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Can the integration of field and classroom-based learning enhance writing? The life on our shore case study

Scott, Graham; Churchill, Helen; Grassam, Matthew; Scott, Lisa

Authors

Helen Churchill

Matthew Grassam

Lisa Scott



Abstract

There is a need to evaluate the benefits to children of integrated classroom and field-based learning. In this article, we describe a case study that involves children in the production of a field guide: an authentic task which integrates learner autonomy and open enquiry with field work, information and communication technologies (ICT) and classroom-based activities. We consider the impact that this task has had upon aspects of the children's factual writing. Although we found no improvement in the ability of the children to write sentences and only a marginal improvement in their ability to write for composition and effect, we did find a significant improvement in their ability to write about the ecology of an animal that they had encountered firsthand when compared to an animal that they had not encountered in life. © 2012 Copyright Taylor and Francis Group, LLC.

Journal Article Type Article
Publication Date Nov 1, 2012
Print ISSN 0300-4279
Electronic ISSN 1475-7575
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 40
Issue 5
Pages 547-560
APA6 Citation Scott, G., Churchill, H., Grassam, M., & Scott, L. (2012). Can the integration of field and classroom-based learning enhance writing? The life on our shore case study. Education 3-13, 40(5), (547-560). doi:10.1080/03004279.2011.562216. ISSN 0300-4279
DOI https://doi.org/10.1080/03004279.2011.562216
Keywords fieldwork; out of classroom learning; learning out of doors
Publisher URL https://www.tandfonline.com/doi/abs/10.1080/03004279.2011.562216