- and post-fieldwork surveys (including geographical imaginations), written reflections and group reflective task to examine how values have been inculcated through geographical fieldwork

14. THE STUDY Concrete Experience (DO) Research Task: Conduct of fieldwork Active Experimentation (PLAN) Research Task: Planning and consultation Reflective Observation (OBSERVE) Group Reflective Task Abstract Conceptualisation (THINK) Task on group presentations and in-class teaching

15. STAGE: ABSTRACT CONCEPTUALISATION • Task on group presentation Remembering & Understanding Understanding &Analysing Analysing & Evaluating

16. STAGE: ABSTRACT CONCEPTUALISATION

17. STAGE: ABSTRACT CONCEPTUALISATION • In-class teaching

18. STAGE: ABSTRACT CONCEPTUALISATION Information Points of view

19. STAGE: ACTIVE EXPERIMENTATION • Research task: Planning and consultation Understanding Applying Analysing Evaluating

20. STAGE: ACTIVE EXPERIMENTATION • Sample questions asked during one of the consultation sessions: • What is the objective of your fieldwork? What are you trying to find out? • Paul’s Wheel of Reasoning: PurposeBloom’s Revised Taxonomy: Understand • Do the methods you have chosen help you to achieve these objectives, or are there other methods which you could use? • Paul’s Wheel of Reasoning: Point of viewBloom’s Revised Taxonomy: Apply • What do you think are some potential shortcomings of your methods? Would you still continue with your chosen method or would you consider switching to another method? • Bloom’s Revised Taxonomy: Evaluate • Paul’s Wheel of Reasoning: Assumptions

21. STAGE: CONCRETE EXPERIENCE • Research task: Conduct of fieldwork • Daily reflections • Identify an emotion you felt during your fieldwork today. • Explain why you felt that emotion. • How will this emotion be different if you had conducted the same fieldwork in Singapore? Understanding Analysing Remembering

22. STAGE: REFLECTIVE OBSERVATION • Group Reflective Task Considering other points of view (Paul’s Wheel of Reasoning) Creating (Bloom’s Revised Taxonomy) Evaluating (Bloom’s Revised Taxonomy)

23. AND... WHAT WERE THE RESULTS?

24. THE RESULTS • Methods Employed: • Pre-fieldwork geographical imaginations • Post-fieldwork geographical imaginations • Daily written reflections • Post-fieldwork attitude and perception survey • Responses in reflective tasks • Analysis of findings affirmed that geographical fieldwork had indeed been useful in inculcating values • In our case, the Socio-Emotional Learning (SEL) competency of social awareness is the value that is the most prominently expressed by students

25. SOCIAL AWARENESS

26. THE RESULTS • Differences in • Pre- and post-fieldwork geographical imaginations for students who participated in the entire experience of geographical fieldwork (i.e., went for the Hong Kong fieldtrip) • Post-fieldwork geographical imaginations for students who participated in the entire experience of geographical fieldwork (i.e., went for the Hong Kong fieldtrip) and those who did not • These suggest that the fieldwork process had enabled students to recognise and appreciate diversity

27. THE RESULTS • Daily written reflections and post-fieldwork survey revealed • Greater appreciation for home country’s housing issues, • Tendency to sympathise with others, and • Stronger sense of self-awareness.

28. THE RESULTS • Students’ responses for the reflective tasks showed that they were able to consider multiple perspectives and evaluate these perspectives before coming up with a proposal to address the issue that was posed to them.

29. KEY TAKEAWAYS • Geographical fieldwork is necessary not only for students’ “deep learning”, but also also for the cultivation of values among students. • Kolb's model of experiential learning has been useful in our design of curriculum, especially for the purposes of integrating fieldwork with classroom teaching and learning. • Paul’s Wheel of Reasoning and Bloom’s Revised Taxonomy are tools that we would like to better utilise in our teaching and learning, so as to deepen students’ reflections on their academic endeavours, as well as their value systems.

30. REFERENCES • Drummer, T.J.B., Cook, I.G., Parker, S.L., Barrett, G.A. and Hull, A.P. (2008). Promoting and assessing ‘deep learning’ in Geography Fieldwork: An evaluation of reflective field diaries. Journal of Geography in Higher Education, 32(3), 459-479 • Healey, M. and Jenkins, A. (2000). Kolb’s Experiential Learning Theory and Its Application in Geography in Higher Education. Journal of Geography, 99(5), 185-195 • Hope, M. (2009). The Importance of Direct Experience: A Philosophical Defence of Fieldwork in Human Geography. Journal of Geography in Higher Education, 33(2), 169-182 • Job, D., Day, C. and Smyth, T. (1999) Beyond the Bikesheds: Fresh Approaches to Fieldwork in the School Locality. Sheffield: Geographical Association. • Krathwohl, D.R. (2002) A revision of Bloom's Taxonomy. Theory into Practice, 41(4), 212-218. • Krakowka, A.R. (2012). Field trips as valuable learning experiences in Geography courses. Journal of Geography, 111(6), 236-244 • Ooi, G.L. (2008). ‘Where are the buses?’ - Role of Geography Fieldwork in a Socially Fragmented World. The Asia-Pacific Education Researcher, 17(1): 33-41.

31. Thank You! NJC SH Geography Team