The Field Course Effect: Gains in Cognitive Learning in Undergraduate Biology Students Following a Field Course.
作者： Eric Easton , Andre Gilburn
DOI: 10.1080/00219266.2011.568063
关键词: Qualitative evidence 、 Context (language use) 、 Scale (social sciences) 、 Cognitive development 、 Mathematics education 、 Outdoor education 、 Cognitive learning 、 Work (electrical) 、 Field (Bourdieu)
摘要: Field work and field courses within undergraduate biology degrees have been under threat in recent years for multiple reasons while there has widespread support from learned societies, academic staff students the retention of study, little research to perceived value teaching this context. This paper reports on that addresses issue. Undergraduate attainment data final-year undergraduates were compared with similar their penultimate year study. Those who attended a 10-day residential course Portugal between final study found perform about grade better 20-point scale non-attending honours module. provides quantitative evidence can increase improve cognitive learning students.
sci-hub.se 参考文章(18)
Doug Knapp, Elizabeth Barrie, Content Evaluation of an Environmental Science Field Trip Journal of Science Education and Technology. ,vol. 10, pp. 351- 357 ,(2001) , 10.1023/A:1012247203157
Yvonne Guerrier, Nicholas Alexander, Jonathan Chase, Martin O'Brien, None, Values and the environment: a social science perspective. Values and the environment: a social science perspective.. ,(1995)
M. Rickinson, Justin Dillon, K. Teamey, Mee Young Choi, P Benefield, None, A Review of Research on Outdoor Learning Publisher unknown. ,(2004)
Alan Boyle, Sarah Maguire, Adrian Martin, Clare Milsom, Rhu Nash, Steve Rawlinson, Andrew Turner, Sheena Wurthmann, Stacey Conchie, Fieldwork is Good: the Student Perception and the Affective Domain Journal of Geography in Higher Education. ,vol. 31, pp. 299- 317 ,(2007) , 10.1080/03098260601063628
Eugene S. McNamara, H. Seymour Fowler, Out-of-Doors Earth Science One Reason Why School Science and Mathematics. ,vol. 75, pp. 413- 418 ,(1975) , 10.1111/J.1949-8594.1975.TB09098.X
Michael Younger, Molly Warrington, Jacquetta Williams, None, The Gender Gap and Classroom Interactions: Reality and rhetoric? British Journal of Sociology of Education. ,vol. 20, pp. 325- 341 ,(1999) , 10.1080/01425699995290
E. W. Jenkins, The impact of the national curriculum on secondary school science teaching in England and Wales International Journal of Science Education. ,vol. 22, pp. 325- 336 ,(2000) , 10.1080/095006900289903
Roger Lock, Biology fieldwork in schools and colleges in the UK: an analysis of empirical research from 1963 to 2009 Journal of Biological Education. ,vol. 44, pp. 58- 64 ,(2010) , 10.1080/00219266.2010.9656195
Debby RE Cotton, Peter A Cotton, Field Biology Experiences of Undergraduate Students: The Impact of Novelty Space. Journal of Biological Education. ,vol. 43, pp. 169- 174 ,(2009) , 10.1080/00219266.2009.9656178
R. Fern�ndez Manzanal, L.M. Rodr�guez Barreiro, M. Casal Jim�nez, Relationship between ecology fieldwork and student attitudes toward environmental protection Journal of Research in Science Teaching. ,vol. 36, pp. 431- 453 ,(1999) , 10.1002/(SICI)1098-2736(199904)36:4<431::AID-TEA3>3.0.CO;2-9