NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ839061
Record Type: Journal
Publication Date: 2007-Feb
Pages: 23
Abstractor: As Provided
Reference Count: 74
ISBN: N/A
ISSN: ISSN-1038-2046
Assessing the Quality of Essays Using the SOLO Taxonomy: Effects of Field and Classroom-Based Experiences by "A" Level Geography Students
Munowenyu, Ernest
International Research in Geographical and Environmental Education, v16 n1 p21-43 Feb 2007
This paper explores "meaningful learning" as influenced by "constructivism." The study focused on assessing and comparing the quality of essays written by students who learnt a given topic in a classroom setting ("control") to those who learnt the same topic in the field ("experimental"). The objective was to find out whether fieldwork carried out by "A" level geography students enhanced "deep level learning" as opposed to "surface level learning" as reflected by the quality of essays. The essays were assessed using the Structure of Observed Learning Outcome (the SOLO Taxonomy). The results indicate that learning a given topic through fieldwork as opposed to the classroom enhances "deep level learning" as evidenced by the quality of essays written by the "experimental" group (showed an ability to focus on the underlying meaning of the learnt material) compared to those by the "control" group (concentrated more on learning facts that were often disjointed). (Contains 4 tables and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Zimbabwe