Amos, R;
Reiss, M;
(2011)
Residential fieldwork: contributions to school science from a five-year initiative for inner-city students in the UK.
In: Yarden, A and Carvalho, GS, (eds.)
Authenticity in biology education: benefits and challenges. a selection of papers presented at the 8th Conference of European Researchers in Didactics of Biology (ERIDOB), 13-17 July 2010, University of Minho, Braga, Portugal.
(pp. 379-390).
Centro de Investigação em Estudos da Criança (CIEC) || Institute of Education, Minho University: Braga, Portugal.
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Abstract
There is a great deal of interest in many countries in the value of residential fieldwork for school students. This paper draws on the evaluation of a distinctive fieldwork initiative resulting from collaboration between several of the main fieldwork providers across the UK. The providers created an extensive programme of residential courses for 11-14 year olds in London schools from 2004-2008. Some 33,000 students from 849 schools took part. Data were gathered by questionnaire, interview and observation of field courses from 2706 students, 70 teachers and 869 parents / carers from 46 schools. The evaluation revealed that collaborative interactions between students improved and relationships between students and between students and teachers were strengthened and taken back to school. Benefits for students in the social and affective domains emerged, in conjunction with high levels of conceptual engagement. Some evidence for cognitive gains was apparent. Over the five year programme, courses combining adventure activities with curriculum foci proved to be popular with the students and their teachers, and opened up opportunities for learning science in ways not usually accessible in urban school environments.
| Type: | Book chapter |
|---|---|
| Title: | Residential fieldwork: contributions to school science from a five-year initiative for inner-city students in the UK |
| ISBN: | 972-8952-19-8 |
| ISBN-13: | 978-972-8952-19-8 |
| Open access status: | An open access version is available from UCL Discovery |
| Additional information: | This version is the author-accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1566317 |
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