Abstract

Field studies are considered to be a significant part of upper secondary school geography ever since 2011, when it was written as a compulsory element in the school curriculum, Gy 2011.  The aim of my research is to analyze what attitude teachers and students have towards field studies. Moreover, the purpose of this research is to examine whether it is effective for students learning in the field of urban geography. Today, the importance of field studies and learning by doing is emphasized in the curriculum due to the fact it promotes the ability of understanding ourselves in the world, which is the essence of geography. Despite the clear requirement for field studies, there is an uncertainty among teachers concerning how to conduct field studies. The overall goal of this study is to highlight why field studies are important.  The key is to explain what obstacles teachers have in order to find methods that make it simpler for teachers to complete field studies. The purpose of this essay is to reflect on the students' perceptions, as they are the recipients of field studies and it is their learning we attempt to seek.             To investigate this, an interview study has been conducted, where three upper secondary school teachers and fifteen students have been interviewed. The result shows that teachers have a positive attitude towards field studies and that they consider field studies in urban geography to be effective for pupils' learning. On the other hand, all teachers accounted for factors that affect their ability to complete field studies, mainly the time aspect. Furthermore, teachers felt that a leading role in field studies is necessary and without preparation, students' learning will not be promoted.