Fieldwork Methodology

The two dominant methodologies of fieldwork practice, the traditional and the scientific, have different aims implicit within them. The traditional approaches, sometimes termed 'fieldwork excursions' have aims rooted in the development of content knowledge. The scientific approach of data collection/hypothesis testing and field enquiry extend the learning opportunities available and promote the application of learning objectives to the planning of fieldwork. Using the scientific methodology, learning in the field becomes as rigorous as learning in the classroom from a planning perspective.

These two approaches can be complimentary, with the scientific approach placing a high value on the development of numeracy and analytical thinking skills and the more humanistic fieldwork excursion approach emphasizing and fostering the development of oracy and literacy, and a sense of place.

It can be concluded that fieldwork may be categorised according to its degree of student-centredness. The more traditional, teacher-centred approaches to fieldwork, centre on explanation/lecture, note-taking and directed observation. Under such conditions there is less scope for active student involvement. At best they are required to observe, describe and explain features of the environment using previously acquired knowledge. A more effective, but time-consuming approach is one that incorporates the processes of field research. While still incorporating the elements of observation, description and explanation it adopts a problem-solving focus. Students identify a geographical issue or problem as a result of their observations or studies; they formulate a hypothesis; design a research methodology; collect and record data; process and analyse the information and draw conclusions that result in the acceptance or rejection of the original hypothesis. The type of fieldwork undertaken ultimately depends on the purpose of the activity. Many activities will contain elements of both approaches. The field research approach, where time is available, is our preferred methodology, enhancing the students’ ability to apply inquiry-based skills in different geographical contexts.

We adopt one of three possible approaches to fieldwork, depending upon the curricular requirements of the visiting staff.

A deductive approach, where students generate aims and hypotheses based upon prior theoretical knowledge, select appropriate methods, collect data and carry out analysis.

An inductive or 'enquiry' approach, as generally understood in the context of 16-19 U.K. geography. Issues are introduced, key questions raised, and students select methods to investigate and develop possible solutions to these.

An 'Individual Inquiry' approach, whereby students have the opportunity to select their own topic, adopt their own approach and complete an independent project or field investigation. Staff act as supervisors and advisors, providing equipment, advice and ensuring safe working.

Most commonly, teachers select from our range of field studies that have been designed to meet the requirements of the AS/A2 level U.K. and IB syllabuses. These field studies lend themselves to both deductive and inductive or enquiry approaches.

The deductive method

The deductive method works from the more general to the more specific. For example, we might begin with a theory about expected downstream changes in river channel characteristics. We then narrow that down into more specific hypotheses that we can test. We narrow down even further when we collect data to address the hypotheses. This ultimately leads us to be able to test the hypotheses with specific data - a confirmation (or not) of the original theory.

The deductive field study method