|Appears in Collections:||Biological and Environmental Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||The field course effect: gains in cognitive learning in undergraduate biology students following a field course|
|Publisher:||Taylor & Francis (Routledge)|
|Citation:||Easton E & Gilburn A (2012) The field course effect: gains in cognitive learning in undergraduate biology students following a field course, Journal of Biological Education, 46 (1), pp. 29-35.|
|Abstract:||Field work and field courses within undergraduate biology degrees have been under threat in recent years for multiple reasons and while there has been widespread support from learned societies, academic staff and students for the retention of field study, there has been little research to support the perceived value of field teaching within this context. This paper reports on research that addresses this issue. Undergraduate attainment data from final- year biology undergraduates were compared with similar attainment data from their penultimate year of study. Those students who attended a 10-day residential field course in Portugal between their penultimate and final years of study were found to perform about a grade better on a 20-point scale compared with non-attending students in their final-year honours module. This research provides quantitative evidence that field courses can increase attainment and improve cognitive learning in undergraduate biology students.|
|Rights:||The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.|
|Affiliation:||Biological and Environmental Sciences|
Biological and Environmental Sciences
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