King, CJH (2019) What Pattern of Progression in Geoscience Fieldwork can be Recognised by Geoscience Educators? Geosciences, 9 (5). 192 -192. ISSN 2076-3263

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The question in the title was addressed by dividing the elements of geoscience fieldwork into eight different strands and then subdividing these into different items addressed during fieldwork. Separate small groups of experienced geoscience educators (mainly geology teachers of 16–18-year-old and younger students) were then asked to sort the items for each strand into order, from the most simple to the most difficult, and then to assign the items to levels of difficulty identified in the progression of scientific skills given in the National Curriculum for Science in England. The results indicate that, whilst those involved found the exercise fairly difficult, nevertheless it was possible to identify an agreed progression in each of the strands. It is hoped that this exercise will provoke geoscience educators to carry out further research into progression in geoscience fieldwork education, enabling them to confirm such a progression. Meanwhile raising awareness amongst teachers of geoscience fieldwork that there is the opportunity to teach elements of fieldwork in order of increasing difficulty, as identified in the research, should enable them to plan more effective progression in their fieldwork teaching. The strategy and methodology used could also enhance professional development in the teaching of geoscience fieldwork.

Item Type: Article
Additional Information: This is the final published version of the article (version of record). It first appeared online via MDPI at - please refer to any applicable terms of use of the publisher.
Uncontrolled Keywords: fieldwork, progression, geoscience education
Subjects: G Geography. Anthropology. Recreation > G Geography (General)
L Education > LB Theory and practice of education
Divisions: Faculty of Humanities and Social Sciences > School of Humanities
Depositing User: Symplectic
Date Deposited: 01 Jul 2019 14:09
Last Modified: 26 Feb 2021 16:38

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