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- Schmidinger, Helen, 1955-, et al.
(författare)
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Excursions in school – past and present from Swedish and Anglo-Saxon perspectives
- 2014
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Ingår i: European Journal of Geography. - : European Association of Geographers. - 1792-1341. ; 5:4, s. 87-101
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to present the results from a review of literature on geography excursions and field studies and to discuss their development over time, focusing on purpose, content, method, and execution. The scope was limited to Swedish and Anglo-Saxon literature, produced after the year 1900. The results show that excursions and field studies have since long been important methods in school teaching, not only in the subject geography. One of the purposes of using excursions and field studies in teaching is to facilitate the learning process of pupils and students. Several authors arguing that learning improved when the objects are studied in the real world. We can see that a continuous process of change has altered contents as well as conduction of the excursions. The previous instrumental orientation has moved toward more pupil-participating work methods. Today preparation is a keyword in most texts on excursions, and the perspectives have been broadened.
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| 2. |
- Schmidinger, Helen, 1955-, et al.
(författare)
-
Närområdesexkursioner och inre motivation för bättre lärande : en studie i svenska gymnasieskolan
- 2015
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; 2015:1, s. 22-46
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports results from two locally based geography excursions at two secondary schools in Sweden, in order to study how the pupils’ own experience from the local neighborhood, intrinsic motivation, and flow interact during the learning process to see if these parameters affect their understanding and knowledge of the studied objects. The methods used were observations during the excursions, as well as interviews and questionnaires afterwards. The results show that the pupils believe that they learn more when studying objects in their natural environment, i.e. outside their classroom. Furthermore, the results show that intrinsic motivation may be difficult, but not impossible, to achieve, and also that there are good opportunities for attaining flow. If the pupils can see patterns and structures of the objects and processes studied, they will start understand and gain knowledge. This process will increase chances for intrinsic motivation, which will further increase understanding and knowledge, and attaining flow. Once achieved, a spiral process of continued flow, continued intrinsic motivation, and increasing knowledge may be maintained.
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