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Students’ perceptions of skills
development through fieldwork
Emma Peasland, Dominic Henri, Lesley Morrell and Graham Scott
@Peas_E
Fieldwork Benefits
Real-world experience of
classroom learning
Learn discipline-
specific techniques
Can promote
deeper learning
Builds social bonds
Inspiring / enjoyable / fun
Motivating Skills development
(Kent et al., 1997; Boyle et al., 2007; Stokes & Boyle, 2009;
Wheeler et al., 2011; Scott et al., 2012; Dykas & Valentino,
2016; Wilson et al., 2016; Fleischner et al., 2017)
Skills development
Technical skills Transferrable skills Personal development
• Identifying organisms
• GPS Use
• Mapping
• Dissection
• Describing soil profiles
• Experimental design
• Conducting field research
• Understanding natural
processes
• Using standard survey methods
• Identifying / describing habitats
• Identifying geomorphological
features
• Sampling
• Teamwork
• Decision making
• Observation
• Problem solving
• Data collection
• Applying theoretical
knowledge
• Planning
• Research design
• Collaboration
• Project management
• Data management
• Numeracy /
mathematics
• Communication
• Presentation
• Organisation
• Reflection
• Time management
• Critical thinking
• Creativity
• Data analysis
• Leadership
• Adapting to new
situations
• Self-management
• Interpersonal skills
• Building confidence
• Environmental respect
(Compiled from: Kent et al., 1997; Hovorka & Wolf, 2009; Maw et al., 2011; Goulder et al., 2012; Wall & Speake, 2012; Mauchline et al., 2013; France et al.,
2016; Wilson et al., 2016; Larsen et al., 2017)
Fieldwork designs
Student-Directed
Observations
Students independently
record observations. E.g. on
self-guided trails
Student-Directed
Investigations
Students design and
undertake autonomous
investigations
Staff-Led
Observations
Staff lead students around field
sites directing their observations.
E.g. a ‘Cook’s Tour’
Staff-Led
Investigations
Staff design an investigation
and students collect data as
directed by staff.
Autonomous
Staff-Led
Observation Participation
(Adapted from: Herrick, 2010; Kent et al., 1997; Panelli & Welch, 2005)
Research questions
1. What skills do students identify?
2. Does the fieldwork design – staff-led or student-directed – affect the skills
that students identify?
3. Do students recognise the potential enhancement to their employability
from skills developed through fieldwork?
Data Collection
Malaysia
n = 22
Malham Tarn
n = 19
Mallorca
n = 20
• Optional final-year residential field course
• 61 Respondents
Malaysia 4 days of staff-
led fieldwork
4 days of
student-directed
fieldwork
Mallorca 5 days of staff-
led fieldwork
3 days of
student-directed
fieldwork
Malham 3.5 days of staff-
led fieldwork
2.5 days of
student-directed
fieldwork
Data Collection
Data Collection
1380 Diary entries
Skills
Recognition
Employability
Recognition
Transcription
Thematic analysis
What skills did students identify?
Technical Skills Transferable Skills
• Specific field technique
• Identification or taxonomy
• Diving technique or skill
• Scientific drawing or mapping
• Generic field methods
• Microscopy
• Water quality monitoring
349
261
180
68
20
5
3
• Teamwork
• Communication
• Presentation
• Planning or organisation
• Data collection
• Observation
• Numeracy or statistics
• Improvisation
• Risk or hazard management
• Time management
• Analysis
57
53
26
21
17
15
10
9
9
6
6
• Project management
• Computing or IT
• Accuracy, precision or detail
• Data presentation
• Multitasking
• Leadership
• Creative thinking
• Problem-solving
• Delegation
• Decision making
5
5
5
3
2
2
2
1
1
1
Invitation to reflect could have increased skills recognition
Did design affect the skills identified?
Did design affect the skills identified?
More technical skills during
staff-led fieldwork
More techniques taught over
multiple investigations
Signposting skills aids
recognition
Did design affect the skills identified?
More transferable skills during
student-directed fieldwork
Delegated responsibility
requires students to use more
transferable skills
How will the skills learnt be useful?
Useful
n = 16
‘Data collection and
teamwork will be
important and most
useful’
(2017MAL18)
Useful for projects
n = 7
‘Better at project planning
and decision making for
future projects’
(2017ESP01)
Useful for career
n = 27
‘fieldwork, observation
and project planning will
help in future careers.
Thinking on your feet to
problem solve is
important in any job’
(2017ESP02)
Maximising skills development
• Include both staff-led and student-directed investigations
• Signpost the skills students have practised during fieldwork
• Invite students to reflect on the skills they have developed each day
to facilitate their ability to recognise their skills.
E.Peasland@2016.hull.ac.uk
@Peas_EThank you

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Student perceptions of skills development through fieldwork

  • 1. Students’ perceptions of skills development through fieldwork Emma Peasland, Dominic Henri, Lesley Morrell and Graham Scott @Peas_E
  • 2. Fieldwork Benefits Real-world experience of classroom learning Learn discipline- specific techniques Can promote deeper learning Builds social bonds Inspiring / enjoyable / fun Motivating Skills development (Kent et al., 1997; Boyle et al., 2007; Stokes & Boyle, 2009; Wheeler et al., 2011; Scott et al., 2012; Dykas & Valentino, 2016; Wilson et al., 2016; Fleischner et al., 2017)
  • 3. Skills development Technical skills Transferrable skills Personal development • Identifying organisms • GPS Use • Mapping • Dissection • Describing soil profiles • Experimental design • Conducting field research • Understanding natural processes • Using standard survey methods • Identifying / describing habitats • Identifying geomorphological features • Sampling • Teamwork • Decision making • Observation • Problem solving • Data collection • Applying theoretical knowledge • Planning • Research design • Collaboration • Project management • Data management • Numeracy / mathematics • Communication • Presentation • Organisation • Reflection • Time management • Critical thinking • Creativity • Data analysis • Leadership • Adapting to new situations • Self-management • Interpersonal skills • Building confidence • Environmental respect (Compiled from: Kent et al., 1997; Hovorka & Wolf, 2009; Maw et al., 2011; Goulder et al., 2012; Wall & Speake, 2012; Mauchline et al., 2013; France et al., 2016; Wilson et al., 2016; Larsen et al., 2017)
  • 4. Fieldwork designs Student-Directed Observations Students independently record observations. E.g. on self-guided trails Student-Directed Investigations Students design and undertake autonomous investigations Staff-Led Observations Staff lead students around field sites directing their observations. E.g. a ‘Cook’s Tour’ Staff-Led Investigations Staff design an investigation and students collect data as directed by staff. Autonomous Staff-Led Observation Participation (Adapted from: Herrick, 2010; Kent et al., 1997; Panelli & Welch, 2005)
  • 5. Research questions 1. What skills do students identify? 2. Does the fieldwork design – staff-led or student-directed – affect the skills that students identify? 3. Do students recognise the potential enhancement to their employability from skills developed through fieldwork?
  • 6. Data Collection Malaysia n = 22 Malham Tarn n = 19 Mallorca n = 20 • Optional final-year residential field course • 61 Respondents
  • 7. Malaysia 4 days of staff- led fieldwork 4 days of student-directed fieldwork Mallorca 5 days of staff- led fieldwork 3 days of student-directed fieldwork Malham 3.5 days of staff- led fieldwork 2.5 days of student-directed fieldwork Data Collection
  • 8. Data Collection 1380 Diary entries Skills Recognition Employability Recognition Transcription Thematic analysis
  • 9. What skills did students identify? Technical Skills Transferable Skills • Specific field technique • Identification or taxonomy • Diving technique or skill • Scientific drawing or mapping • Generic field methods • Microscopy • Water quality monitoring 349 261 180 68 20 5 3 • Teamwork • Communication • Presentation • Planning or organisation • Data collection • Observation • Numeracy or statistics • Improvisation • Risk or hazard management • Time management • Analysis 57 53 26 21 17 15 10 9 9 6 6 • Project management • Computing or IT • Accuracy, precision or detail • Data presentation • Multitasking • Leadership • Creative thinking • Problem-solving • Delegation • Decision making 5 5 5 3 2 2 2 1 1 1 Invitation to reflect could have increased skills recognition
  • 10. Did design affect the skills identified?
  • 11. Did design affect the skills identified? More technical skills during staff-led fieldwork More techniques taught over multiple investigations Signposting skills aids recognition
  • 12. Did design affect the skills identified? More transferable skills during student-directed fieldwork Delegated responsibility requires students to use more transferable skills
  • 13. How will the skills learnt be useful? Useful n = 16 ‘Data collection and teamwork will be important and most useful’ (2017MAL18) Useful for projects n = 7 ‘Better at project planning and decision making for future projects’ (2017ESP01) Useful for career n = 27 ‘fieldwork, observation and project planning will help in future careers. Thinking on your feet to problem solve is important in any job’ (2017ESP02)
  • 14. Maximising skills development • Include both staff-led and student-directed investigations • Signpost the skills students have practised during fieldwork • Invite students to reflect on the skills they have developed each day to facilitate their ability to recognise their skills. E.Peasland@2016.hull.ac.uk @Peas_EThank you