Constraints in the implementation and execution of fieldwork in schools

Abstract

As a discipline, one of the unique attributes that Geography has is fieldwork. The concept of fieldwork is well known all over the world. Shroder (2002) is of the view that fieldwork in Geography is an outstanding method in the discipline whereby new understandings of the physical phenomena can be incurred most clearly when combined with other comprehensive mapping tools in the Geographic Information Science (GIS) laboratory.

According to Onn and PohPoh (2008), as a subject concerned with the study of human activities in relation to the physical environment, Geography should have a firm appeal to learners, however in most cases it raises little interest and even has to rationalise its position in the curriculum. In many schools, the education of learners in detailed fieldwork techniques is limited and it is therefore regrettable but true that in many of our schools Geography is still largely taught and learnt as a compendium of facts. Although more enlightened methods or approaches are available, in many schools in Zimbabwe, many teachers still stick to the