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A Review of Research on School Field Trips and Their Value in Education

2014, International Journal of Environmental and Science Education

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The field trip has long been recognized as a teaching tool in education, particularly in geology and biology sciences. However, the general agreement on the educational value of field trips has not been reflected in their use by schools. In truth, teachers seldom use outdoor activities, including field trips, as an integral part

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Reported are three studies of attitudes towards and effects of science education field trips. In the first study, 425 fifth and sixth graders participated in outdoor science activities in cne of three types of settinas. Results indicated that more learning took place when the number of available examples of concepts to be learned and setting novelty were both maximized. Students reported positive feelings about their experience and were observed to be spending over 90% of their time during the field trip on the assigned activities. The second study surveyed the attitudes and perceptions toward field trips of a nationwide sample of teachers, administrators, college methods instructors, and nature center professionals. All four groups held positive attitudes toward field trips and provided similar responses to most questionnaire items. The final investigation demonstrated the significant influence of certain factors associated with field trips upon learning and behavior. The three studies indicate that educators view science field trips as important, that field trips have clear cognitive and affective benefits, and that certain characteristics of learners and the field trip setting influence student attitudes, behavior, and learning.

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The benefits attributed to field trips by science educators are: social development; observation and perception skills; giving meaning to learning; providing first-hand experience and stimulating interest and motivation. Arguably, the "real value" of field work is attributed by students. In this study, 100 first-year students took part in an analysis of the value of a residential field trip. The field trip was a purposeful combination of personal development and academic activities. Pairwise comparison showed that the attributed value score for "Personal and Social Development" was significantly higher than scores for "Provide First-hand Experience" and "Observation and Perception Skills". The attributed value for "Stimulate Interest and Motivation in the Subject" also scored more highly than "Provide First-hand Experience", and "Observation and Perception Skills"; "Give meaning to Learning" was significantly higher than that for "Observation and Perception Skills". In addition, the "educator" was also able to significantly improve students' scores for "Stimulate Interest and Motivation". This insight into students' perceptions of field work recasts our thinking as educators; social capital is a key factor in student persistence and subsequence academic success. Field trips should be considered a valuable addition to retention strategies in a way that is tangible for students themselves.

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Museums invest considerable resources in promoting and supporting elementary-school field trips, but remain skeptical about their educational value. Recent cognitive psychology and neuroscience research require a reappraisal of how and what to assess relative to school-field-trip learning. One hundred and twenty-eight subjects were interviewed about their recollections of school field trips taken during the early years of their school education: 34 fourth-grade students, 48 eighth-grade students, and 46 adults composed the group. Overall, 96% of all subjects could recall a school field trip. The vast majority recalled when they went, with whom they went, where they went, and three or more specific aspects of what they did. Most said that they had thought about their field-trip experience subsequently, nearly three-quarters said they thought about it frequently. Reinforced by this study were the strong interrelationships between cognition, affect, the physical context and social context. Even after many years, nearly 100% of the individuals interviewed could recall one or more things learned on the trip, the majority of which related to content/subject matter.

The Use Of Field Trips in the Teaching and Learning of Science at Komenda College of Education in the Central Region of Ghana, 2024

The goal of this study was to perceive how field trips are used in scientific teaching and learning at Komenda College of Education in Ghana's Central Region. In a descriptive study, questionnaires were utilized to collect data from 240 students and all science tutors 7 at Komenda College of Education. Statistical Package for Social Services version 17 was used to analyze the data. The ultimate agreement (2.5 and above) or disagreement with the statements was determined by computing the Means for all of the statements from the weighted averages (below 2.5). Students viewed field trips as a recreational activity and did not think they could be useful as a science teaching approach although tutors were aware of their importance in education. College authority's lack of support is the most important challenge affecting the use of field trips as a teaching and learning approach in the teaching and learning of science were found to be administration and curriculum inflexibility, difficulty in accessing transportation (including cost), and unwillingness on the part of receiving institutions and companies to receive students on certain days of the week. The recommendations include raising awareness of the value of field trips in science teaching and learning at all levels of education, as well as including college administration and students in decision-making when planning for any educational trip. Field visits should also be used in all areas of teaching, particularly scientific sessions, with a focus on the objectives to pique students' enthusiasm for using field trips. The recommendations included creating awareness of the importance of field trips in the teaching and learning of science, and involving College Management, parents and students in the decision-making process. Again, field trips should be part of lessons, with a stress on the objectives to stimulate students' interest in the teaching and learning of science.

Science Education, 2005

This investigation sought to identify the motivations that comprise teachers' agendas when leading student fieldtrips to science museums or similar sites. A survey distributed to upper elementary teachers resulted in a variety of open-ended responses that were analyzed and coded to identify recurring themes. In addition, ten teachers planning to lead a school trip to a natural history museum were interviewed and observed. Interview and observation data were used to triangulate findings and refine descriptions of actual practice. Eight fieldtrip motivations were identified including to connect with the classroom curriculum, to provide a general learning experience, to encourage lifelong learning, to enhance interest and motivation, to provide exposure to new experiences, to provide a change in setting or routine, for enjoyment, and to meet school expectations. Results indicated that 'connecting to the classroom curriculum' was an important consideration, although teachers had different interpretations of what this meant. Further examination of the teachers' agendas suggested the influence of different contexts, including that of the school and the museum site. These findings lead to suggestions for facilitating school visits to informal settings by considering the teachers' fieldtrip perspectives and agendas.

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A Review of Research on School Field Trips and Their Value in Education

June 16th, 2014 | RESEARCH

The purpose of this paper is to examine the importance of science field trips as educational tools to connect students to classroom concepts. Experiential learning at formal and informal field trip venues increases student interest, knowledge, and motivation. The teacher's role in preplanning, implementation, and reflection often dictates the impact that the field trip will have on students. Science teacher education programs do not traditionally instruct preservice teachers how to plan or coordinate a field trip. Once teachers are empowered and learn how to develop and orchestrate a successful field trip, they will enable students to develop interest in science, which may lead to improved learning or improved science literacy. Because some school systems are limiting science field trips, this paper concludes by examining inexpensive or cost-free field trip ideas.

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Identifier Type: ISSN Identifier: 1306-3065 Identifier Type: DOI Identifier: 10.12973/ijese.2014.213a

Publication: International Journal of Environmental & Science Education Volume: 6 Number: 3 Page(s): 235

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Audience: Educators | Teachers | Elementary School Children (6-10) | Middle School Children (11-13) | Museum | ISE Professionals | Youth | Teen (up to 17) Discipline: Education and learning science | General STEM Resource Type: Peer-reviewed article | Research Products Environment Type: Informal | Formal Connections | K-12 Programs | Museum and Science Center Programs | Public Programs