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

Holgersen, Ståle

doi:10.1080/03098265.2020.1833317

Cited by 13 publications

(12 citation statements)

References 20 publications

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“…Learning through visiting sites provides students with spatio-temporal awareness through unique opportunities for observing a real context [35]. Field-based learning assists students in better understanding core concepts [36] and raises learning avidity [37,38]. A site visit's learning experience involves a direct, explicit encounter with the landscape, often within complex and dynamic physical contexts, but there is an assumption that such a direct experience is required to produce positive knowledge acquisition and meaningful learning [39].…”

Section: Site Visits and Student Learning Frameworkmentioning

confidence: 99%

Virtual Site Visits: Student Perception and Preferences Towards Technology Enabled Experiential Learning

leBrasseur

2023

Int. J. Emerg. Technol. Learn.

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Site visits are a key pedagogical tool within natural science and geographical education. Site visits provide an interactive experience to enable learning through the exposure to a real-world spatio-temporal environment. COVID-19 restrictions required the development of a virtual site visit for a landscape ecology course in North America. In this study, a series of digital tools were coordinated to deliver site visit information focusing on multi-sensory, multi-scalar, and multi-media information based on Kolb’s experiential learning model, particularly Step 1, the concrete experience. This research explored student’s perceptions and opinions of the digital tools provided to complete their ecological restoration management assignment and their effectiveness and usability. 4th year natural resource and environmental science students (n=52) reported predominately positive attitudes towards the use of the virtual site visit. Though students did not prefer the virtual site visit over a physical site visit, they noted that the virtual site visit digital tools did provide the same information as a site visit and that they felt they were able to understand all aspects of the physical site through the virtual site visit tools provided, particularly through the digital photographs and the 360-degree virtual reality imagery. Successful student assignments illustrated experiential learning outcomes were met.

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Section: Site Visits and Student Learning Frameworkmentioning

confidence: 99%

Virtual Site Visits: Student Perception and Preferences Towards Technology Enabled Experiential Learning

leBrasseur

2023

Int. J. Emerg. Technol. Learn.

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“…Hvis vi kun forholder oss til bydelens direkte utslipp fremstår bydelen saeregent baerekraftig, men om vi abstraherer et nivå opp og ser på utslippene som kommer fra den globale produksjonen av varene som konsumeres i Malmø, mangedobles utslippene. Dette gjelder saerlig for Västra hamnen, hvor gjennomsnittlig inntekt er langt høyere enn i resten av byen, og de produksjonsbaserte utslippstallene er vesentlig høyere enn i resten av Malmø (Holgersen, 2020). Ved å utforske Västra hamnens fysiske miljø i lys av verdenskapitalismens sirkulasjon av varer fremstår bydelen i et nytt, langt gråere lys.…”

Section: Fra Aktivisme Til Praxisunclassified

Den progressive pedagogikkens begrensninger i en progressiv nyliberal tid: fra elevsentrert til praxis-orientert bærekraftundervisning

Hultberg

Heiret

2023

NTPK

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Blant utdanningsforskere har det oppstått bred enighet om at utdanning for bærekraftig endring krever elevsentrerte og erfaringsbaserte undervisningsformer. Heller enn å formidle kunnskap om miljø og bærekraft, argumenteres det for at bærekraftundervisningen bør rettes inn mot undervisning for, i og som bærekraft med mål om å lære elevene hvordan å handle. Med utgangspunkt i utdanningssosiologers kritikk av elevsentrert undervisning, problematiserer denne artikkelen bærekraftundervisningens økende fokus på enkeltelevens handlinger og erfaringer. Artikkelen argumenterer for at elevsentreringen står i fare for å nedprioritere kunnskap om de samfunnsmessige betingelsene elevene skal handle innenfor. Dermed risikerer bærekraftundervisningen å utdanne medborgere med praktiske ferdigheter til å handle, men uten tilstrekkelig kunnskap om klimakrisens bakenforliggende årsaker til å skape reelle endringer. Artikkelen betegner dette som en progressiv nyliberal pedagogikk, der elevene gis fritt handlingsrom innenfor fastlagte og uforanderlige rammer. Med utgangspunkt i Freires dialektiske forståelse av forholdet mellom teori og praksis (praxis), samt den økomarxistiske kritikken av tendensen til å behandle klimakrisen som et isolert fenomen, argumenterer artikkelen for behovet for et fornyet søkelys på klimakrisens «hva» som setter eleven i stand til å sette det erfarte inn i større sosiale sammenhenger. English abstract A broad consensus has emerged among educational researchers that education for sustainable transformation requires student-centred and experience-based teaching methods. Rather than teaching about the environment and sustainability, it is argued that sustainability education should teach for, in, and as sustainability in order to provide students with skills to take action. Based on educational sociologists’ critique of student-centred learning, this article problematises the turn in sustainability education toward individual students’ actions and experiences. Student-centred learning, the article argues, risks neglecting knowledge about the social conditions that students act within. Thus, sustainability education runs the risk of educating citizens with practical skills to act, but without sufficient knowledge of the underlying causes of the climate crisis to make real changes. The article refers to this as a progressive neoliberal pedagogy, in which students are provided the tools to act but within fixed and unchangeable structures. Based on Freire’s dialectical understanding of the relationship between theory and practice (praxis), as well as the eco-Marxist critique of the tendency to treat the climate crisis as an isolated phenomenon, the article argues for the need for a renewed focus on the “what” of the climate crisis which enables the student to relate their experiences to larger social structures.

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“…However, current digital mapping platforms (digital story maps are an example), which are now visibly more advanced than when this technology was still novel, can increasingly afford immersive and interactive virtual field trips (Leininger-Frézal & Sprenger, 2022), which encourage active learning and even feelings of emotion among students by discovering places they did not know previously or rediscovering those they did (Egiebor & Foster, 2019;Mead et al, 2019). Authors such as Martínez-Hernández and Alabadeljo-Albajadejo (2021) and Holgersen (2021) argued that field trips should make it possible to convert geographic theory into practical interactions in students' everyday spaces. Carver et al (2004) understood early on that platforms such as web GIS present a great opportunity to face this challenge.…”

Section: Literature Reviewmentioning

confidence: 99%

Designing Online Workshops for Teacher Trainees: Heritage Mapping with Web GIS Story Maps

Hernández

Piskorski

Stoffelen

2023

EJG

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In a context of online and blended-learning education, widely applied during the COVID-19 pandemic and retained after-wards, geography education found great support in Geographic Information Systems (GIS). Already long before the pandem-ic, GIS were one of the most used research tools by geographers. Since a few years, educative curricula have increasingly started to include GIS. However, people without a background in geography such as future teachers may struggle to manage these technologies, both technically and in terms of the required spatial reasoning. The purpose of this paper is to reflect on the design characteristics of online workshops with teacher trainees that should allow to deal with these struggles. The workshops used web GIS story maps and focused on local and foreign urban heritage in Madrid and Krakow, cities that both host a UNESCO World Heritage Site. The teacher trainees had to create digital didactic routes to allow prima-ry school pu-pils to become familiar with urban heritage processes. Fulfilling this task required the development of digital and didactic competencies, geographical reasoning, and critical thinking on familiar and unfamiliar urban heritage. In the Anthropocene epoch, accurate teaching projects like these workshops are needed to raise the spatial awareness of people, above all basic education teachers, who contribute to the making of future digital and global citizens. In conclusion, this paper could be-come a good-practice workshop design aimed at teacher trainees who at present show a lack of geographical and digital knowledge but will have to teach about this knowledge in the future.

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

Cited by 13 publications

References 20 publications

Virtual Site Visits: Student Perception and Preferences Towards Technology Enabled Experiential Learning

Virtual Site Visits: Student Perception and Preferences Towards Technology Enabled Experiential Learning

Den progressive pedagogikkens begrensninger i en progressiv nyliberal tid: fra elevsentrert til praxis-orientert bærekraftundervisning

Designing Online Workshops for Teacher Trainees: Heritage Mapping with Web GIS Story Maps

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