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How does it feel? The affective domain and undergraduate student perception of fieldwork set in a broad pedagogical perspective
16 references·0 citing·40 second hop
How does it feel? The affective domain and undergraduate student perception of fieldwork set in a broad pedagogical perspective (2018)How does it feel? The affective domain an…The Perception of the Environment: Essays on Livelihood, Dwelling and Skill (2021)The Perception of the Environ…Student engagement in the educational interface: understanding the mechanisms of student success (2017)Student engagement in the edu…A history of the world in twelve maps (2014)A history of the world in twe…The Perception of the Environment: Essays on Livelihood, Dwelling and Skill (2012)The Perception of the Environ…Learning in the field: Synthesis of research on thinking and learning in the geosciences (2012)Learning in the field: Synthe…The undergraduate geoscience fieldwork experience: Influencing factors and implications for learning (2009)The undergraduate geoscience …How Geoscientists Think and Learn (2009)How Geoscientists Think and L…Fieldwork is Good: the Student Perception and the Affective Domain (2007)Fieldwork is Good: the Studen…International Perspectives on the Effectiveness of Geography Fieldwork for Learning (2006)International Perspectives on…Communities of practice learning, meaning, and identity (1999)Communities of practice learn…Communities of Practice (1998)Communities of PracticeThe Effects of Direct and Indirect Experience on Affective and Cognitive Responses and the Attitude–Behavior Relation (1996)The Effects of Direct and Ind…Professional Vision (1994)Professional VisionSituated Cognition and the Culture of Learning (1989)Situated Cognition and the Cu…Experiential Learning : Experience as the Source of Learning and Development (1983)Experiential Learning : Exper…Taxonomy of Educational Objectives: The Classification of Educational Goals. (1956)Taxonomy of Educational Objec…ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Congruence and friction between learning and teaching (1999)Teaching for quality learning at university (2008)Connecting students to nature – how intensity of nature experience and student age influence the success of outdoor education programs (2016)Immersive, interactive virtual field trips promote science learning (2019)iNaturalist as an engaging tool for identifying organisms in outdoor activities (2020)Mind and Nature: A Necessary Unity (1979)Mind and nature : a necessary unity (1988)Decolonizing posthumanist geographies (2013)Multispecies Studies (2016)Mental Models (1983)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)Situated Learning: Legitimate Peripheral Participation. (1994)What Video Games Have to Teach Us about Learning and Literacy (2004)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)The need to belong: Desire for interpersonal attachments as a fundamental human motivation. (1995)Self-Efficacy: The Exercise of Control (1999)The Forms of Capital (2002)The four pillars of tertiary student engagement and success: a holistic measurement approach (2019)Mapping research in student engagement and educational technology in higher education: a systematic evidence map (2020)Students’ motivation and engagement in higher education: the importance of attitude to online learning (2020)Outline of a Theory of Practice (1977)Mind in Society: The Development of Higher Psychological Processes (1978)Situated Learning (1991)Action and embodiment within situated human interaction (2000)Discourse (2005)Seeing without knowing: Limitations of the transparency ideal and its application to algorithmic accountability (2016)Cultural Constraints on Grammar and Cognition in Pirahã (2005)Editorial: Mobilities, Immobilities and Moorings (2006)Alternative Approaches to Second Language Acquisition (2011)Beyond Cultural Competence: Critical Consciousness, Social Justice, and Multicultural Education (2009)Student engagement literature review (2010)The Flipped Classroom (2013)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Clusters and knowledge: local buzz, global pipelines and the process of knowledge creation (2004)Problem-Based Learning: What and How Do Students Learn? (2004)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)The ‘digital natives’ debate: A critical review of the evidence (2008)
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References

  • 1983Experiential Learning : Experience as the Source of Learning and Development33,193 cited
  • 1999Communities of practice learning, meaning, and identity28,353 cited
  • 1998Communities of Practice23,452 cited
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  • 1956Taxonomy of Educational Objectives: The Classification of Educational Goals.4,598 cited
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  • 2021The Perception of the Environment: Essays on Livelihood, Dwelling and Skill3,246 cited
  • 2017Student engagement in the educational interface: understanding the mechanisms of student success1,100 cited
  • 2007Fieldwork is Good: the Student Perception and the Affective Domain418 cited
  • 2006International Perspectives on the Effectiveness of Geography Fieldwork for Learning255 cited
  • 2012Learning in the field: Synthesis of research on thinking and learning in the geosciences236 cited
  • 2009How Geoscientists Think and Learn212 cited
  • 2014A history of the world in twelve maps203 cited
  • 1996The Effects of Direct and Indirect Experience on Affective and Cognitive Responses and the Attitude–Behavior Relation

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191 cited
  • 2009The undergraduate geoscience fieldwork experience: Influencing factors and implications for learning117 cited
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