Technology, Accuracy and Scientific Thought in Field Camp: An Ethnographic Study

An ethnographic study was conducted on an undergraduate field course to observe and document lived experiences of students. This paper evaluates one of several emergent themes: that of technology dependence, and how it informs students’ understanding of scientific reality. In the field, students tried to arm themselves with as high a degree of precision as possible. They assumed that technology was equated with precision, and in turn, precision with scientific reality; i.e., accuracy.

This page last updated 20 May 2019 - 3:15pm

Ethnographic methods in analysis of place-based geoscience curriculum and pedagogy

Place-based education is locally situated, experiential, and transdisciplinary. It is informed not only by scientific knowledge of places and regions, but also by the humanistic meanings and affective attachments (senses of place) that people affix to them. Enhanced sense of place is an authentic learning outcome of place-based teaching. Qualitative analyses of a student’s behavior and attitudes in a place-based learning context can be used to triangulate instrument-driven psychometry of pre- to postexperience changes in sense of place and content knowledge.

This page last updated 20 May 2019 - 3:08pm
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