Fieldwork is Good: the Student Perception and the Affective Domain

By Alan P. Boyle, S. Maguire, Adrian Martin, C. Milsom, R. Nash, S. Rawlinson, A. Turner, S. Wurthmann, Stacey M. Conchie. 2007

400 citations recorded by the source corpus.

Subfields: Education, Geography, Planning and Development, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/25c39ca2de03c0e06b3fd23a08ad825ed14c147c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Tina Braun
2. Katrien J. van der Hoeven Kraft
3. Natalie R. Nielsen
4. Susan Rundell Singer
5. H. Schweingruber
6. Paul W. Dierkes
7. Debby R. E. Cotton
8. Jenefer Husman

In Sociology and Political Science

1. Tina Braun
2. Richard S. Cottrell
3. Paul W. Dierkes
4. Debby R. E. Cotton
5. Jenefer Husman

Citations in the corpus

• Connecting students to nature – how intensity of nature experience and student age influence the success of outdoor education programs (2017, background): “In contrast to the universal view of nature connectedness, various researchers follow a place-based approach suggesting that nature connectedness has no benefit when using it imprecisely (Beery and Wolf-Watz 2014; Brown and raymond 2007; ewert, Place, and Sibthorp 2005; Stedman 2002).”
• Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences (2011, background): “Evidence supports that even when students are anxious about working in the field, the prosocial interactions generated during field experiences lead to a positive learning experience (Hemler and Repine, 2006; Boyle et al., 2007; Stokes, 2008; Stokes and Magnier, 2008; Stokes and Boyle, 2009).”
• Using Observational Methods to Research the Student Experience (2010, background): “Particular attention was paid to those aspects of fieldwork known to impact on students’ affective responses, i.e. their attitudes, motivation and feelings (Boyle et al., 2007; Stokes & Boyle, 2009).”
• The Value of Fieldwork in Life and Environmental Sciences in the Context of Higher Education: A Case Study in Learning About Biodiversity (2012, background): “Fieldwork is often also viewed as enabling the kind of deeper learning which can come from direct experience (Boyle et al. 2007).”
• Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “Fieldwork can engage a wide spectrum of students in learning, in part because of the social interaction it entails (Boyle et al., 2007; Fuller et al., 2006; Maguire, 1998; Marques, Praia, and Kempa, 2003; Stokes and Boyle, 2009).”
• Fostering changes in attitude, knowledge and behavior: demographic variation in environmental education effects (2018, background): “Outdoor environmental education represents a distinctive and important active ‘mode of learning’ (Fuller et al. 2006) that promotes cognitive and affective gains (Boyle et al. 2007; Fuller et al. 2006).”