Geology learning taught in secondary schools has undergone changes over time. Many researchers are looking for new strategies or trying to modify existing strategies to improve the teaching methods of this subject and help the emergence of active, critical and decisive citizens. Fieldwork is an increasingly popular strategy for integrated learning in the geosciences. In this research, we sought to identify the type and frequency of fieldwork performed by geology teachers. Also, our goal was to understand the importance of fieldwork in earth science education. For this purpose, a survey was prepared and answered by 16 11th grade biology and geology teachers. The results show that most teachers resort to fieldwork up to three times a year. Also, teachers know that the most suitable type of fieldwork for this level of teaching is problem-solving fieldwork. However, most of the activities carried out by the teachers show that they usually use the fieldwork type of direct observation. These results show that teachers need training at the level of implementing problem-solving field work.