Evaluation of Student Learning Experiences in Physical Geography Fieldwork: paddling or pedagogy?

This paper reports a project carried out with first-year geography students undertaking physical geography field work. An experiment within the context of fluvial studies rests the effectiveness of student learning using contrasting approaches based on analytical-prediction and descriptive-explanation. The results, based on marks analysis and a review of student feedback, indicate that in the short term the traditional descriptive-explanation approach is significantly more conducive to student learning than the analytical-predictive mode.