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The relevance of fieldwork

Syllabus requirements

Fieldwork is a significant part of the HSC Geography course. The syllabus specifies a minimum of 24 hours of fieldwork for the Preliminary and HSC courses (i.e. 12 hours for each course). This represents 10% of the indicative time allocated to each course. In the HSC course, 10% of the students’ HSC assessment mark must be derived from fieldwork, and you should not overlook the possibility that there will be a question about fieldwork investigation in the HSC examination paper (see Outcome H8).

Effective fieldwork

Fieldwork activities are planned opportunities to use and develop skills in observing, recording, mapping and representing data, decision-making and interpreting geographical phenomena. Fieldwork may be topic-specific or integrate a number of topics. It may be undertaken either locally or at more distant locations. To be effective, fieldwork should:

be well planned, interesting, cost-effective and represent effective use of the time available
target the specific syllabus outcomes for the topics
provide opportunities for students to develop a range of cognitive and manipulative skills
be integrated with the subject matter to ensure that students take full advantage of the enhanced understanding that is achieved through direct observation, data collection and recording and inquiry learning
be supported by pre- and post-excursion classroom activities that establish the context for learning and provide the necessary follow-up and reinforcement.

Fieldwork approaches

Fieldwork can be categorised according to its degree of student-centredness. The more traditional, teacher-centred approaches to fieldwork involve explanation or lectures, note-taking and direct observation. Under such conditions there is little scope for active student involvement. At best students are required to observe, describe and explain features of the environment using previously acquired knowledge.

A more effective approach is one that incorporates the processes of field research. While still incorporating the elements of observation, description and explanation, it adopts a problem-solving focus.
Steps in field research are as follows.

Identify a geographical question or problem as a result of their observations or studies.
Formulate a line of inquiry.
Design an appropriate research approach, bearing in mind relevant ethical responsibilities (see p. 25 in syllabus).
Collect and record data.
Process and analyse the information.
Draw conclusions that address the original question or problem.

The type of fieldwork undertaken ultimately depends on the purpose of the activity. Many activities will contain elements of both approaches. Hopefully, however, teachers will become increasingly conscious of the need to emphasise the field research approach. In doing so they will enhance your ability to apply inquiry-based skills in different geographical contexts.

Benefits of fieldwork

By participating in fieldwork, you are able to apply your geographical knowledge to the complexities of the “real world”. The benefits include:

the enhanced understanding that comes from observing “real world” manifestations of abstract geographical concepts and processes
the increased geographical interest derived from interacting with the environment
a better understanding of the processes that contribute to the development of environmental features
an increased appreciation of the aesthetic qualities of the biophysical and built environments
the development of investigative, communicative and participatory skills
the social benefits derived from working cooperatively with others in a setting outside the classroom.

Virtual fieldwork

Many examples of virtual fieldwork are appearing on the Internet. These do not replace fieldwork and certainly do not contribute to the fieldwork requirements of the syllabus.

There is a place for virtual fieldwork:

as a model for fieldwork
as a pre- or post-excursion activity
as an additional case study.

The virtual fieldwork example on this site is Minnamurra. Minnamurra can also be recommended as an excellent location for fieldwork in the real world for a case study of an ecosystem.

Fieldwork locations

Select locations wisely if you are choosing a location where professional assistance is provided e.g. national parks. Find out if the NPWS is structuring its presentations to meet the outcomes and content of the new syllabus.

Environmental Education Centres of the Department of Education and Training are recommended for fieldwork.