THE UNIVERSITY OF ZAMBIA

IN ASSOCIATION WITH

PARGLORY COLLEGE OF EDUCATION

NAME: LUANJA MERCY COURSE: GEOGRAPHY (METHODS). PROGRAMME: SECONDARY TEACHERS DIPLOMA COMBINATION: CIVIC EDUCATION/GEOGRAPHY TERM: TWO NAME OF THE LECTURER: MR.KAIRA ASSIGNMENT NO: ONE ASSIGNMENT QUESTION: Why are field projects important in the study of Geography? DUE DATE: 22 ND JUNE 2012 LECTURERS COMMENTS: ............................................................................................................................................................ ............................................................................................................................................................ ............................................................................................................................................................ ............................................................................................................................................................

Virtually all lecturers in geography recognize the importance of fieldwork as a vital mode of teaching in the subject. This paper draws on material produced as part of a Geography study review of teaching and learning in the field and assesses the implications of recent changes in higher education for field studies in geography. The literature on the development of, and recent changes in, fieldwork practice is reviewed and assumptions about appropriate forms of teaching and assessment are challenged. The need for carefully integrated preparation of projectorientated fieldwork is stressed and the importance of debriefing and feedback after field visits is emphasized. Various suggestions for guidelines on good practice are presented. Finally, a range of future issues and problems in fieldwork is identified and discussed. According to Martin Kenta (2000:98) Fieldwork is an important part studying geography. Fieldwork offers a wonderful way of seeing the world, and a chance for personal development. For instance, in Zambia we have might natural resource such as Victoria Falls in Livingstone. Its important for a teacher of Geography to see with his or her own eyes what Victoria Falls is and the wonders with it. This will not only help the teacher to have a first hand information about the World, it will help the students to understand what the world is. The World is Geography Nonetheless, the modern geography is an all-encompassing discipline that foremost seeks to understand the Earth and all of its human and natural complexities not merely where objects are, but how they have changed and come to be. Geography has been called "the world discipline" and "the bridge between the human and the physical science". Geography is divided into two main branches: the human geography and the physical geography. Doing fieldwork can make a difference to your life and future career. Some of the benefits of fieldwork are in seeing geography and theories come to life. Improving your knowledge of geography and understanding. For instance we understand that, in Zambia we have minerals on the ground. So when students undertake a field trip to Kabwe Mine or First Quantum minerals in Ndola. Students will understand how the earth is, how copper is mined and processed into usable products. That knowledge is more than theoretical but practical. Fieldwork is widely reported as an integral part of teaching geography; it is at the very heart of the discipline. Not only is it considered essential, but it is considered by both academics and
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students to be an extremely effective and enjoyable learning and teaching method (Kent et al, 1997; Fuller et al, 2003). Fieldwork has evolved from its traditional, observational-based origins to a diversity of learning and teaching processes that, since the 1960s and 1970s, have been characterized by increased orientation around study of geographical processes and research and problem-solving approaches. Such approaches have necessarily demanded development of subject-specific technical skills, but also the opportunities provided by fieldwork for developing transferable skills (for example teamwork, leadership) and student employability were recognized in the 1980s when such skills became explicit learning objectives of fieldwork (Kent et al, 1997). Developing your skills - giving you a chance to learn skills such as data collection and analysis, map work, observational and investigative skills, computer and technology skills and communication and mathematical skills. Some of this debate has been specifically about geography (Healey, 1997, 2000; Jenkins, 2000; Johnston and Cooke, 2001). On the one hand, it is asserted that the best teaching and learning in geography is led by the best researchers (Cooke, 1998) and that there is a strong correlation between where the best geography research is done and where the best teaching is available (Johnston, 1996). On the other hand, it has been argued that in the UK the competition induced by the RAE has had deleterious effects on the quality of undergraduate teaching in geography (Jenkins, 1995). It is in this research that students of geography understand the importance of collecting data that later help us to understand the Geography of the country. Several writers argue that a correlation between research and teaching will only occur where the relationship is mediated through another variable or variables. Elton (1986, 1992, 2001) suggests that an input of scholarship, in the sense of a deep understanding of what is already known in the subject taught or researched, is the key intervening variable. A slightly different interpretation is given by Brew and Boud (1995b), who argue that any linkage between teaching and research operates through the element they have in common, the act of learning. For them research is a process of learning or

discovery, while teaching is concerned with facilitating learning. This may help to explain Cooke's (1998) assertion that the best researchers make the best teachers, because "as
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researchers, teachers are often engaged in the same activity as their students, namely learning" (Brew and Boud, 1995a, 270) and "Both learning and research are about making meaning" (Brew, 2003, 15). Pattison (1990:76) assert that, Field projects are important thing Geography in that, Geography provokes and answers questions about the natural and human worlds, using different scales of enquiry to view them from different perspectives. It develops knowledge of places and environments throughout the world, an understanding of maps, and a range of investigative and problem solving skills both inside and outside the classroom. As such, it prepares pupils for adult life and employment. Geography is a focus within the curriculum for understanding and resolving issues about the environment and sustainable development. It is also an important link between the natural and social sciences. As pupils study geography, they encounter different societies and cultures. This helps them realize how nations rely on each other. It can inspire them to think about their own place in the world, their values, and their rights and responsibilities to other people and the environment. In another line of thought, Martin Kenta (1990:98) notes that, field project in Geography helps us to appreciate environments giving you a chance to experience and enjoy a wide range of environments and landscapes. Students will explore landscapes, mountainous places; it is all bout wonders of the earth. Opinions & views It helps you to understand other peoples and cultures, and your own views about social, political or environmental issues. Lets take for instance a study in which a student of Geography launches a study to study Lozi people of Mongu Zambia. A study will bring out strengths, weaknesses and attributes of Lozi people that will later bring understanding to other culture. In conclusion, field work in Geography is vital in that learning, communication, confidence - you take responsibility for your learning, gaining confidence and develop skills, such as leadership, teamwork and communication. Field work helps us to understand the world around us and gain more insights about the subject under discussion.

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References

Brew, (2003) Undemanding World Geography, London, McGraw Hill Kent, M. Gilbertson D.O., and Hunt, C.O. (1997) 'Fieldwork in geography teaching: ac critical review' Journal of Geography in Higher Education, 21 (3), 313 332, Chicago, Cambridge University Martin Kenta, David D. (2000) Gilbertsonb Fieldwork in geography teaching: A critical review of the literature and approaches, London, Oxford University Press Pattison, W.D. (1990). "The Four Traditions of Geography". Journal of Geography , Chicago, Prentice Hall

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