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Denna uppsats fokuserar på att undersöka utomhuspedagogikens och fältstudiers roll inom geografundervisningen i skolan. Fältstudier har en stark tradition inom geografin både vetenskapligt och i undervisningen. Att ha lektionstid utomhus kan sägas ge eleverna möjligheten att själva uppleva och därmed skapa intryck som leder till en ökad motivation till lärande. Syftet med uppsatsen är att undersöka hur fältstudier, utomhuspedagogik, används av geografilärare i dagens skola. Uppsatsen består av två delar, två vägar för att undersöka användandet av lektionstid utomhus. En litteraturstudie där ett flertal olika professorers idéer och åsikter tas upp angående lärandet utomhus samt en intervjudel där fyra lärare har intervjuats och ger sina åsikter om fältstudier i undervisningen. Lärarna inkluderade i undersökningen är fyra lärare från två skolor i samma kommun varav två är lärare på högstadiet och två är mellanstadielärare. Resultatet visar att lärarna i undersökningen anser att utomhuspedagogik och fältstudier är något som de väldigt gärna vill inkludera i deras undervisning. Trots detta så används fältstudier relativt sällan av lärarna, där bland annat hinder som tid spelar en avgörande roll. De ser potentialerna med lektionstid utomhus men det har blivit en del inom undervisningen som inte aktivt används.

Entry-level occupational therapy (OT) students are required to complete level I and level II clinical fieldwork placements as part of their training program. Level II fieldwork experiences take place at the end of an OT academic program and have the purpose of transitioning students into competent entry-level practitioners. Many entry-level OT students complete their level II fieldwork experience at an inpatient rehabilitation facility; however, students typically learn information relevant to inpatient rehabilitation during the first year of a two- or three-year OT program. In this study, a review of eight OT program curriculums revealed that only one out of eight programs provide a fieldwork preparation course for students and few reviewed students’ clinical skills prior to their level II fieldwork placement. Inadequate preparation for fieldwork can decrease students’ readiness for the fast-paced environment in an inpatient rehabilitation facility setting and their learning experiences while on placement. To address this issue, an online educational module, Rehab Read-e, was designed to increase the level of preparedness for level II OT students completing their placement, at an inpatient rehabilitation facility. Using Bandura’s (1977) theory of self-efficacy, Rehab Read-e incorporates psychological changes achieved through different modes of intervention. Having previous experience will likely boost confidence in an individual’s perceived abilities to perform in similar situations as well as in different situations (Bandura, 1977). Rehab Read-e incorporates different learning styles and preferences that are enjoyable and beneficial for students completing online modules (Doyle & Jacobs, 2013). The module reviews important information including basic anatomy, vital signs, common diagnosis, formal assessments and patient handling. This module will assist OT programs and OT fieldwork supervisors with preparing students for their placement in an inpatient rehabilitation setting.

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Dissertation submitted to the Faculty of Education in fulfilment ofthe requirements for the degree Master ofEducation in the Department ofCurriculum and Instructional Studies at the University of Zululand, 2000. / Fieldwork is regarded as an educational activity that takes place outside the classroom. It is a learning experience of outdoors which gives reality to the subject and saves it from being arid and theoretical. As such, fieldwork is regarded by most Geographers as being central to their teaching, research and as intrinsic to the very nature of being a Geographer. Through fieldwork Geography learners can become more participative, purposeful, enthusiastic and more positive in their learning. This study investigates the implementation of fieldwork in Geography teaching in Secondary schools. A broad overview of the literature on fieldwork in general and fieldwork in Geography education in particular, was analysed. Grade 8, 9 and 10 Geography syllabus was analysed to establish the extent to which the syllabus, as a guideline for teachers, promotes fieldwork in the teaching of Geography. Further more 50 questionnaires were distributed to 50 Geography teachers to find the extent to which they understood fieldwork and to establish whether it was implemented in schools or not. The principal findings of the study were: 1. Qualification did not mean competence - All the respondents were well qualified and they claimed to be knowledgeable about fieldwork and yet their excuses and explanation of their modus operandi clearly showed that few if any of these teachers undertook fieldwork. Amongst other excuses teachers complained about lack of time, ignorance of syllabus and lack of finances to support field excursions. 2. Poor communication between the school and the parents- The research revealed that there was poor support from parents on the activities pertaining to fieldwork. This was as a result of poor communication between the school and the parents. Parents were not part of the planning of the annual school activities and they were only told when money was needed to undertake field-trips. Hence, there was poor support from their side. From the findings of this research, it is evident that fieldwork in Geography teaching has an important place in the South African curriculum.

Denna uppsats fokuserar på att undersöka lärande utanför klassrummet och vilken betydelse närmiljön har för undervisningen i skolan.  Syftet med uppsatsen är att undersöka hur lärare som är verksamma i skolor med olika närmiljö arbetar med fältstudier i sin undervisning, vilka lärandearenor de använder och vilka hinder de upplever. Vidare undersöks om det finns några skillnader i synen på utomhuslärande bland de studerade exemplen. Sex lärare som arbetar på låg- eller mellanstadiet ingår i studien. Tre lärare arbetar på landsbygdsskolor och tre i skolor som ligger i tätorter.  Resultatet visar på små skillnader i synen på utomhuslärande mellan lärare i landsbygds- och tätortsskolorna, men det finns en viss skillnad i utförandet och vilka arenor/platser de använder sig av i undervisningen. Det finns även en viss skillnad mellan landsbygds- och tätortslärarna i synen på vilka platsbundna hinder för fältstudier som de anger, men en likhet när det gäller hur icke-platsberoende faktorer påverkar möjligheterna till fältstudier. Den tydligaste icke-platsberoende faktorn är tid. Lärarna menar att det saknas tid för både planering och genomförande av fältstudier.  Lärarna upplever undervisning utomhus som väldigt positiv därför att den har stor potential, men det krävs mer resurser. Vidare bör rektorers syn på studier utomhus förändras för att mer undervisning ska kunna bedrivas. / The focus of this essay is to investigate the learning outside of the classroom and what significance the local environment has to education. Furthermore, the aim is to investigate how teachers at schools with different local environments include field studies in their teaching, what learning arenas they use and what obstacles they are experiencing. It is also investigated whether or not there are any differences in the perception of outdoor learning amongst the studied examples. Six teachers working towards the younger school ages, from age six to age twelve are a part of the study. Three of the teachers work at rural schools and the remaining at urban schools. There are small differences in the perception of outdoor learning between the teachers at the rural and the urban schools, the study finds. However, there is a difference in the implementation and the arenas/places used in the teaching. There is also a difference between the teachers when it comes to the perception of what place bound obstacles there is for field studies, but a similarity when it comes to how non-place bound obstacles affect the opportunities for field studies. The most clear non-place bound obstacle is time. The teachers say that there are not enough time for neither planning or implementation of field studies. However, the teachers feel that outdoor teaching is very positive, since it has a large potential but that more resources are necessary. Furthermore, they feel that the headmasters perception of outdoor teaching needs to change in order for them to carry on using outdoor teaching as a tool.

Thesis (M.A. (Social Work)) --University of Limpopo, 2013 / The study aimed at evaluating social work fieldwork practice at the University of Limpopo (Turfloop Campus) in relation to theory. The alignment of social work theory and practice is the goal of Social Work profession. Fieldwork practice in social work education forms the practical component of a social work curriculum. It is an essential bridge from classroom to service delivery settings as it provides an opportunity for social work students to connect theoretical education and fieldwork practice. However there is lack of integration between Social Work theory and Social Work fieldwork practice. There is indeed a continuing tension between theory and practice. With regard to the methodology, a combination of quantitative–qualitative research approach was used. Self-administered questionnaires, interview guide and focus group discussions were used to collect data from 3rd year and 4th year social work students as well as agency-based supervisors. The study revealed that social work fieldwork practice is essential for the integration of theory into practice. Therefore the department of Social Work at the University of Limpopo should organize workshops for agency-based supervisors to update their theoretical knowledge base. Fieldwork assessment tool should be reviewed and Social work students should also be involved in the assessment process and self-assessment should also be introduced.

Based on the author's long term fieldwork from 2005 to 2008 in Qiaoxiang, a rural Hakka community in Xingning County, Guangdong Province, Southeastern China, this dissertation examines how the revival of tradition in contemporary China can be understood through the dynamic interaction and negotiation among state, villagers and local elites. This ethnography describes the history and reality of tumultuous social change in the community, especially in Maoist and post-Maoist times, and shows how the villagers living in weilongwu, a characteristic lineage or multi-family compound of the Hakka heartland, have managed to mobilize political, social and cultural resources to deal with outside forces in contemporary China. I analyze how the Maoist state's attempts to break down kinship ties failed and how kinship's importance has been maintained and strengthened in both collective and post-collective periods. This dissertation focuses on how the participation and collaboration of ordinary villagers and village elites facilitates a vigorous revival of tradition, including the establishment of organizations at the level of lineage and community, the reediting of genealogies, the rebuilding and renovation of ancestral halls, and most importantly, the reactivation of kinship rituals. I demonstrate how the active engagement and complicated entanglement of socialist state, overseas power and other contemporary forces has shaped and reshaped the social and cultural landscape of the local community. I argue that the revival of tradition is by no means a remnant of the past or a total invention; instead, traditions are forming within the fluctuating context of Late Imperial legacy, state imposition and uncertain modernity. I also argue that the ordinary villagers are not passive subjects of domination by state power or other forces; instead, they are sophisticated activists possessing the strategic competence and wisdom to deal with the circumstances in which they live. In this sense, tradition should be taken as the practice of ordinary people in an ongoing process of inventing and becoming.

This work presents arguments to the reader about the possible benefits for Landscape Architecture education using field study experiences. Three groups of information or opinion are presented: 1. fact supported by retrievable documentation or research, selected quotes from various literary sources, and 3. the writer's observations and opinions as derived from personal experiences, interpretations of fact and quoted material.A questionnaire was developed and administered to six Midwestern programs of landscape architecture. The results only pointed out that some schools sponsor Field study programs with varying frequencies, focusing on various topics, but it failed to expose the motives behind sponsoring field study programs, or the benefits of field study experiences. / Department of Landscape Architecture