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What Pattern of Progression in Geoscience Fieldwork can be Recognised by Geoscience Educators?

School of Social Science and Public Policy, Keele University, Keele, Staffordshire ST5 5BG, UK
Running title: Teaching progression in geoscience fieldwork?
Geosciences 2019, 9(5), 192; https://doi.org/10.3390/geosciences9050192
Received: 21 March 2019 / Revised: 19 April 2019 / Accepted: 22 April 2019 / Published: 26 April 2019
(This article belongs to the Special Issue Educating for Geoscience)
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Abstract

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. View Full-Text
Keywords: fieldwork; progression; geoscience education fieldwork; progression; geoscience education
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King, C.J. What Pattern of Progression in Geoscience Fieldwork can be Recognised by Geoscience Educators? Geosciences 2019, 9, 192.

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