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Utilitarian Approaches to Fieldwork: A Critique
Vol. 83, No. 3 (July 1998), pp. 205-213
Published by: Geographical Association
Stable URL: http://www.jstor.org/stable/40573207
Page Count: 9
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The hypothesis-testing approach to fieldwork has been widely adopted at all levels in geographical teaching. The assumption is that it offers students active participation in learning geographical concepts as well as enabling them to understand the mechanics of this geographical methodology. These assumptions are questioned in this article and it is argued that fieldwork planners should both re-evaluate the quality of learning taking place using this approach, and consider the implications of research findings for their practice. A range of alternative methodologies is available and should be considered.
Geography © 1998 Geographical Association