This study examined two high school geology fieldwork classes in Norway. Class A involved simple worksheets and presentations, while Class B used selection criteria and an open-ended decision-making task. For Class B, students were more engaged in fieldwork by applying criteria to structure observations. They also had more ownership during follow-up by justifying decisions with field data. The study recommends fieldwork designs that use criteria for observations, realistic dilemmas for follow-up tasks, and activities that allow different solutions. These changes better support student learning before, during, and after fieldwork.

1. The implementation of fieldwork and student learning processes
during preparation, field activity and follow-up work:
The need for rethinking recommendations for practice
Dr. Kari Beate Remmen
Associate Prof. Merethe Frøyland
Naturfagsenteret, University of Oslo

2. Fieldwork has a great learning potential if..
• Setting within short distance from the school
• Learning goal(s)
• Preparation
Cognitive, Psychological, Geographical
• Fieldwork
Conclusion
This study indicates
“Limited choice” learning activities undertaken in small teams (Bamberger
& Tal, 2007)
Observing, measuring, comparing, identifying
• Follow-up work
Connect field data to theoretical concepts
End product (presentation, report)
that these
recommendations
were not sufficient
enough
Bamberger & Tal, 2007; DeWitt & Storksdieck, 2008; Foskett, 1997; Frøyland, 2010; McLoughlin, 2004; Mogk &
Goodwin, 2012; Orion, 1993; Orion & Hofstein, 1994; Rennie, 2007.

3. The research project through time
2009-2010
Professional
development course
for in-service geo
science teachers
2010-2011
Video observation of
preparation, fieldwork
and follow-up work
Three classes
2011-2013
Data analyses
Writing
PhD-thesis

4. Research questions
• How did the teachers implement preparation, fieldwork and
follow-up work with their students?
• How did the students respond to the learning activities?
• Two examples: class A og class B

5. Class A: Fieldwork in geology

6. Preparation
• Lectures
• Tasks in small groups
• Map of the field area (a
Geo Park)
• Schedule, practicalities

7. Fieldwork in a Geopark
One hour travel by bus
One full day
In small groups: worksheet
The teacher supported the students
With questioning, explanations etc.

8. How did the students respond to the learning activities?
How could we
know when we
don’t know what
to look for????
It’s gneiss when it
has such banding
Yes,
magmatic
rock
It has been
deposited...
Dia-gene-sis
feltspat
Black, small
mineral
grains
Dyke
sedimentary
Holes in the rock Greyish
Metamorph
Direction of ice movement
MAGMATIC
Large grains Small
grains
Quartz

9. Follow-up work
In teams:
Complete the worksheet
Make a Power Point presentation
I’ll do the
questions,
you make the
Power Point

10. End product – oral presentations

11. Class B: Fieldwork on geo resources – building stones

12. Preparation
What do you think are the advantages
and detriments with the marble at the
Opera house?
Imagine that the Opera was not built. It
has been decided though that it should be
built in a Norwegian rock.
Which rock would you choose?
Where would you get it from?
Why would you choose that rock?

13. Field activity at the Opera house:
Identify three sites which you think display
weaknesses in the rock.
Describe what you see in our field book
Take picture
Make a predicton– what do you think will
happen to the «weaknesses»?

14. Assume that the Opera house should be built in white
marble and granite.
Make your own selection criteria for granite and marble

15. Natural history museum
Describe what you see
Take notes and pictures
Apply selection criteria for marble and granite
Why do you think it has high or low quality?

16. Follow-up work
Imagine that the Opera house was not built.
You are making the decision. Use criteria for building stones to justify
your choice and the alternatives you did not choose.
Make a Power Power point to present your decsion
This is
interesting..

17. End product –
Presentation of the decision of
marble and granite
We did not
choose
«Tapjo»
because…
Based on our
inquiry, we
recommend the
Opera house to
be built in..

18. Class A:
• Preparation: Lectures, practical activities
• Fieldwork: worksheet 31 questions
• Follow-up work: Complete the
worksheet and make a PowerPoint
presentation
• Easy solutions
• Simple, rehearsed connections
between field data and theoretical
concepts
• “Googled” answers or asked the
teacher for answers
• Did not complete the follow-up task
• Oral presentation performed by
reading manuscripts
Class B:
• Preparation: What do you think are the
advantages and detriments with the building
stones?
• Fieldwork: collect observations by application
of criteria for building stones
• Follow-up work: Choose granite and marble,
justified by field data. Make a Power point
presentation
• A realistic situation the students knew
beforehand
What can be
learned from
class B about
fieldwork?
• Students given responsibility as decsion-makers
• Open-ended tasks that allowed
consideration of different possibilities
• Selection criteria that enabled
observations – what to look for
• “This is interesting”
• Discussed their field data before making
the end product
• Oral presentations performed with
ownership “We chose.. because..”
• Justified decision with field data

19. Recommendations for learning activities that
support student learning processes before, during
and after fieldwork
• What is the goal of the follow-up task? Make a decision to an open-ended,
realistic dilemma
• The realistic situation can be used as a framework for all classroom
and field activities
• Collection of field data in a setting within walking distance from the
school
• Criteria as mental tools for observation
• Few tasks with specific focus allowing consideration of different
possible solutions
• Follow-up work – interpret field observations before making an end
product
Remmen, 2014; Remmen & Frøyland, 2013; 2014

20. Implications: Our recommendations have been
implemented on a PD course 2013/2014
• Teachers required to design fieldwork based on the new
recommendations
• Preliminary findings:
– Tool for observation and interpretation particularly useful for teachers
and students
– Teachers still struggle with following up student learning after
fieldwork

21. References
• Remmen, K.B. & Frøyland, M. (2013). How students can be
supported to apply geoscientific knowledge learned in the
classroom to phenomena in the field: An example from high school
students in Norway. Journal of Geoscience Education, 61 (4)
• Remmen, K.B. & Frøyland, M. (2014). Implementation of guidelines
for effective fieldwork designs: Exploring learning activities, learning
processes, and student engagement in the classroom and the field.
International Research in Geographical and Environmental
Education.
• Remmen, K.B. & Frøyland, M. (2014). What happens in classrooms
after earth science fieldwork? Supporting student learning
processes during follow-up activities. International Research in
Geographical and Environmental Education.