AffiliationMassey University, University of Chester
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AbstractFor fieldwork to be effective in fostering independent thinking it requires careful design and alignment within the degree programme (Fuller et al., 2006; Fuller, 2012). In this chapter we draw from our own research evidence and experience to provide examples that illustrate how fieldwork can be successfully embedded in the geography undergraduate curriculum from first to final year adopting specific pedagogies to develop, enhance, and refine students as independent learners throughout their undergraduate career.
CitationFuller, I. C. & France, D. (2019). Field-based pedagogies for developing learners' independence. In Walkington, H., Hill, J. E., & Dyer, S. (Eds.) Handbook for teaching and learning in Geography. Cheltenham, United Kingdom: Edward Elgar Publishing.
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