Changing Horizons in Geography Education - HERODOT Network ...

class using identical instructions and resources. Analysis of the 150 pieces of workprovided some evidence of pupils’ understanding. However, it was noted that therewere significant variations between the classes, even though they had very similarpreparation, outdoor activities and follow-up. It was decided that although a largeamount of data was available, few conclusions could be drawn as the teachers hadsomehow influenced how classes approached the task. It was therefore decided torevise the research process for 2004 (Orion et al., 1997).Research methodIn 2004 the next cohort of 10−11 years old pupils at the same school took part in theprogramme of coastal fieldwork, but with 120 children in four classes. The authorattended this day as an observer. As in 2003, one day of follow-up activities wasalso observed in each class. A short time after the fieldwork the headteacher agreedthat a research assistant could visit the school to administer the activity to each classwithout the teachers being present. She gave the same verbal instructions used in 2003and classes were provided with similar materials for expressing their understandingof coastal processes. They all had the same amount of time to complete the task.Pupils were asked to write their age and gender. The instructions encouraged pupilsto use any format to complete the activity: drawing, notes, poems, maps, diagramsand prose were all acceptable. Field notes were taken while the pupils completedthe activity.The research assistant coded pupils’ papers so that each class could be identified.Reflections on the data collection process were discussed. Each of the 120 samplesof pupil work was then analysed. This was based on the set of activities experiencedby each pupil at the coast and observations made during the fieldwork process.Research findingsIt was apparent that the use of a research assistant to collect the data provided muchgreater consistency across the four classes of their understanding of what they werebeing asked to do. Many individual approaches were used by the children but the 2004data enabled comparisons and generalisations to be made from this large data set.Field notes on how individual pupils and groups approached the task provided furtherinsights to aid the analysis of pupils’ work. Matthews (1992) talks of children havinga ‘lens of experience’ through which they develop ways of environmental knowing.The teachers provided a range of lenses in the various activities undertaken.Sea defencesPupils were asked to study the landscape to identify a variety of methods used toprotect the land from erosion. Over 90% of pupils included some reference to thisand many drew accurate representations of how each was constructed and what itspurpose was. 35% annotated their drawings in some way with comments such as“sea defence helps defend the beach and Skegness” (girl, 11). This is an interestingexample as it shows an understanding of how groynes protect the beach and concretestructures protect the land. 10% of pupils also showed they had seen how wood,33