The Fieldwork Effect: The Role and Impact of Fieldwork in the Upper Primary School

Abstract

Concentrating upon students in the upper primary range (ages nine to eleven), this paper suggests that residential fieldwork is capable not only of generating positive cognitive and affective learning amongst students, but that this may be enhanced significantly compared to that achievable within a classroom environment. Fundamental to this is an identified relationship between the principal learning domains. The paper also contemplates the possibility that the approach and structure employed in effective fieldwork may have a wider educational application in the context of 'raising attainment' amongst school students.

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