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The ideas expressed in this paper are the result of
our participation as coordinators of a six-week field
studies module (GE3230 "Field Studies in Geography:
South East Asia") in Thailand, which is now in its
fifth year. Each time it involves about 30 students
from the Department of Geography, various Social
Sciences disciplines, other Faculties (e.g. Science,
Computer Science and Engineering) as well as
overseas exchange programmes. Thus, it is a crossdisciplinary
and multi-cultural module even before
we leave Singapore's shores.
We would like to highlight three key dimensions
of field studies that make it a dynamic learning
experience for students and staff alike.
Mobile classes: Bridging the 'class' and 'field'
We are passionate in our belief that experiential
learning methods are more than just "a complement
to traditional education" (Singh, 2006) and are an
extension of existing innovative in-situ teaching
methodologies used in the class as well as providing
opportunities for a whole variety of new ways of
encouraging higher order learning skills in the
field(s). Utilising Kolb and Fry's (1975) experiential
learning cycle (Figure 1) involving an interplay
between concrete experience, observation and
reflection, conceptualisation, and application/
experimentation, we argue that such learning should
be based upon a variety of teaching approaches, class
and field activities. Inquiry-based and problem-based
learning can be stimulated by field-based activities,
but they should also be augmented, stimulated and
supplemented by other forms of learning, including
theoretical and conceptual work in the class. Our
class is mobile.
Figure 1. Kolb and Fry’s experiential learning cycle
Multiple 'fields', 'realities' and 'experiences'
In 2005, Alice Christudason raised an important
question, "Whose 'real' world?" which has enormous
relevance for field studies, because students are
exposed to a variety of different 'fields', 'realities'
and 'experience', each providing rich avenues for
different dimensions of the "learning cycle" (see
Briffett, 2001; Hirsch & Lloyd, 2005). Our Field
Studies module provides differing kinds of exposure
via the following:
- Overland journeys and orientation fieldtrips in
diverse sites
- Working alongside Thai student buddies
- Home-stays with local families
- Having to work in small-group team-based
projects, which differ from anything in NUS
because students must share rooms, eat together
and engage in projects lasting from one to three
weeks.
- Individual reflections evidenced in students'
personal field journals, which are in fact highly
indicative of the real value of field studies, as
students begin to ask themselves questions like
"what did I learn?" from all kinds of observations
and experiences, including those that are not
connected with assessed projects or organised
fieldtrips.
Figure 2. NUS Field Team in Baan Mae Ter, Akha Village, Chiang Rai
Province
Research-learning-teaching as an on-going
process
Scott (2002) argues that "in a 'knowledge society'
all students-certainly all graduates-have to
be researchers. Not only are they engaged in the
production of knowledge; they must also be educated
to cope with the risks and uncertainties generated
by the advance of science". We believe that the field
studies module links research, teaching and learning
in intimate ways.
- Students apply different concepts and ideas learnt
in the classroom in their field-based activities, or
they see that there are problems and inadequacies
in the concepts they have previously taken for
granted;
- Students apply various methodologies in order to
engage in primary research and data collection;
- Students become involved in the whole process
of project planning, from proposal designs,
preparatory study and implementation of plans,
to actual report write-ups and presentations, with
feedback provided from teachers, fellow students
and invited guests;
- Coordinators are able to share their own research
experiences, benefits and pitfalls, directly with
students, and sometimes in the actual sites or
places of research;
- Coordinators often become co-learners (Le Heron,
Baker & McEwen, 2006) with students as field
studies often throws up new problems, unexpected
issues and immediate information sources.
Learning by doing in field studies helps to break
down barriers between 'teachers', 'researchers'
and 'learners' in a variety of ways. Thus, our Field
Studies module involves shared experiences and
learning moves away from the linear "information
transmission / teacher focused" approaches into
much more dynamic "research based", "conceptual
change / student focused" approaches to education
(Prosser & Trigwell, 1999: 155; Griffiths, 2004: 722).
In this way, students are no longer simply "recipients
of research" but key (co) actors "in its production"
(Healey, 2005: 194). As such, we firmly advocate
strong combinations of class or lab-based instruction
with experiential, field-based learning as an effective
way to help liberate student thinking in critical,
practical and creative directions.
Figure 3. NUS and Thai students at the Second Friendship Bridge linking
Thailand and Myanmar in Mae Shi
Figure 4. Dr Carl in Akha Village, Chiang Rai Province
References
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