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Homework Help: Solved 191640

Introduction Learning as a process has undergone a great revolution. Unlike before when learning was teacher based, focus is steadily shifting to the learner. Bush (2003, p. 41) notes that it is currently emphasised that in a learning process, the learner should be actively engaged in the whole process of learning. Kohl (2000, p. 54) argues that active participation of the learner is the only sure way of ascertaining that the intended knowledge is imparted to the learner. Teaching and learning are becoming more practical. Gardner (2006, p. 71) says that it is no longer a classroom affair where the learner and the teacher engage in theoretical aspects of learning within the confines of the classroom. Learning has changed focus and now the process embraces practicality of knowledge acquired in the classroom. Learning in an outdoor approach is gaining popularity (Wallace 2002, p. 58). The learner is engaged actively in the real issues within the environment, a fact that makes it easy to relate what is learned in the classroom to what is there in the real-life scenario. Hansen (2007, p. 39) affirms that Geography as a subject offers a learner with a rich experience and knowledge of the physical environment. The choice of this subject was motivated by the practicality involved in the subject. Geography is everywhere that is, within the classroom, along the way as the learner is going home, while at home, while the learner is on the playing ground, or even when asleep. It is a very rich subject and so practical. It is real and engaging the learner on it can be very easy irrespective of the age (Branscombe 2003, p. 78). It is what learners see and experience on their daily lives. For those in early stages of learning, this subject offers the best alternative for the teacher to cultivate the attitude of participatory learning approach as the teacher can easily engage the learner in active discussion and analysis of the immediate environment (Hoodless 2008, p. 81). In this module, the researcher intends to take the learners from the classroom to the field, and engage them in the basic aspects of environment that are very common to them but one in which they might not have related to Geography directly that is, Bicycle riding. To them, this might be fun or just a simple means of transport. However, this report is going to bring out how this is closely related to Geography as a subject learned in the class. This would help bring a connection between classroom lessons and real life scenarios. According to behaviour intellectuals, learning is a process of acquiring knowledge that would shape one’s behaviour (Bailey 2010, p. 45). This theory emphasizes on the importance of interconnection between classroom learning and real life scenarios. Similarly, Dewey, Brunner, Merrill and Papert assert that learning is an active process and is student cantered (De Boo 1999, p. 34). Constructivism requires the ending of standardized curriculum. This theory majorly relies on how students create their own understanding. Report of Learning Activities This research was based on the use of bicycle as a means of transport to work. This was chosen because it would not only bring out the importance of conservation of the environment but also enhance the learners’ ability to comprehend the use of statistics in geography. The research interview involved 60 people in two hospitals that are situated within Cambridge. Most of the respondents met at the bicycle-parking site were given questionnaires that asked five questions. The questions were as follows. Do you normally travel by bicycle to work? How long do you take to arrive to work? Where do you travel from? What are the main reasons that make you travel/or not by bicycle? Do you find safe to travel by bicycle? If not, why? In answering question 1, 42 cyclists said that they travel to work places by bicycles. This was a big number considering that only 60 respondents were interviewed. This indicates that 70% of those interviewed in the two hospitals based in Cambridge travel by bicycle. Those who confirmed that they do not travel by bicycle were 14. This means that 23% do not travel to work places by bicycle. Others gave specific reasons as to when they travel or do not travel by bicycles. A certain respondent stated that he only travels to work place by bicycle twice in a week. Another respondent indicated that he only travels to work place by bicycle when it is not raining. A different respondent said that she only travels to work place by bicycle when she can’t catch a bus. Another interviewee claimed that she only travels by bicycle during summer. Three other respondents stated that they sometimes travel by bicycle without attributing their behaviour to any specific factor. The three respondents indicated that 5% of the population surrounding Cambridge occasionally travels by bicycle. Most of the staffs working at Addenbrooke’s Hospital travel by bicycles. In total, only 5 individuals did not frequently travel by bicycle. However, there was no incidence where an individual was found not travelling by bicycle at any period of the year. Get your 100% original paper on any topic done in as little as 3 hours Learn More In contrast, the majority of staff members at Papworth Hospital do not travel by bicycle to work place. At Papworth hospital, 14 members do not travel to work place by bicycle. On the remaining 16 respondents, it was found out that 2 individuals did not travel by bicycles on normal basis (Strauss


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