| Título: | Fieldwork in Geography: A Review and Critique of the relevant literature on the use of objectives. |
| Autores: | Munowenyu, Ernest M. |
| Fecha: | 2006-04-04 |
| Publicador: | Educate: the journal of doctoral research in education |
| Fuente: |
 |
| Tipo: |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| Tema: | No aplica |
| Descripción: | Learning is the ultimate goal of all educational processes. It takes place through the interplay of a number of influential but related factors. More importantly, learning is purposeful and not randomised. This explains why, at the end of any learning process, it is essential to gauge the extent to which learning has actually occurred. The literature reveals that this can be done through pre-specifying the learning objectives (objectives model) or using an open-ended approach in which objectives are not specified at all (process model). This paper argues that as students learn Geography through fieldwork, the decision to use the former or latter model is immaterial because what matters most is how much effective learning takes place rather than the model used in the lesson preparation process. The guiding principle, therefore, should be on meaningful learning, which is the ultimate goal of all sound educational processes and not whether objectives have been specified or not. |
| Idioma: | Inglés |
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