Learning by Feeling: Excursions into the Affective Landscape
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| Title: | Learning by Feeling: Excursions into the Affective Landscape |
|---|---|
| Language: | English |
| Authors: | Katherine Burlingame (ORCID |
| Source: | Journal of Geography in Higher Education. 2023 47(5):706-718. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Geography, Educational Research, Active Learning, Emotional Response, Emotional Experience, Affective Behavior, Psychological Patterns, Experience, Geographic Concepts, Geographic Location, Teaching Methods |
| DOI: | 10.1080/03098265.2021.1977917 |
| ISSN: | 0309-8265 1466-1845 |
| Abstract: | Learning by doing has become a common phrase in the scholarship of teaching and learning as research continues to emphasize the benefits of active student engagement in higher education. Instead of passive vessels to be filled with information, students become the architects of their own education. While traditional ways of teaching focus on what students should learn, there is now more interest in "how" they should learn. With the emotional turn in geography, research has increasingly focused on the lived experience and the emotional and affective dimensions of space and place. However, the question often remains as to how to bring such research into an active learning environment that extends beyond the classroom. Instead of learning by doing, learning by "feeling" is presented as a new way of teaching emotional geographies. Student projects from two courses in landscape geography reveal how excursions into the affective landscape help students explore emotional geographies through more creative, reflective, affective, and active learning assessment strategies. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1405941 |
| Database: | ERIC |
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| Abstract: | Learning by doing has become a common phrase in the scholarship of teaching and learning as research continues to emphasize the benefits of active student engagement in higher education. Instead of passive vessels to be filled with information, students become the architects of their own education. While traditional ways of teaching focus on what students should learn, there is now more interest in "how" they should learn. With the emotional turn in geography, research has increasingly focused on the lived experience and the emotional and affective dimensions of space and place. However, the question often remains as to how to bring such research into an active learning environment that extends beyond the classroom. Instead of learning by doing, learning by "feeling" is presented as a new way of teaching emotional geographies. Student projects from two courses in landscape geography reveal how excursions into the affective landscape help students explore emotional geographies through more creative, reflective, affective, and active learning assessment strategies. |
|---|---|
| ISSN: | 0309-8265 1466-1845 |
| DOI: | 10.1080/03098265.2021.1977917 |
