What Contribution Can Residential Field Courses Make to the Education of 11-14 Year-olds?



human use of land and team building (specifically in PE). However, 10 of the
teachers were unable to give specific examples of knowledge or
understanding gained by students, as they did not focus on or record detailed
learning outcomes during the courses. The exceptions were the teachers of
the group at Rhyd-y-creuau where detailed worksheets were provided for
each activity on which students wrote descriptions, and recorded and
analysed data. The accompanying teachers (two geography and one science)
had planned the course with the centre tutors and contributed greatly to the
taught sessions.

Students on the two curriculum courses at Nettlecombe wrote extensive notes
about the ecology they were about to experience while a course tutor
presented the science underpinning each activity. Students then recorded
results / findings on individual worksheets on returning from the field. The
students on the other science course and the geography course recorded
observational data. Indeed, at key points on all the courses, students were
required to read instructions, gather information and use other resources
(such as maps) linked to activities and thereby to develop literacy and
numeracy skills. Students in two groups wrote in journals at the end of each
day.

Four teachers specifically commented on the positive effect the hands-on,
active learning style had on the engagement and learning of students and
suggested that
learning was more effective because of this practical
approach
. The emphasis on adventure activities into which learning
opportunities for ecology / geography were woven was mentioned by several
teachers as a very important factor:
the trip was not sold as geography or
science, but as adventure to the students so there was less resistance to the
academic parts
. Students were mostly observed working in a focused and
purposeful way throughout classroom / laboratory sessions (Figure 1).
However, the teachers with two groups were concerned that sessions were
too long at some points during their courses so that students’ levels of
concentration were not sustained throughout.



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