Framing learning conditions in geography excursions

Abstract

The aim of this paper is to investigate and frame some learning conditions involved in the practice of geographical excursions. The empirical material from this study comes from several excursions made by students in human geography and an ethnometodological approach through participant observation is used. The study is informed by theories from human geography as basis for reflection and discussion. The results from this study show firstly that conditions for learning in excursions are conditioned by the particular method of learning.