Fostering Fieldwork Pedagogical and Content Knowledge through an Inquiry-Based Geographic Fieldwork Design Project

doi:10.25202/JAKG.11.4.1

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2022 Vol.11, Issue 4 Next Page

Fostering Fieldwork Pedagogical and Content Knowledge through an Inquiry-Based Geographic Fieldwork Design Project 탐구기반 지리답사 기획 프로젝트를 통한 지리답사 교수내용지식 함양: 김민성
Minsung Kim

2022. pp. 393~405

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Abstract

The purpose of this study is to explore the benefits of an inquiry-based geographic fieldwork design project on the development of geography pre-service teachers’ fieldwork pedagogical and content knowledge (FPACK). FPACK is defined as the teacher’s capability to design and implement geographic fieldwork effectively, combining geographic content, teaching and learning strategies, and geographic fieldwork. A teacher’s FPACK is a key prerequisite to introduce geographic fieldwork, or a signature pedagogy in geography, effectively into the classroom. This study focuses on a student-centered fieldwork and asked the participating pre-service teachers to design an inquiry-based fieldwork. As a result of analyzing the participants’ reflective journals through repeated content analysis, this study found that the pre-service teachers had opportunities to examine the meaning of geographic fieldwork, contemplate the nature of inquiry, and understand geographic concepts at a deep level. Furthermore, they combined these reflections meaningfully, and cultivated and expressed FPACK. The word cloud based on the text of reflective journals also supported the findings. This research merits inclusion to the literature because it is an innovative attempt to examine teacher expertise in the context of geographic fieldwork and analyze the impacts of an inquiry-based geographic fieldwork design project on FPACK empirically.

Keywords

Geographic fieldwork

Inquiry

Geographic knowledge

Fieldwork pedagogical and content knowledge

Teacher capability

이 연구의 목적은 학생활동 중심의 탐구적 지리답사 기획 프로젝트가 예비교사들의 지리답사 교수내용지식(Fieldwork Pedagogical and Content Knowledge, FPACK) 함양에 미치는 영향을 분석하는 것이다. FPACK은 지리학 콘텐츠, 교수학습전략, 지리답사를 건설적으로 결합하여 효과적으로 지리답사를 디자인하고 실행할 수 있는 교사 역량이다. 지리교육의 특징적 교육학인 지리답사를 의미 있게 교육 현장에 도입하기 위해서는 지리교사들의 FPACK이 필수적이다. 본 연구에서는 학생활동 중심의 답사에 주목하고, 예비교사들이 능동적으로 탐구기반 지리답사를 기획하는 프로젝트를 실시하였다. 참여자들의 반성적 성찰문을 반복적 내용분석을 통해 분석한 결과, 예비교사들은 지리답사의 의미를 탐색하고, 탐구의 본질에 대해 고민하며, 지리 개념을 깊은 수준에서 이해하는 기회를 가졌다. 나아가 이러한 성찰들을 의미 있게 결합하여 FPACK을 함양하고 발현하는 모습을 보였다. 반성적 성찰문을 바탕으로 생성한 워드 클라우드 역시 이러한 결과를 뒷받침하였다. 본 연구는 지리답사 맥락에서 교사 전문성을 논하고, 탐구적 답사 디자인 활동이 FPACK에 미치는 영향을 실증적으로 분석한 시도로 의미가 있다.

키워드

지리답사

탐구

지리 지식

지리답사 교수내용지식

교사 역량

References

김민성･김종근, 2021, “탐구적, 다감각적 지리답사 전략: 부산시 영도를 사례로,” 한국사진지리학회지, 31(1), 56-74.
이종원, 2016, “21세기 역량 개발을 위한 야외조사활동의 역할과 과제,” 한국지리환경교육학회지, 24(1), 99-117.
Bassett, K., 2004, Walking as an aesthetic practice and a critical tool: Some psychogeographic experiments, Journal of Geography in Higher Education, 28(3), 397-410.
Casinader, N. and Kidman, G., 2018, Fieldwork, sustainability, and environmental education: The centrality of geographical inquiry, Australian Journal of Environmental Education, 34(1), 1-17.
Coverley, M., 2018, Psychogeography, 3rd ed., Harpenden, UK: Oldcastle Books.
Crippen, K.J. and Archambault, L., 2012, Scaffolded inquiry-based instruction with technology: A signature pedagogy for STEM education, Computers in the Schools, 29(1-2), 157-173.
Dickerson, D.L., Dawkins, K.R., and Annetta, L., 2007, Scientific fieldwork: An opportunity for pedagogical- content knowledge development, Journal of Geoscience Education, 55(5), 371-376.
France, D. and Haigh, M., 2018, Fieldwork@ 40: Fieldwork in geography higher education, Journal of Geography in Higher Education, 42(4), 498-514.
Fuller, I., Edmondson, S., France, D., Higgitt, D., and Ratinen, I., 2006, International perspectives on the effectiveness of geography fieldwork for learning, Journal of Geography in Higher Education, 30(1), 89-101.
Golubchikov, O., 2015, Negotiating critical geographies through a “feel-trip”: Experiential, affective and critical learning in engaged fieldwork, Journal of Geography in Higher Education, 39(1), 143-157.
Holloway, P., Kenna, T., Linehan, D., O’Connor, R., Bradley, H., O’Mahony, B., and Pinkham, R., 2021, Active learning using a smartphone app: Analysing land use patterns in Cork City, Ireland, Journal of Geography in Higher Education, 45(1), 47-62.
Houser, C., Brannstrom, C., Quiring, S.M., and Lemmons, K.K., 2011, Study abroad field trip improves test performance through engagement and new social networks, Journal of Geography in Higher Education, 35(4), 513-528.
Kim, M., 2018, Project-based community participatory action research using geographic information technologies, Journal of Geography in Higher Education, 42(1), 61-79.
Kim, M., 2021, The pedagogical effects of psychogeographic urban exploration and mapping, Geography, 106(2), 92-100.
Kim, M., 2022, Developing pre-service teachers’ fieldwork pedagogical and content knowledge through designing enquiry-based fieldwork, Journal of Geography in Higher Education, 46(1), 61-79.
Kim, M. and Shin, J., 2016, The pedagogical benefits of SimCity in urban geography education, Journal of Geography, 115(2), 39-50.
Komoto, C., 2009, Moving toward a signature pedagogy, in Gurung, R.A., Chick, N.L., and Haynie, A., eds., Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, Sterling, VA: Stylus Publishing, 121-138.
Krippendorff, K., 2004, Content Analysis: An Introduction to Its Methodology, 2nd ed., Thousand Oaks, CA: Sage.
Marvell, A., Simm, D., Schaaf, R., and Harper, R., 2013, Students as scholars: Evaluating student-led learning and teaching during fieldwork, Journal of Geography in Higher Education, 37(4), 547-566.
Mires, P.B., 2004, Teaching geographic field methods to cultural resource management technicians, Journal of Geography, 103(1), 8-15.
Neale, J., 2016, Iterative categorization (IC): A systematic technique for analysing qualitative data, Addiction, 111(6), 1096-1106.
Oost, K., De Vries, B., and Van der Schee, J.A., 2011, Enquiry-driven fieldwork as a rich and powerful teaching strategy: School practices in secondary geography education in the Netherlands, International Research in Geographical and Environmental Education, 20(4), 309-325.
Park, Y., 2022, A GPS-enabled portable air pollution sensor and web-mapping technologies for field-based learning in health geography, Journal of Geography in Higher Education, 46(2), 241-261.
Phillips, R. and Johns, J., 2012, Fieldwork for Human Geography, London: Sage.
Reilly, K., Clavin, A., and Morrissey, J., 2016, Participative critical enquiry in graduate field-based learning, Journal of Geography in Higher Education, 40(1), 104-116.
Sauer, C.O., 1956, The education of a geographer, Annals of the Association of American Geographers, 46(3), 287-299.
Seow, T., Chang, J., and Irvine, K.N., 2019, Field-based inquiry as a signature pedagogy for geography in Singapore, Journal of Geography, 118(6), 227-237.
Shulman, L.S., 1986, Those who understand: Knowledge growth in teaching, Educational Researcher, 15(2), 4-14.
Shulman, L.S., 2005a, Pedagogies of uncertainty, Liberal Education, 91(2), 18-25.
Shulman, L.S., 2005b, Signature pedagogies in the professions, Daedalus, 134(3), 52-59.
Wang, M., Wu, J., An, N., and Lin, M., in press, The effect of emotional experiences in fieldwork: Embodied evidence from a visual approach, Journal of Geography in Higher Education.
Wright, S. and Hodge, P., 2012, To be transformed: Emotions in cross-cultural, field-based learning in northern Australia, Journal of Geography in Higher Education, 36(3), 355-368.

Information

Publisher :The Association of Korean Geographers
Publisher(Ko) :한국지리학회
Journal Title :Journal of the Association of Korean Geographers
Journal Title(Ko) :한국지리학회지
Volume : 11
No :4
Pages :393~405
DOI :https://doi.org/10.25202/JAKG.11.4.1

[1] 김민성･김종근, 2021, “탐구적, 다감각적 지리답사 전략: 부산시 영도를 사례로,” 한국사진지리학회지, 31(1), 56-74.

[2] 이종원, 2016, “21세기 역량 개발을 위한 야외조사활동의 역할과 과제,” 한국지리환경교육학회지, 24(1), 99-117.

[3] Bassett, K., 2004, Walking as an aesthetic practice and a critical tool: Some psychogeographic experiments, Journal of Geography in Higher Education, 28(3), 397-410.

[4] Casinader, N. and Kidman, G., 2018, Fieldwork, sustainability, and environmental education: The centrality of geographical inquiry, Australian Journal of Environmental Education, 34(1), 1-17.

[5] Coverley, M., 2018, Psychogeography, 3rd ed., Harpenden, UK: Oldcastle Books.

[6] Crippen, K.J. and Archambault, L., 2012, Scaffolded inquiry-based instruction with technology: A signature pedagogy for STEM education, Computers in the Schools, 29(1-2), 157-173.

[7] Dickerson, D.L., Dawkins, K.R., and Annetta, L., 2007, Scientific fieldwork: An opportunity for pedagogical- content knowledge development, Journal of Geoscience Education, 55(5), 371-376.

[8] France, D. and Haigh, M., 2018, Fieldwork@ 40: Fieldwork in geography higher education, Journal of Geography in Higher Education, 42(4), 498-514.

[9] Fuller, I., Edmondson, S., France, D., Higgitt, D., and Ratinen, I., 2006, International perspectives on the effectiveness of geography fieldwork for learning, Journal of Geography in Higher Education, 30(1), 89-101.

[10] Golubchikov, O., 2015, Negotiating critical geographies through a “feel-trip”: Experiential, affective and critical learning in engaged fieldwork, Journal of Geography in Higher Education, 39(1), 143-157.

[11] Holloway, P., Kenna, T., Linehan, D., O’Connor, R., Bradley, H., O’Mahony, B., and Pinkham, R., 2021, Active learning using a smartphone app: Analysing land use patterns in Cork City, Ireland, Journal of Geography in Higher Education, 45(1), 47-62.

[12] Houser, C., Brannstrom, C., Quiring, S.M., and Lemmons, K.K., 2011, Study abroad field trip improves test performance through engagement and new social networks, Journal of Geography in Higher Education, 35(4), 513-528.

[13] Kim, M., 2018, Project-based community participatory action research using geographic information technologies, Journal of Geography in Higher Education, 42(1), 61-79.

[14] Kim, M., 2021, The pedagogical effects of psychogeographic urban exploration and mapping, Geography, 106(2), 92-100.

[15] Kim, M., 2022, Developing pre-service teachers’ fieldwork pedagogical and content knowledge through designing enquiry-based fieldwork, Journal of Geography in Higher Education, 46(1), 61-79.

[16] Kim, M. and Shin, J., 2016, The pedagogical benefits of SimCity in urban geography education, Journal of Geography, 115(2), 39-50.

[17] Komoto, C., 2009, Moving toward a signature pedagogy, in Gurung, R.A., Chick, N.L., and Haynie, A., eds., Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, Sterling, VA: Stylus Publishing, 121-138.

[18] Krippendorff, K., 2004, Content Analysis: An Introduction to Its Methodology, 2nd ed., Thousand Oaks, CA: Sage.

[19] Marvell, A., Simm, D., Schaaf, R., and Harper, R., 2013, Students as scholars: Evaluating student-led learning and teaching during fieldwork, Journal of Geography in Higher Education, 37(4), 547-566.

[20] Mires, P.B., 2004, Teaching geographic field methods to cultural resource management technicians, Journal of Geography, 103(1), 8-15.

[21] Neale, J., 2016, Iterative categorization (IC): A systematic technique for analysing qualitative data, Addiction, 111(6), 1096-1106.

[22] Oost, K., De Vries, B., and Van der Schee, J.A., 2011, Enquiry-driven fieldwork as a rich and powerful teaching strategy: School practices in secondary geography education in the Netherlands, International Research in Geographical and Environmental Education, 20(4), 309-325.

[23] Park, Y., 2022, A GPS-enabled portable air pollution sensor and web-mapping technologies for field-based learning in health geography, Journal of Geography in Higher Education, 46(2), 241-261.

[24] Phillips, R. and Johns, J., 2012, Fieldwork for Human Geography, London: Sage.

[25] Reilly, K., Clavin, A., and Morrissey, J., 2016, Participative critical enquiry in graduate field-based learning, Journal of Geography in Higher Education, 40(1), 104-116.

[26] Sauer, C.O., 1956, The education of a geographer, Annals of the Association of American Geographers, 46(3), 287-299.

[27] Seow, T., Chang, J., and Irvine, K.N., 2019, Field-based inquiry as a signature pedagogy for geography in Singapore, Journal of Geography, 118(6), 227-237.

[28] Shulman, L.S., 1986, Those who understand: Knowledge growth in teaching, Educational Researcher, 15(2), 4-14.

[29] Shulman, L.S., 2005a, Pedagogies of uncertainty, Liberal Education, 91(2), 18-25.

[30] Shulman, L.S., 2005b, Signature pedagogies in the professions, Daedalus, 134(3), 52-59.

[31] Wang, M., Wu, J., An, N., and Lin, M., in press, The effect of emotional experiences in fieldwork: Embodied evidence from a visual approach, Journal of Geography in Higher Education.

[32] Wright, S. and Hodge, P., 2012, To be transformed: Emotions in cross-cultural, field-based learning in northern Australia, Journal of Geography in Higher Education, 36(3), 355-368.

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