Fieldwork

FIELDWORK

INTRODUCTION

Fieldwork is an approach through which geographical knowledge and skills can be acquired practically in the field. The field is the major source of primary geographical information (data). Therefore, fieldwork involves observation, interpretation of what is being observed and recording the relationship between the human and physical environment.

Fieldwork in Geography, is therefore conceived as a field of study concerned with the physical and human landscape in both urban and rural settings and whose teaching must be based on three-fold study approach namely:

1. Observation

2. Recording and interpretation

3. Making of generalisations based on this approach

Note the following:

1. Studies in local geography should be based on direct observation in the field.

2. Distant places or regions, landscapes must be brought in the classroom and given reality by adopting studies similar to these in the field i.e. through use of sample studies, where the teacher provides pictures, diagrams or models to be observed,recorded and interpreted.

Aim:

The aim of field work in geography is to:

Enable students develop skills of information gathering, interpretation and writing for future reference.

Learning objectives:
By the end of this unit, learners should be able to:
-Define fieldwork.
-Describe the different methods of primary data (information) collection.
-Apply the acquired skills and knowledge and record observed information.
-Identify the relationships between physical and human environment using the collected data.
Main content and concepts to emphacise:
1. Preparation for fieldwork.
2. The actual fieldwork.
3. Follow up activities.
4. Geographical significance of fieldwork.
5. Geographical relationships.
6.Methods of data collection.
7. Presentation of findings.

FIELDWORK GUIDE

Preparation of Fieldwork

For any field work study to be undertaken, preparation should be taken seriously and the following is crucial:

1.Need for adequate planning

The pre-field work preparation in the organisation of fieldwork is very important. The success and failure of the fieldwork study will largely depend on how well pre-field preparations were made.(Similar to success of a party or wedding feast which depends on how well wedding meetings are conducted)

Thus,both technical and organisational decisions should be considered.

Technical Decisions

These include the following:

-Identifying the topic to work on.
-Setting up the objectives of the study.
-Identifying the area where to carry out fieldwork.
-Conducting a pilot study of the fieldwork area.
-Determining methods to be used in carrying out fieldwork.
-Determining the equipment(s) to be used in the field.
-Seeking permission to carry out fieldwork.

Organisational Decisions

These include the following:

-Determining the route plan.
-Estimating of time required for the fieldwork.
-Deciding on what activities to carry out, where and how.
-Estimating how much time to spend on each activity in the field.
-Marking particular areas of interest.
-Determining what instructions to give to students.
-Identifying the essential equipment(s) needed for fieldwork.
-Deciding the date to carry out the fieldwork.

FOLLOW UP ACTIVITIES

Follow up activities (analysing data and presenting results of fieldwork)
The main purpose of the follow up exercise is to re-organise and discuss results, concerning the topic and the objectives of fieldwork as spelt out from the beginning.

What to note

• Students discuss and compare data (is sharing information through discussion).
• Polish up diagrams and sketches drawn during the study.
• Organise the data, analyse and interprete the data and show the different relationships.
• After compiling each group report their findings (data presentation).
• Students write a report on the entire fieldwork exercise.

Report writing (this report is based on field experiences and data (information) gathered according to the objectives)
The report should include the following sections:

• The topic of study.
• The objectives of the study.
• Methods used while carrying out fieldwork.
• The findings obtained as per objective and appropriate sketches and diagrams that are used to illustrate information. Findings could be both positive and negative.
• Problems faced while carrying out fieldwork.
• Conclusion. Draw meaningful conclusions and recommendations, basing on the topic and findings obtained in the fieldwork study.

Geographical significance of fieldwork.

The findings or results may help us to understand the geography of the area in the following ways:

• Update the information about the area of study (current situation).
• Highlight the new problems facing the people in the area (threats).
• Shows new solutions and prospects of developing the area (opportunities).
• Help in the understanding of geographical relationship existing in the area.

Geographical relationships

What are relationships?

Relationships are corrections between two or more geographical aspects. According to that view a Geographer will: -
1.  Look at the natural environment around the area of study, thus consider the physical environment.
Identify the differences within that natural environment namely: relief (mountains/hills, slopes, valleys, plains), natural vegetation cover, soils aspect, climate and drainage.

Illustration.

How the physical environment influences the physical environment (physical to physical connection).

• Identify the type of relief (e.g. gentle slopes)
• Identify depth type of soils (deep fertile soils).
• Give reasons for deep fertile soils on the gentle slopes.

2.Identify the various ‘acquired’ characteristics i.e. economic and human aspect that is not natural (human landscape namely: agriculture, forestry, fishing, mining/quarrying, settlement, transport and communication.)

- Identify the different human factors.

- See how the physical factors influence human activities.

Example: drainage (lake)

Human aspect- fishing activity

Reason – presence of the lake.

Man’s activities are largely determined by the environment.

Relationship-physical to human connection.

3.  Human activities modify the landscape through construction, settlement, transport and communication i.e. man and land use.

Relationship – human-to-human connection.

NB: However the relationship could be either positive or negative.

Basically there are three types of relationships to be identified.

• Physical factors influencing physical features.
• Physical factors influencing human activities.
• Human factors influencing human activities.

NB: Relationships have to be illustrated with place names and direction from the field.

STUDENT’S  ACTIVITY
(Sample of students’ activity)

Topic of study

The growth and development of Katosi Fish landing site on the shores of lake Victoria in Ntenjeru sub-county, Mukono District.

OBJECTIVES OF THE FIELD WORK STUDY

1. To find out the location of Katosi fish landing site.
………………………………………………………………………………………………………………………………………………..

2. To find out the historical background of Katosi landing site.
………………………………………………………………………………………………………………………………………………..

3. To find out the factors which have favoured the establishment of Katosi fish landing sit.
………………………………………………………………………………………………………………………………………………..

4. To identify the types of fish caught, methods used to catch fish at the area of study.
………………………………………………………………………………………………………………………………………………..

5. To identify the methods used in processing, preservation, mode of transport and marketing of fish at Katosi fish landing site.
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6. To find out the problems facing Katosi fish landing site and how they are being solved.
………………………………………………………………………………………………………………………………………………..

7. To examine the influence of Katosi fish landing site on the surrounding areas/environment.
………………………………………………………………………………………………………………………………………………..

8. To find out the future prospects of Katosi fish landing site.
………………………………………………………………………………………………………………………………………………..

 STRUCTURED INTERVIEW

1. Date of interview:.....................................................
2. Place of interview:……………………………………………………….......
3. Name of officer interviewed:……………………………………………..

LOCATION OF THE AREA OF STUDY.

Latitude:…………………………………………………………….....

Longitude:………………………………………………………….....

Direction:……………………………………………………………....

Distance from the nearest town:………………………….

Village:…………………………………………………………….......

Parish:……………………..Sub-county……………………………

County:…………………….District………………………………...

Surrounding villages:………………………………………………

RELIEF OF THE AREA OF STUDY

Describe the relief of the area of study

…………………………………………………………………………………………

Geology

1. Rock types…………………………………………………………....
2. Rock structure……………………………………………………....

Identify the land forms/features……………………………………

Soil type…………………………………………………………………………..

CLIMATE OF THE AREA OF STUDY

1. Type of climate……………………….climate zone……………
2. Characteristics of climatic type identified……………….
3. Amount of rainfall received per year………………………..
4. Rainfall regime…………………………………………………………..
5. Temperature………………………………………………………………
6. Cloudiness…………………………………………………………………
7. Humidity……………………………………………………………………
8. Name of the local winds…………………………………………

   VEGETATION

1. Type(s) of vegetation……………………………………………………
2. Characteristics of the vegetation………………………………..
3. Spatial distribution of vegetation……………………………….
4. Uses of the vegetation…………………………………………………
5. Its relationship to the

           a) Climate…………………………………………………………………

           b) Soil……………………………………………………………………….

           c) Drainage………………………………………………………………

DRAINAGE OF THE AREA OF STUDY.

Drainage patterns-------------------------------------------------------------------------------

Drainage features-------------------------------------------------------------------------------
                           

DEMOGRAPHY OF THE AREA OF STUDY.

1. Size of the population -------------------------------------------------------------------
Number of men-----------------------------------------number of women------------
Number of children-----------------------------------------------------------------------

2. Population distribution-------------------------------------------------------------------
3. Population density------------------------------------------------------------------------
4. Settlement patterns----------------------------------------------------------------------

                                 

HISTORICAL BACKGROUND KATOSI FISH LANDING SITE

FACTORS FOR ESTABLISHMENT OF KATOSI FISH LANDING SITE.

1. Physical factors--------.--------------------------------------------------
2. Socio-economic factors
3. Political factors-----------------------------------------------------------

TYPES OF FISH CAUGHT LANDING AT KATOSI FISH LANDING SITE

No	Biological Name	English Name	Local Name
1
2
3
4
5
6
7
8
9
10

NB: Season(s) when fish is caught. -------------------------------------

1. Season when fish is caught most----------------------------------
2. Number /quantity of fish caught:
3. Per day----------------------------------------------------Kg
4. Per month--------------------------------------------------Kg
5. Per year--------------------------------------------------Kg

AMOUNT OF FISH CAUGHT AT KATOSI FISH LANDING SITE OVER FIVE YEARS.

Year	Amount of fish in (‘000 tons)
1998
1999
2000
2001
2002
2003
2004
2005

METHODS USED TO CATCH FISH ON LAKE VICTORIA

1)
2)
3)
4)
5)
6)
7)
8)
9)
10)

Describe how each method is  used in extracting fish from Lake Victoria.

………………………………………………………………………………………………………………………………………………..

METHODS USED IN PROCESSING, PRESERVATION, MODE OF TRANSPORT AND MARKETING OF FISH.

1. Fish processing methods

………………………………………………………………………………………………………………………………………………..


2. Fish preservation (post-harvesting) methods

………………………………………………………………………………………………………………………………………………..


3. Mode/means of transport used at the Katosi fish landing site
   NB: identify the major fishing facilities found at Katosi fish landing site.

………………………………………………………………………………………………………………………………………………..


4. Methods of marketing of fish at Katosi

………………………………………………………………………………………………………………………………………………..


5. Major markets for fish at Katosi fish landing site
   
   ………………………………………………………………………………………………………………………………………………..
   

PROBLEMS FACING KATOSI FISH LANDING SITE

(Problems facing Fishermen, fish mongers/fish traders and the fish landing site)

………………………………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………………………..

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STEPS BEING TAKEN TO SOLVE THE PROBLEMS IDENTIFIED ABOVE

………………………………………………………………………………………………………………………………………………..

STEPS BEING TAKEN TO MODERNISE KATOSI FISH LANDING SITE

………………………………………………………………………………………………………………………………………………..

INFLUENCE OF KATOSI FISH LANDING SITE ON THE SURROUNDING AREAS/ENVIRONMENT.

1. Positive influence
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………



2. Negative influence

………………………………………………………………………………………………………………………………………………..

Relationship between

1. Physical and physical features
   
   ………………………………………………………………………………………………………………………………………………..
   
   ………………………………………………………………………………………………………………………………………………..
2. Physical and human features
   
   ………………………………………………………………………………………………………………………………………………..
   
   ………………………………………………………………………………………………………………………………………………..
3. Human and human features

NB: other economic activities carried out in the area of study.

………………………………………………………………………………………………………………………………………………..

FUTURE PROSPECTS OF KATOSI FISH LANDING SITE

……………………………………………………………………………………………………

RECOMMENDATIONS /OBSERVATIONS/GENERAL CONCLUSIONS

……………………………………………………………………………………………………

SKILLS GAINED DURING THE FIELD WORK STUDY

……………………………………………………………………………………………………

PROBLEMS ENOUNTERED DURING THE FIELD WORK STUDY.

……………………………………………………………………………………………………

ADVANTAGES AND DIASDVATAGES OF EACH METHOD OF DATA COLLECION IN REFERENCE TO FIELD WORK STUDY.

……………………………………………………………………………………………………........................................................

STEPS TO FOLLOW IN PREPARING AND EXECUTING FIELDWORK

Step 1: Identify the topic

What to note:

- The topic of study is an important guide, gives direction in carrying out field work.
- First identify the subject matter.
- Design the topic to establish the scope(what to study)
- Identify the area of study (where to look for data from)
- Think of the most informative and appropriate area for the topic-teacher finds suitable study area.

Step 2: Set specific objectives of the study

What to note

- Objectives summarise what is to be achieved by the study and should address key factors of the topic.

- Students are led to suggest short and precise instructions to facilitate the collection of data in the field. And should be in a logical sequence.

- The instructions are intended to direct the student’s activity towards acquiring specific skills.

- Objectives should be stated in action verbs that are specific enough to be achieved.

Examples:

ACTION VERBS	AVOID VAGUE VERBS (ABSTRACT)
To: - • Identify • Describe • Find • Determine • Establish • Investigate • Compare • Calculate • Analyse, etc.	To: - • Know • Appreciate • Understand • Study These vague verbs do not direct student’s activity towards acquiring specific data.

Illustration.

Topic:

The growth and development of urban markets: A case study of Nakasero market in Kampala City.

Objectives

These are exact statements of the activity and what is supposed to be observed.
The objectives of the study are as follows:
• To locate Nakasero market.
• To draw a sketch map showing site of the market.
• To explain factors for establishment of the market.
• To identify problems facing the market in the contemporary period.
• To find out how the market is dealing with these problems,etc.

Step 3: Pilot study

Pilot study is a pre-survey, or collecting preliminary information. I.e. students and teachers visit the area of study well in advance to familiarize with the area, judge and gauge how the actual field work could be conducted. Pilot study therefore provides the sample of raw materials for construction of clear achievable aims /objectives, and co-ordinate with others. After the teachers and group leaders carry out the pilot study, their observations and preliminary findings should be discussed in class under teachers' guidance.

What to note

The main purpose of planning is to take note of points and activities that would be relevant for the fieldwork exercise such as;

i. What you intend to cover.

ii. What is available and what you require.

iii. Decide on the methods of data collection.

iv. What activities to carry out.

v. What to stop making observation, sketching and explanation.

vi. How much time to spend on each activity.

vii. When to analyse and correct what you need.

viii. Where there is need, should leave behind a set of questionnaires, so that the respondents look for answers.

ix. Seek for official permission to carry out fieldwork through proper channels, i.e. school administration and administration officials of the area of study. Letters must be written seeking for official permission.

x. Decide on the equipment required in collection of data. E.g. Survey map/base map, Prepare questionnaires (handout,Magnetic compass, tape measures, Writing materials like pens, pencil, ruler, note books etc).

xi. Make budget for fieldwork exercise if there is need and pass it on to relevant authorities.

xii. Fix the date for fieldwork and a program for fieldwork to be put in place.

Step 4:Determine the different methods (skills) to be used in fieldwork to collect data

Some of the basic commonly used methods in geographical fieldwork studies include:

   1. Direct observation.

   2. Recording.

   3. Map orientation and reading.

   4. Interviewing.

   5. Sampling.

   6. Pacing.

What to note

i. Methods should be relevant to the topic of study and objectives.

ii. Methods of data collection should be identified and described.

iii. Explain the procedure taken to use the method.

iv. Information (specific data) obtained by the using a given method should be brought out.

METHODS USED IN FIELDWORK

1. Direct observation (visual observation)

Direct observation is to see and identify patterns and interrelationships.
This method gives opportunity to record what is seen directly.

2. Recording

The information collected should be written down in a systematic and understandable manner. It involves note taking, drawing field sketches such as maps, panoramas, transect (cross section), filling in base maps and tables (tabulating), etc.

Drawing is a way of recording information, it helps students to recognize and describe relief and land use on the landscape.

Panoramas and transects (cross section) help students to illustrate relationships between, slopes, soils, vegetation (physical landscape) and land use (human activities).

Sketches should have the following: Title/ Heading, key (man made feature and physical feature), and compass direction.

3. Map orientation and map reading.

With the help of a topographical survey map students relate or compare the map with the actual landscape. Orienting is using a compass to indicate direction (magnetic note).

What to note.

i. Students should be able to locate where they are. Find the position (i.e. grid reference) direction and distance, and also recognize how features are represented on the map.

ii. Students should work in groups for free discussion and help each other (team work).

iii. Students should understand the language of the map (identify symbols).

iv. Students work from the ground to the map, drawing well-labeled sketches and infilling of maps related to map reading and orientation.

4. Interviewing, note taking and filling in questionnaires.

Interviewing is when questions are asked to respondents and answers received from them to obtain information about desired geographical aspect.

What to note.

Interviewing in the method used to collect information, which cannot be obtained by observation, especially the economic and social factors.

For example:

i. Historical background

ii. Statistical figures

iii. Problems and solution prospects etc.

5. Sampling

A sample may be regarded as a specimen or a small portion of a whole or a bigger population, or part of the area under study taken to show what the rest is like. For example, it could be a percentage of total population to be interviewed or soil sampled, rock type etc.

What to note

Sampling method is useful when a questionnaire is used and when it is impossible to get the views of every body. Teacher should introduce simple sampling methods according to the level of students being taught.

6. Pacing

Pacing is a method of measuring using one’s stride.

What to note

The strides made should be equivalent to a specific unit for example metre foot.
Strides are therefore used to estimate sizes and distances.

Step 5: Identify the tools and equipment to be used in the collection of data.

Examples:

Stationary – pens, pencils, clip boards, note book, base map.
Measuring equipment- tape measure, foot-ruler, and magnetic compass.

Step 6: Briefing (coordination).

This specifies the details on how you are going to operate(operational plan)

This involves telling students what is expected. It involves the following: -

• Reviewing the topic to work on.

• Revising the objectives of the study, specifying how individual objectives are to be achieved.

• Describing the methods of recording data e.g. note making, filling tables, sketching and drawing, interviewing and filling questionnaires, observation , team work and consulting each other.

• Emphasising how to approach people in a polite way to maintain good relationship and high standards of discipline while in the field.

• Grouping the students into working teams (team work)

• Assigning students different responsibilities to do.

• Announcing the procedure of the trip (programs).

• Warning/cautioning students against possible problems but also stimulating their curiosity, so that they set off prepared to collect data.

Step 7: Actual fieldwork (collecting relevant data)

This is the stage of collecting data practically, the students go in the field and apply the knowledge and methods, identified and discussed in the pre- fieldwork preparations to collect the geographical data (information) about the area.

Note that:

i. Students assemble to receive equipment and handouts.

ii. The teacher’s role is to guide and supervise students during the fieldwork to ensure effective collection of data. The purpose of teachers’ supervision is to help achieve the objectives of study.

iii. In the field, the first thing to do is to introduce /notify your presence to relevant authorities or management by producing the letter that you used to seek permission during your pilot study.

iv. The best way to start fieldwork is identifying a strategic position where you can see all you want to study.

v. Ideally, you should start with map orientation.

vi. Periodically, review the topic and objectives to ensure that data being collected is relevant.

vii. Teachers offer guidance to students. By moving from student to student or group to group to see whether they are doing the expected, also entertain questions from students.

viii. At the end of each activity the teacher may review the aspects, posing stimulating questions to help the students re-organise the information according to objectives.

Step 8: Follow up activities (analysing data and presenting results of fieldwork)

The main purpose of follow up exercise is to re-organise and discuss results, concerning the topic and the objectives of fieldwork as spelt out from the beginning.

What to note

i. Students discuss and compare data (is sharing information through discussion).

ii. Polish up diagrams and sketches drawn during the study.

iii. Organise the data, analyse and interpret the data and show the different relationships.

iv. After compiling each group reports their findings (data presentation).

v. Students write a report on the entire fieldwork exercise.

Report writing (this is data analysis according to objectives)

The report should include:

• The topic of study

• The objectives

• Methods used while carrying out fieldwork.

• The findings as per objective and appropriate sketches and diagrams are used to illustrate information.

• Problems faced while carrying out fieldwork.

• Conclusion – draw meaningful conclusions and recommendations as based on the topic and findings.