“Drawing in the sand” as a tool for teaching coastal geography

How to incorporate theory in (urban) field trips: the built environment as concrete abstraction

“…. ] was basic to [Patrick] Geddes' teaching" (Holt-Jensen, 1999, p. 54;see also Peet, 1998;Simonsen & Hansen, 2004;Fuller et al, 2006;Fuller, 2012;Fagan & Sturm, 2015;Trygg & Köhler, 2015).…”

Teaching sensory geographies in practice: transforming students’ awareness and understanding through playful experimentation

“…Certainly, asking my students to stroke the forearm of the person sitting beside them during the 'Touching' lecture is stimulant enough to recover lost focus (Biggs & Tang 2011); however, it provides more than just a cognitive jolt to the system. Touching, and being touched by, their peers (or refusing) creates a tangible hook which enables the students to connect with the course content in a way that is affective, immediate, and personally meaningful, and helps to embody the abstract theory being discussed (Fagan & Sturm 2015). As one student commented, "I appreciate [d] the tutorials which involved hands-on experience with the senses, this stimulated my understanding of the course content far beyond what the readings alone could have managed" (CES 2014-15).…”

“…Fieldtrips have long been an essential component of geography undergraduate education (Fagan & Sturm, 2015;Evans, 2016). Fieldtrips in 'real-world' settings and situations provide students with opportunities to contextualise, internalise, and re-examine often rather abstract theory taught in lectures (Herrick, 2010).…”

“…[Figure 3 about here] The in-class activities and fieldtrips do not just invite the students to confront aspects of their everyday sensory interactions with others, in and beyond the academy (Askins, 2008), that they may have taken for granted, ignored, or given no critical thought (Fagan & Sturm, 2015).…”