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The field as a ‘pedagogical resource’? A critical analysis of students’ affective engagement with the field environment

Cook, Victoria·2008·Environmental Education Research
DOI 10.1080/13504620802204395
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Abstract

This paper presents findings from research into students’ perceptions and experiences of geography fieldwork. The study focused on Year 9 students (13–14 years) from three state secondary schools in urban northern England. Geography fieldwork, depending on its conceptualisation and implementation, has the potential to provide students with a wide range of environmental learning experiences. This paper analyses the implicit values and ideologies underlying the three schools’ approaches to fieldwork using Fien’s (Citation1993) conceptual distinction between education about, through and for the environment. The significance of these underlying values and ideologies to the students’ affective engagement with the field environment is discussed. The paper concludes that, while some students engaged with the field environment in terms of their personal values and environmental ideologies, broader influences on the fieldwork agenda were also discernable. These findings deepen our understanding of the implicit values underlying environmental education and highlight a potentially important conflict between the cognitive and affective objectives of such work.

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Crossref · 10.1080/13504620802204395

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  • The challenge for environmental education in cities is often defined as one of inadequate access to nature, as though cities were not ecosystems.

    “To illustrate, the challenge for environmental education in cities is often defined as one of inadequate access to nature, as though cities were not ecosystems (e.g.Cook 2008;Ferreira 2012).”

    From An African-centred approach to land education (2014) · cites this paper as Cook 2008

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Research works printed but not linked: 40

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Metadata

Authors
Cook, V.
Venue
Environmental Education Research
Publisher
Informa UK Limited
Published
2008-10
Volume
14
Issue
5
Pages
507-517
ISSN
  • 1350-4622
  • 1469-5871
DOI
10.1080/13504620802204395
Cited by
18
References
0
Language
en

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