A Simple Group Work Approach for Effective Field Work: a Soil Sciences Case Study

Journal of Geoscience Education, Jan 2006 by Mooney, Sacha J

ABSTRACT

Recent educational reports in the UK have suggested that the developments or key transferable skills, such as group working, are a necessary outcome of higher education. However with current logistical problems in higher education, such as increased student numbers, the effective use of group work in field work in particular, is currently a subject of much discussion. A group working exercise based around a one-day soil examination study, as part of a one week residential field week, was developed to evaluate the effectiveness of group work by assigning formalized, rotational, individual group roles. Student responses and instructor observations suggested that there was considerable merit in this approach in terms of development of academic and transferable skills, and in the generation of a positive, experiential learning environment. It is suggested that that this could serve as a precursor to a more formalized identification of group roles that would benefit both instructors and students alike in terms of successful field course delivery and meeting learning outcomes.

INTRODUCTION

Field work is an essential element to learning soil science that provides a practical and stimulating supplement to classroom lectures. The evidence to support the educational impacts of field work on students are conclusive (Bogner, 1998; Nundy, 2001). If facilitated appropriately, field work can provide an invaluable opportunity for students to develop many generic and subject-based skills, in addition to being a highly enjoyable experience (Livingstone et al., 1998). Field work can provide experiential learning in different environments (Gold et al., 1991) and help problems created by modular degree structures enabling students to compare and contrast knowledge acquired from different subject areas. Field work also provides team building opportunities, produces a cohesive student body and develops instructor-students relationships (HMI, 1992).

Learning in the field offers a number of key benefits: originality (students are encouraged to obtain original information), holism and integration (from different learning styles) (Lonergran and Andresen, 1988). Fuller et al. (2003) identified the experience of reality, an enhanced understanding of the subject and skills in using specific equipment as the main strengths of field work. However, there are problems associated with field work mainly related to financial pressures since field work is notoriously expensive (Jenkins, 1997; Williams and Griffiths, 1999) and requires adequate instructor-student ratios (Casey, 1997), recommended to be around 1 instructor per 10 students by the CVCP (1995). In addition, there have been concerns regarding the quality of learning that takes places on field courses (Higgett, 1996). However field work has been identified as essential for Geography, Earth Sciences & Environmental Sciences (encompassing soil science) in recent 'Subject Benchmarking Statements' in the UK (Quality Assurance Agency for Higher Education, 2000).

Effective field work should be well planned and interesting to both the student and instructors, target specific learning outcomes, be integrated within the subject matter and provide opportunities for students to develop a range of cognitive and manipulative skills. Fuller et al. (2000) found that a descriptive explanation approach was more conducive to student learning than an analytical predictive method. Clearly field work is important but best practice is something open to conjecture.

One point pondered by the environmental sciences community is 'how can group working skills be developed by field work?'. Group work, the assemblage of people working to a common goal, is important since it is a logistical necessity for field work with large student numbers, but also identified as a key skill by graduate employers (Dunne and Rawlins, 2000), in addition to the numerous pedagogic benefits (i.e. learning through peer support). Further, group work provides an efficient means for multiple data collection and addresses specific safety concerns (McEwen and Harris, 1996). Peer support and pressure can increase the quality of the learning experience with students gaining skills in communication, negotiation and organisation (Gibbs, 1994). Humphreys et al. (2001) found that industrial engineering students responded very well to specific group work projects. The bearing Report (NCIHE, 1997) identified that transferable skills, such as communication, are necessary outcomes of higher education in the U.K.

Clearly the expected learning outcomes of field work are more than simply academic objectives (Clark, 1991). However literature detailing the use of group work within field work is relatively sparse, although the social sciences, in particular, have recognized its importance (Delamont, 2002; Doel and Sawdon, 2001; De Laine, 2000). Further research is key since attention must be paid into the way students learn and effective learning strategies (Kent et al. 1997). Obviously there are educational advantages to working in groups, students develop project ownership and motivation through being involved in planning and implementation, rather than being simply provided with information by an instructor (Kneale, 1996; Clark and Wareham, 1998; Maguire, 1997). Jenkins and Pepper (1988) suggested students are more likely to learn from their experience if they are involved in a participatory role. McEwen and Harris (1996) stated that competition between groups may also be a spur to achievement and may foster enterprise skills.