The impact of experiential
fieldwork on learning
Robert Rosenthal
University of Sussex
School of Education and
Social Work
Robert Rosenthal
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Positivist fieldwork
Dominant enquiry model.
Exam currency.
Hypothesis based.
Teacher directed.
Focussed. Structured.
Isolation of variables.
Quantification.
Response through
detachment. Objectivity
desired.
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Experiential fieldwork
Peripheral status and
use?*
Limited exam credibility.
Open ended.
Student directed.
Un or semi structured.
Inter-connectivity (of
factors, and
geographer/world)
Response through
engagement. Affective
impact desired.
(*David Job 1999,
Stephen Trudghill 2003)
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A positivist enquiry.
SAMPLE:
A2 Geography group. 12 students.
City & Islington 6th Form Centre;
Edexcel B (Curriculum 2000)
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Distance/ journey/ a powerful signifier
Beyond comfort zone, risk, intensifies
experiential impact
Morocco: most practical, resource effective
per exotic location
BA, Marrakech, Kasbah Toubkal, Discover
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DATA COLLECTION
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Before fieldtrip:
Two assessed essays, levelled with Edexcel
scheme AND micro analysed for frequency
occurrences of indicators verbal markers.
Student expectations and pre-conceptions of
Morocco mind-mapped
Student predicted grades and ALIS scores
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No ‘teaching’; convening exposure to
experiences.
No student ‘work’; but daily requirement to
complete a ‘learning journal’. Unguided
except for final day when evaluation
questions were given.
Optional daily Video Room, fed with focus
questions by teachers.
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Coded analysis of :
Essays written before and after the fieldtrip.
Learning Journals and Video Room
transcripts.
Statistical analysis of A level module resit and
final exam results.
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Marrakech: Jemaa el Fnaa walk; souk walk;
horse drawn ride around city walls; guided
visit to tannery and walk through medina and
souk.
Sound, smell, warmth, hustle, apprehension,
looks, language, clothes, convention (eg men
hold hands, how to cross unregulated roads)
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Robert Rosenthal
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Drive south into High Atlas to Imlil and
Kasbah.
Walk around Asni market en route.
Three hour walk into mountains to visit
neighbouring villages. Invited to tea in a
village house.
Arid and Mountain Landscape, colour, heat,
smell, exertion, terrain, language, faces, child
play, object of curiosity, hospitality and
kindness,
Robert Rosenthal
Robert Rosenthal
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Two day trek into mountains, across snow line,
overnight in mountain hostel.
Singing and dancing with mulateers.
Relationship with guide.
Day exploring Imlil, fields, irrigation, streets,
school, souvenir shops, a hammam.
Exertion and hardship, heat, cold, camaraderie,
singing & dancing, lantern light, sunrise, snow,
admiration and awe, return to security of
previously unknown.
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Robert Rosenthal
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A role play ‘for real’:
A dam and reservoir for the Imlil valley?
Empathy, transference, loyalty, concern,
relevance of experiences and geography
The way home...
Relief, sadness, sense of achievement and
insight, unsurpassed life changing
experience,
Robert Rosenthal
Robert Rosenthal
DATA ANALYSIS
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Learning to respect another way of life and thereby reflecting on one’s
own
Reflecting on the way of life in Britain and South Africa (student’s country
of birth)
The difference between experiencing Morocco during a previous family
visit
The development of confidence to observe, comment and write about the
world
Developing an analysis of African under-development and pan Africanism
A sense of genuine connecting with ‘living geography’
An awed experience of the cultural difference.
Eyes wide open and enjoying every experience
Appreciation of life in Britain
A vivid description of the land and cityscapes
A challenge to all preconceptions of an LEDC
Surprise and wonder at the tranquillity of the scenery
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QUANTIFICATION OF CODES (multiple applications
allowed):
1. Use of terminology
2. Exemplification/ specificity/ use of names
3. Appreciate a range of values
4. Analysis leading to a conclusion/answer
5. Eureka moments
6. Meta-cognitive reflection
7. Sensory impact
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Robert Rosenthal
Highest frequencies.
From the Edexcel exam specification ;
clearest identifiers of geographical
understanding?
OR a previously developed lexicon that the
students had brought with them on the
trip rather than reflecting development
during the trip?
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Not in specification.
Do these reflections of experiential and eye
opening moments, reveal more about the
direct impact of the fieldtrip experience?
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1. An aspect of the environment ( references
to sights, smells, food, cold)
2. A sense of psychic or emotional discomfort
( a sense of chaos, fear, guilt, feeling lost)
3. Positive or euphoric sensations
(excitement, heaven, serenity, fun)
Sensory indicators much more evident in
journal than video.
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An appreciation of the common humanity and appreciation of
the hard work of people in ledcs in the struggle against adversity
(‘People want to get on with you’, ‘Young people working with
hammers’, ‘Manual labour for women’, ‘15 people to a house’)
 A realisation of the ingenuity of people and their technology in
Morocco
(‘Sophistication of irrigation system’, ‘People work around
environmental barriers’, ‘Value placed on water’, ‘Terraces’ ,’How
they came out with words like Eastenders’
 Awe and wonder of the environment
(‘Sights of the market’, ‘Covered in snow’, ‘Sun tan lotion while
having snowball fight’, ‘Scenery’,’ Amazing views of snow
capped mountains while riding a mule’)
 An appreciation of value in the way other people may do things
differently
(‘Behaviour of men’, ‘entertainment of the mulateers’,’ playing
drums and singing’).
 An appreciation of what they take for granted in the UK
(‘The opportunities we have in medcs’, ‘My freedom’, ‘Life in
ledcs... and UK’)
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Beyond belief
(‘Unbelievable’, ‘Completely different’, ‘So different’, ‘Completely different
to anything I've experienced’)
 Awe
(‘No words can do it justice’, ‘Amazing’, ‘Fascinating’, ‘I’m completely in
awe’, ‘A magic moment’, ‘What sticks out in my mind’)
 Inspiration
 Increased reflection
(‘Makes you think’, ‘Proved me wrong’, ‘Challenges the way I perceive’, ‘I
didn’t realise how’, ‘I could really see’, ‘Made me realise’, ‘I’ve seen for
myself’, ‘My change in perception’, ‘What we’ve learnt in college isn’t
always right’, ‘Taught me to be more appreciative’, ‘To think people
live’, ‘Made me feel quite privileged’, ‘Made me realise how difficult’,
‘Appreciate the life we have’, ‘Before I came I thought’)
 Personal achievement or enjoyment
(‘Great sense of achievement’, ‘I did enjoy’, ‘I was very glad’,’ It was
touching’,
 ‘The experience has allowed me’, ‘Very humbling’, ‘I discovered’,
‘Decide for myself’, ‘Extremely impressionable’, ‘A real adventure’, ‘The
highlight of the holiday’)
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‘behaviour in relation to economic
necessity’(37 occurrences),
‘domestic culture & entertainment’(33),
‘different gender roles’(7)
‘state regulation’ (3).
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The ‘logic of traditional culture and economy’
(22),
‘Economic development’(16),
‘Economic necessity’ (9),
‘State regulation’ (7),
‘The role of tourism’ (7),
‘Social structure & gender ‘(7),
‘The physical environment’ (6),
‘People –environment relationships’ (2).
‘Hazards’ (1).
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Robert Rosenthal
I...is more of an experience...(5)
bring the case study to life....will never be forgotten...
Infinitely more interesting than sitting in a class room...
...has taught me more than a curriculum based fieldtrip would...
Allowed me to put my own questions...(2)
This trip was so much more...training me to think for myself...
Walking through and learning...inspiring (3)
because it is more interesting place an differs so much from our norm.
...become apparent...raised conflicts within myself...
What has been learnt will undoubtedly change their perceptions...(3)
Made me think differently about how I see....
After coming here i now realise....
...many seemed to appreciate the differences...(4)
I gained a true appreciation...
It really helped me appreciate...
My geographical understanding has changed for the better...brought
the case study to life
The biggest thing i’ve got out of this trip....
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EXPERIENTIAL (9) ( Experiencing Morocco, Orangey pink
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DEVELOPMENT GAP (6) (LEDC compared to UK, Gap between
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REFLECTION ON HOME (3) (Appreciating what we have in
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PHYSICAL ENVIRONMENT (4) (Rivers, rural and mountain
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Marrakesh, New culture, Enveloped in such a different way of life,
Differences between Western and Islamic culture, Moving from
Marakesh to Imlil, the transition, Report to the ‘mayor’, Lifetime
skills and experiences)
LEDC and MEDC, Perceptions of LEDCs, Life in LEDCs, LEDCs, poor
countries and people who live in them)
UK, Our necessities, their luxuries)
environments, Harshness of mountain environment, Links
between hazards & rivers, Morocco)
HUMAN GEOGRAPHY (3) (The geography of the area
Geography has many levels, Influence & pressure of
tourism)
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“More of a journey of experiences”
“I also discovered a lot more about humanity here, and
the human ability to survive.”
“Being enveloped in such a different way of life has
taught me more
Allowed me to find my own questions”
“Think about it in my own terms”,
“Differs so much from our norm”
“More an experience and requires less class work
because it is so spectacular.”
“The trip has widened rather than changed my
geographical understanding”
“It hasn’t felt like a fieldtrip because of the lack of written
work, but I feel like I have learnt more”
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“Here we are allowed to take the experience in,”
“Learnt far more than last time. Wider range of skills
used on this trip”
“Helped me to remember especially because the trip
was enjoyable”
“The style of teaching was a lot better , because even
though writing our diaries felt like a chore, it cemented
the knowledge I had learnt during the day.”
“We have more time to see and think about the
geography of the areas of the things we are learning”
‘We used a wider range of skills on this trip’
‘More mature & more adult!’
It was better for us to absorb the culture and have a
better understanding of what an LEDC is like
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Use of Terminology increased between 16%
and 566%.
Application of names/examples increased
between 33% and 2,100% .
Analysis leading to a conclusion increased up
to 600%.
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TRIPPERS
Mean UM:396
Median UM: 322
Mark range: 255
Average Module re-sit
enhancement: 15.5UM
% change for 4 module
resits:33%, 12%, 30% and
60% for four modules.
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NON TRIPPERS
Mean UM: 377
Median UM: 309
Mark range: 200
Average Module re-sit
enhancement: 12.7 UM
% change for 4 module
resits. 5-6%
(High mean and median in
spite of wider ability
spread. Mean g score only
0.4 above non trippers)
a value added analysis by
ALPS shows that their group
final grades achieved a 10%
increase vs previous cohort
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CONCLUSIONS
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Students say: taught them more than highly
structured traditional positivist fieldwork.
Enjoyment. Adventure. Sense of achievement.
Empathy.
Exam results and essay analysis show
significant improvements vs non-trippers and
on previous cohort.
Enhancements result from affective and
experiential (sensory and eureka) rather than
didactic or structured learning.
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Did the affective impact:
1. enhance student motivation and therefore
their effort to revise?
2. More deeply embed contextually linked
cognitive learning than a more ‘filtered’ and
focused approach might have done?
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Is it possible to isolate the variable of affective
fieldwork from all other life experiences of
students?
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Job D. (1999) ‘New Directions in Geography
Fieldwork’ (CUP)
Trudghill S. (2003) ‘Contemporary Meanings
in Physical Geography’ (Arnold)
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