Field Work

Science teachers should incorporate field work into their curricula because it offers authentic learning experiences for students, giving them greater understanding of the natural and technological world in which they live.

The value of fieldwork in schools

Fieldwork allows students to connect abstract scientific ideas with ‘hands on’ experiences by allowing students to observe animals and plants in their natural habitat. It also promotes a deeper understanding of the investigatory approaches that underpin the whole of science.

Biological fieldwork is important for the future of academic disciplines like ecology, for the science skills base and for the public understanding of science and environmental change.

The cost of not support fieldwork in schools is significant. The ability to address important environmental issues, such as the impact of climate change, will be undermined in the future if there is not a strong skills base in certain areas such as ecology and taxonomy. This will in turn have a significant impact on our ability to understand and manage changes to natural resources in the future.

Barriers to fieldwork in schools

Transport and subsistence costs are a major disincentive within primary and secondary schools. Fieldwork in schools is often subsidised by wealthier parents or by the Local Education Authorities for schools deemed to be in special need. There are significant proportions of students that fall between the two ends of the spectrum.

Difficulties in trying to position fieldwork within an already packed curriculum result in the running of such courses within vacation periods. This has implications for staff time and student motivation. It also means that the fieldwork is not as integrated into the curriculum as it should be.

Risk assessments, and the fear of prosecution should those assessments be found to be inadequate, are major hurdles for teachers. The time scales required for submission of such assessments and the extra burden that the preparation of these place on staff do not encourage teachers to use the outdoor environment as a different medium in which to present the curriculum.

There is a critical shortage of biology teachers with the academic and professional skills to support planning and organising fieldwork in both schools and universities. There are no clear recommendations for outdoor teaching experience of biology fieldwork within the national curriculum for teacher training in science.