Experiential learning through integrated project work: an example from soil science

Mellor, Antony (1991) Experiential learning through integrated project work: an example from soil science. Journal of Geography in Higher Education, 15 (2). pp. 135-149. ISSN 0309-8265

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Official URL: http://dx.doi.org/10.1080/03098269108709143

Abstract

The planning, implementation and evaluation of an integrated soil science project are examined. The project aimed to develop a wide range of student‐centred approaches to learning, whilst promoting the development of a variety of transferable skills and personal qualities. The four project components (fieldwork, laboratory analysis, data interpretation and preparation of a written report) ran in sequence. Only the written report was formally assessed although potential developments of this system were considered. The project was implemented in the light of Kolb's cyclical model of experiential learning, and student evaluation was achieved through questionnaire analysis and group discussion.

Item Type: Article
Subjects: F800 Physical and Terrestrial Geographical and Environmental Sciences
Department: Faculties > Engineering and Environment > Geography and Environmental Sciences
Depositing User: Becky Skoyles
Date Deposited: 09 Jul 2014 09:03
Last Modified: 10 Aug 2015 11:35
URI: http://nrl.northumbria.ac.uk/id/eprint/17009

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