Fieldwork in the earth sciences is much valued by students, teachers and prospective employers alike, yet it has been reduced as a component of many undergraduate programmes in recent times. This study presents the results of an investigation of the undergraduate student perception of fieldwork, specifically in the context of the affective domain, and considers the effectiveness of field-based training as a pedagogical tool. Fieldwork provides the learner with a deep and immersive learning environment, where they are required to apply knowledge and theory acquired in class to the natural world, and to then analyse its validity. Strong spatial and temporal reasoning skills are routinely employed, and construction of maps is central to the learning experience, as it requires students to carefully observe their surroundings and make informed and reasoned decisions as to what is important and truly necessary to document. As part of this study students from a single higher education institution in Ireland were provided with anonymous questionnaires and polled for their opinions prior to and following a phase of residential fieldwork. The results clearly show an appreciation of not just the cognitive benefits, but also the transferable, technical and social skills developed and improved through their varied first-hand real world fieldwork experiences. These findings are much in keeping with those of previous studies. Overall, the student study group demonstrated enhanced affective domain responses to residential fieldwork: a recurring theme in the responses was recognition of the importance and value of sound observation and scientific rigor. These skills could subsequently be applied to many other areas of student learning, thus helping them to consolidate and integrate their knowledge base. The capacity of field training to transform the way students think was very evident – they became knowledge generators rather than just knowledge recipients. Received : 21 March 2018 Accepted : 08 May 2018 Published online : 31 May 2018

中文翻译：

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感觉如何？广泛的教学视野中的情感领域和大学生对田野调查的感知

学生，教师和准雇主都非常重视地球科学的实地考察，但近年来，实地考察已被减少为许多本科课程的组成部分。这项研究提出了对大学生对实地工作的看法的调查结果，特别是在情感领域，并且考虑了实地训练作为一种教学工具的有效性。田野调查为学习者提供了一个深度沉浸式的学习环境，要求他们将课堂上获得的知识和理论应用于自然世界，然后分析其有效性。通常会使用强大的时空推理能力，并且地图的构建对于学习体验至关重要，因为它要求学生仔细观察周围的环境，并就需要记录的重要和真正必要的内容做出明智而合理的决定。作为这项研究的一部分，来自爱尔兰一所高等教育机构的学生将获得匿名问卷，并在进行住所现场调查之前和之后进行民意调查。结果清楚地表明，不仅是认知上的好处，而且是通过他们在现实世界中的各种第一手现场工作经验而发展和提高的可转让，技术和社交技能的欣赏。这些发现与以前的研究非常吻合。总体而言，该学生研究小组展示了对住宅野外作业的情感领域增强反应：回应中反复出现的主题是认识到声音观察和科学严谨的重要性和价值。这些技能随后可以应用于学生学习的许多其他领域，从而帮助他们巩固和整合他们的知识库。现场培训改变学生思维方式的能力非常明显–他们成为知识的产生者，而不仅仅是知识的接受者。收到：2018年3月21日接受：2018年5月8日在线发布：2018年5月31日