Geography Reference
In-Depth Information
such direct research serves as a reliable benchmark to measure the infl uence of
geography education on students' thinking in school and throughout their lives.
Thus, geography teachers must introduce fi eld research as a way to highlight
geography's direct application and importance to students.
It is not realistic for teachers unfamiliar with the process and topic to follow mod-
els of fi eld research presented in the National Curriculum Standards and textbooks.
Nevertheless, a lack of prior experience and training further increases teachers'
hesitation to include fi eld research in geography classes. The author suggest that
they do not need to implement a high level of fi eld research from the beginning;
rather, a variety of fi eld research should be conducted, depending on student devel-
opmental stage and teacher educational ability. As Sakurai (
1999
) and Toida (
2007
)
report, simple research is appropriate at the elementary stage, such as investigating
the distribution of elementary geographic phenomena and compiling new informa-
tion on a map to identify spatial relationships. The key is for teachers to introduce
fi eld research and be confi dent that the quality of data, experience, and lesson plans
will improve over time.
The best place to study geography is outside the classroom. If teachers under-
stand this through their own experience, students will also gradually recognize
the value and attractiveness of fi eld research. The author hope for the reintroduc-
tion of fi eld research in geography classrooms in the very near future.
References
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