Bringing Geomorphology to Life Through Fieldwork: A Case of Tshwane Districts Grade 12 Geography Teachers

Abstract

This study explores the strategies suggested by grade 12 geography teachers to revitalise geomorphology fieldwork within the content-driven Curriculum and Assessment Policy Statement (CAPS) in three Tshwane districts, South Africa. Fieldwork, a vital pedagogical tool for fostering experiential learning and deepening understanding of abstract geographic concepts, has declined significantly due to curriculum pressure, limited resources, and teacher capacity. Using Kolb's experiential learning theory (ELT), the study used a qualitative intrinsic case study approach involving nine purposively selected geography teachers. Semi-structured interviews were conducted and analysed using thematic analysis, resulting in four key themes: (1) using the local environment, (2) technology as an alternative to fieldwork, (3) repurposing school resources, and (4) continuous professional development in effective fieldwork integration. The findings highlight the resourcefulness of teachers and adaptive strategies to promote field-based learning despite systemic challenges. The study contributes to the discourse on practical geography education by offering contextually relevant, teacher-driven approaches to integrate fieldwork into the curriculum. It recommends policy support for localised CPD, flexible curriculum guidelines, and school-level innovation to support experiential learning. The paper concludes that bringing geomorphology to life through fieldwork is feasible and essential to promote learner engagement, conceptual understanding, and environmental awareness in geography education.