field trip approach definition

Field Trip Fundamentals: Understanding the Essence of Educational Visits

Table of Contents

Welcome to our comprehensive guide on educational visits, also known as field trips, and their importance in the learning journey of students. These trips go beyond the traditional classroom setting, providing students with hands-on experiences, real-world connections, and opportunities for growth.

Research has consistently shown that educational visits have a profound impact on student learning. Through experiential learning, students develop a deeper understanding of the concepts taught in the classroom and gain valuable knowledge. These trips spark curiosity, foster engagement, and motivate students to explore subjects further.

Teachers play a vital role in planning and coordinating educational visits to ensure maximum impact. They carefully select destinations, plan activities, and facilitate meaningful learning experiences for their students. By integrating these visits, teachers enrich the curriculum and offer students diverse learning opportunities.

Key Takeaways:

• Educational visits, or field trips, enhance student learning by providing hands-on experiences.
• Experiential learning during field trips promotes a deeper understanding of classroom concepts.
• Teachers play an active role in planning and coordinating educational visits.
• Educational visits enrich the curriculum and offer students diverse learning opportunities.
• Field trips spark curiosity, foster engagement, and motivate students to explore subjects further.

The Importance of Experiential Learning

Experiential learning is a key aspect of educational visits. It allows students to directly participate and engage with the subject matter, resulting in a more positive attitude towards the topic. Numerous studies have shown that students who participate in field trips gain valuable knowledge and develop a deeper understanding of the concepts they learn in the classroom. Furthermore, these experiences can spark students’ interest in the subject and potentially lead to improved learning outcomes.

The Benefits of Experiential Learning

During educational visits, students have the opportunity to apply theoretical knowledge in practical ways. This hands-on experience enables them to see the real-world relevance of what they learn in the classroom. By actively engaging with the subject matter, students develop a deeper understanding and retain the information for a longer period of time.

Research has consistently shown that experiential learning leads to enhanced knowledge acquisition and retention. For example, a study conducted by Smith et al. (2020) found that students who participated in science field trips not only improved their conceptual understanding but also performed better on subsequent assessments compared to their peers who did not go on field trips.

Moreover, experiential learning ignites students’ curiosity and intellectual engagement. When students have the opportunity to explore, observe, and interact with the world around them, it stimulates their natural curiosity and encourages them to ask questions and seek deeper understanding. This sense of curiosity and intellectual engagement can foster a love for learning and extend beyond the classroom, making students more self-driven in their educational journey.

Experiential learning also has a positive impact on student interest in the subject. When students have a firsthand experience of a topic, they are more likely to develop a personal connection and genuine interest. This increased interest can lead to greater motivation, participation, and a desire to pursue further knowledge and exploration in that particular subject area.

To further illustrate the importance of experiential learning, let’s take a look at a real-world example:

This immersive experience allows students to develop a deeper understanding of marine biology concepts, appreciate the complexity of marine ecosystems, and witness the real-world impact of science. By engaging in experiential learning, students not only acquire knowledge but also develop critical thinking, problem-solving, and collaboration skills that are essential for their future success.

In the next section, we will explore how educational visits provide real-world learning opportunities and expand students’ horizons beyond the confines of the classroom.

Real World Learning Through Field Trips

Field trips offer students a unique opportunity to gain real-world experience and engage in hands-on learning outside the classroom. By venturing beyond the traditional academic setting, students can witness firsthand the practical applications of theoretical concepts. These educational visits to captivating field trip destinations allow students to experience the rich cultural heritage and natural beauty of different locations, leaving a lasting impact on their understanding and appreciation of the subject matter.

One such extraordinary destination is Bali, an island known for its cultural treasures and breathtaking landscapes. Students can delve into the wonders of the Monkey Forest, where they can observe indigenous species in their natural habitat and learn about the significance of these creatures in Balinese folklore. Another remarkable field trip destination in Bali is the Ulun Danu Bratan Temple, a sacred Hindu temple located on the shores of Lake Bratan. Students can immerse themselves in the spirituality and the architectural brilliance of this serene temple, gaining insights into Balinese customs and practices.

These field trips offer students more than just a change of scenery; they provide them with real experiences and interactive learning opportunities that stimulate curiosity and foster a deeper understanding of the subject matter. Through these firsthand encounters with different cultures and environments, students develop a broader perspective and a sense of appreciation for the world around them.

Let’s take a closer look at how real-world experience and hands-on learning during educational visits can impact student learning:

Benefits of Real-World Experience

Table: Key Benefits of Real-World Experience

Real-world experience through field trips provides students with a multidimensional learning experience that cannot be replicated within the confines of a classroom. As they explore field trip destinations like Bali’s Monkey Forest and Ulun Danu Bratan Temple, students engage with real-life examples of the subjects they study, creating lasting memories and a deep connection to the material. These experiences enhance their overall educational journey and equip them with valuable skills for future academic and personal success.

Continue reading about the benefits of educational visits in our next section: The Socio-Emotional Benefits of Field Trips.

The Socio-Emotional Benefits of Field Trips

Field trips offer more than just academic learning; they also provide valuable socio-emotional benefits for students. By exposing students to diverse cultures and environments, educational visits cultivate empathy and tolerance, important qualities in today’s interconnected world.

Interacting with individuals from different backgrounds fosters empathy, allowing students to develop a deeper understanding and appreciation for others’ perspectives and experiences. Field trips create opportunities for students to step outside their comfort zones and engage with individuals who may have different beliefs, customs, or socioeconomic backgrounds.

Collaboration is another key aspect of field trips that enhances students’ social skills. Working together with their peers and adult guides during educational visits promotes effective communication, teamwork, and problem-solving. Students learn to listen to others’ ideas, compromise, and contribute to a shared goal, replicating real-world scenarios where collaboration is paramount.

These socio-emotional benefits have far-reaching implications for students’ future success. Developing empathy and tolerance equips students with the social skills necessary for building positive relationships, resolving conflicts, and thriving in diverse environments. By fostering these skills through field trips, educational institutions contribute to the holistic growth and development of students.

Examples of Socio-Emotional Benefits:

• Increased empathy and understanding of different cultures
• Enhanced tolerance towards others’ perspectives and experiences
• Improved communication and teamwork skills
• Development of problem-solving abilities

By embracing field trips as an integral part of education, we nurture the socio-emotional growth of students, promoting a more compassionate and inclusive society.

Academic Impact of Field Trips

Research has consistently shown the significant impact of field trips on students’ academic performance. These educational visits provide valuable hands-on learning experiences that contribute to enhanced concept retention and improved overall academic outcomes.

During field trips, students engage with content in varied ways, offering a multisensory learning experience that cannot be replicated in the classroom alone. This active participation allows students to apply theoretical knowledge to real-world contexts, deepening their understanding of the subject matter.

Studies have indicated that students who participate in field trips demonstrate improved test scores, indicating a higher level of academic performance. The combination of experiential learning, concept retention, and multisensory engagement fosters a more comprehensive educational experience, empowering students to actively explore and internalize information.

Benefits of Field Trips for Academic Performance:

• Enhanced concept retention through hands-on learning experiences
• Improved test scores and academic performance
• Deeper understanding of subject matter
• Application of theoretical knowledge in real-world contexts
• Engagement with content through multisensory learning

In summary, field trips have a profound impact on students’ academic performance by providing them with immersive learning experiences that promote concept retention and foster a deeper understanding of the subject matter. The combination of hands-on learning, multisensory engagement, and real-world applications creates a dynamic educational environment that leads to improved academic outcomes.

Enriching the Curriculum Through Field Trips

Field trips provide an opportunity to enrich the curriculum and offer students a more comprehensive learning experience. By incorporating educational visits, we can expose students to a wider range of learning opportunities and connect classroom concepts to real-world contexts. These diverse experiences allow students to gain a deeper understanding of the curriculum and make meaningful connections between different subjects.

When students participate in field trips, they have the chance to engage with the world outside the classroom walls. They can witness firsthand the practical applications of the knowledge and skills they acquire in school. Whether it’s a visit to a historical site, a science museum, or an art gallery, students can see how the concepts they learn in class come to life in the real world. By immersing themselves in these experiences, students expand their horizons and develop a broader perspective.

Field trips also provide an opportunity for curriculum expansion. Teachers have the flexibility to tailor the curriculum to the specific needs and interests of their students. They can design field trip activities that align with the curriculum objectives, enabling students to delve deeper into the topics they are studying. For example, a science field trip to a nature reserve can expand on biology lessons by allowing students to observe and study different ecosystems and the biodiversity within them.

Furthermore, field trips foster a multidisciplinary approach to learning. Students can see how different subjects intersect and relate to one another in real-world contexts. For instance, a visit to a historical site can incorporate elements of history, art, architecture, and even literature. By experiencing these connections firsthand, students develop a broader understanding of various subjects and how they intertwine in the real world.

Curriculum enrichment through field trips not only enhances students’ knowledge and understanding but also sparks curiosity and a love for learning. Students become more engaged and motivated as they see the relevance and practical applications of what they are learning. By broadening their educational experiences, we help students develop a thirst for knowledge that extends beyond the traditional confines of the classroom.

Benefits of Curriculum Enrichment through Field Trips:

• Enhanced understanding of curriculum concepts
• Meaningful connections between different subjects
• Flexibility to tailor the curriculum to student needs
• Promotion of multidisciplinary learning
• Increased student engagement and motivation

Curriculum enrichment through field trips is an invaluable tool in providing students with comprehensive learning experiences. As educators, we have the opportunity to expand our students’ horizons, foster their curiosity, and create memorable learning moments that resonate with them for years to come. By incorporating educational visits into our curriculum, we can create a rich and diverse learning environment that prepares students for success in the real world.

Continue reading about the impact of educational visits on students’ overall development and academic achievements at Exquisitive Education.

Building Lifelong Memories Through Field Trips

Field trips offer students the opportunity to create lasting memories that will stay with them for years to come. These memorable experiences serve as powerful motivators, fueling their desire to continue learning and exploring new ideas. When students share their field trip stories and experiences with family and friends, they not only reinforce their own memories but also strengthen their relationships and inspire others to embark on their own educational journeys. Field trips provide unique stories to tell and serve as a reminder of the personal growth and development that students have achieved.

Storytelling plays a significant role in preserving the memories and experiences gained during field trips. As students recount their adventures, they reinforce the knowledge and connections they formed during the trip, deepening their understanding of the subject matter. Furthermore, storytelling allows students to reflect on their own personal growth and highlight the transformative impact that field trips had on their lives.

Benefits of Building Lifelong Memories Through Field Trips

The essence of educational visits.

Educational visits, also known as field trips, offer students a hands-on experience that goes beyond the confines of the classroom. These visits provide students with the opportunity to explore and interact with different environments, cultures, and ideas. By stepping outside their comfort zones, students develop important skills such as problem-solving, communication, and adaptability. Additionally, educational visits expose students to diverse cultures, fostering empathy, and a broader worldview.

When students engage in educational visits, they have the chance to apply their knowledge in real-world contexts. Whether it’s visiting a historical site, exploring a science museum, or immersing themselves in a different culture, these experiences allow students to see the relevance of their classroom learning in the world around them. The hands-on nature of educational visits also enhances students’ understanding and retention of the subject matter.

Moreover, educational visits provide students with exposure to different cultures, fostering a sense of empathy and understanding. By interacting with people from diverse backgrounds, students develop a deeper appreciation for different perspectives and ways of life. This exposure helps build bridges between communities and promotes a more inclusive society.

Benefits of Educational Visits:

• Hands-on Experience: Educational visits provide students with practical, experiential learning opportunities that deepen their understanding.
• Real-world Context: By stepping outside the classroom, students can see the relevance of their learning in the real world.
• Cultural Exposure: Educational visits expose students to different cultures, fostering empathy and a broader worldview.
• Skills Development: Students develop important skills such as problem-solving, communication, and adaptability through educational visits.
• Memorable Experiences: Field trips create lasting memories that inspire students and encourage lifelong learning.

Overall, educational visits offer students a unique and invaluable educational experience. They provide hands-on learning opportunities, exposure to different cultures, and the chance to develop important life skills. With the multitude of benefits they offer, educational visits should be an integral part of every student’s educational journey.

Benefits for Teachers and Parents

Educational visits offer numerous benefits not only for students but also for teachers and parents. These field trips provide an opportunity for teachers to engage with students in a different setting, delivering information in a more interactive and engaging manner. By stepping outside the traditional classroom environment, teachers can tap into students’ curiosity and create memorable learning experiences.

Field trips also play a crucial role in fostering parental involvement in their child’s education. Parents have the chance to accompany their children on these educational visits, allowing them to actively participate in their child’s learning journey. This involvement fosters a sense of collaboration between parents and teachers, establishing a strong support system for the student’s educational development.

Moreover, educational visits demonstrate a commitment to providing students with a well-rounded education that extends beyond the classroom. By investing in these trips, schools and parents show their dedication to enriching students’ learning experiences and providing them with diverse opportunities to explore and engage with the world around them. These investments contribute to students’ overall growth and development.

Teacher Engagement

Educational visits rejuvenate teachers’ passion for teaching by allowing them to experiment with innovative teaching methods and interact with students outside of the usual academic environment. Teachers can explore various teaching strategies during these field trips, catering to different learning styles and individual needs. This engagement not only benefits the students but also reinvigorates teachers’ professional growth.

Parental Involvement

Field trips offer parents a unique chance to actively participate in their child’s education. By accompanying their child on these visits, parents can witness firsthand the learning experiences and academic growth of their children. This involvement creates stronger bonds between parents, teachers, and students, fostering a collaborative partnership in supporting the student’s educational journey.

Educational Investment

Investing in educational trips showcases a commitment to providing students with a comprehensive and holistic education. By exposing students to real-world experiences, cultural diversity, and hands-on learning opportunities, schools and parents invest in broadening students’ perspectives and enhancing their overall educational development. These investments contribute to students’ lifelong learning and equip them with the skills and knowledge necessary for future success.

The Value of Educational Visits

Educational visits have immense value in shaping students’ educational journey. They provide students with unique learning experiences that foster curiosity, empathy, and a deeper understanding of the world around them. These visits have a long-term impact on students’ academic performance, social skills, and personal growth. By investing in educational visits, schools and parents are investing in the holistic development and future success of their students.

When students participate in educational visits, they are exposed to new environments, cultures, and ideas. This exposure broadens their perspective and helps them develop a more nuanced understanding of the subjects they study in school.

For example, a history field trip to a local museum allows students to see artifacts and documents firsthand, bringing history to life in a way that textbooks cannot. This immersive experience helps students make connections between past events and the present, deepening their comprehension of historical concepts.

Furthermore, educational visits provide students with hands-on learning opportunities that engage their senses. This multisensory approach enhances their learning experience and improves information retention. For instance, a science field trip to a nature reserve allows students to observe plants and animals in their natural habitat, reinforcing their understanding of ecological concepts.

Educational visits also contribute to the holistic development of students. By engaging in real-world experiences, students develop social and emotional skills such as teamwork, communication, and adaptability. These skills are essential for navigating interpersonal relationships and succeeding in various aspects of life.

In summary, the value of educational visits cannot be underestimated. They provide students with unique learning experiences, have a long-term impact on academic performance, and contribute to the holistic development of individuals. Investing in educational visits is an investment in the future success and well-rounded education of students.

In conclusion, educational visits or field trips are invaluable in enhancing students’ learning experiences. These visits provide numerous benefits, including hands-on learning, exposure to different cultures, and opportunities for social and academic growth. By embarking on educational visits, students engage in experiential learning that goes beyond traditional classroom settings.

One of the major benefits of educational visits is their ability to enrich the curriculum. By exploring real-world contexts, students make meaningful connections between classroom concepts and their practical applications. This comprehensive learning experience not only deepens their understanding but also ignites their curiosity, fostering a love for lifelong learning .

Educational visits also create lifelong memories that students can cherish. These experiences serve as powerful catalysts, sparking a continued enthusiasm for learning and exploration. Moreover, through interactions with diverse environments and cultures, students develop essential skills such as empathy, tolerance, and communication, which are vital for success in today’s interconnected world.

Investing in educational visits is, therefore, an investment in the holistic development and future success of students. Through these transformative experiences, students gain valuable knowledge, skills, and a broader worldview that extends far beyond the confines of the classroom, enabling them to thrive in an ever-evolving, global society.

About The Author

Ethan Emerson

Ethan Emerson is a passionate author and dedicated advocate for the transformative power of education. With a background in teaching and a love for writing, Ethan brings a unique blend of expertise and creativity to his contributions on ExquisitiveEducation.com .His articles are a delightful mix of insightful knowledge and engaging storytelling, aiming to inspire and empower learners of all ages. Ethan's mission is to ignite the spark of curiosity and foster a love for learning in every reader.Ethan Emerson, is your companion in the realm of general education exploration. With a passion for knowledge, He delves into the intricate world of Education Expenses & Discounts , uncovering financial insights for your educational journey. From the vitality of Physical Education to the synergy of Education & Technology , Ethan's here to bridge the gap between traditional and innovative learning methods. Discover the art of crafting impressive Resume & Personal Documentation in Education , as well as insights into diverse Career Paths, Degrees & Educational Requirements . Join Ethan in navigating through a sea of Educational Courses & Classes , exploring the nuances of various Education Systems , and understanding the empowering realm of Special Education . With an eye on Teaching & Teachers , He offers a glimpse into the world of educators who shape minds. Let's unlock Studying Tips & Learning Methods that turn education into a delightful journey of growth with Exquisitive Education .

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Understanding Field Trips in Education

Learn about Field Trip in this educational glossary entry.

In the realm of education, a field trip is a planned excursion away from the classroom to provide students with firsthand experiences that enrich their learning. Field trips are an integral part of the educational process, offering students the opportunity to explore real-world environments, engage with new concepts, and apply classroom learning in practical settings. These outings can take place at a variety of locations, such as museums, historical sites, nature reserves, scientific institutions, and more, depending on the educational objectives of the trip.

Types of Field Trips

Field trips can be categorized into various types based on their focus and purpose. Some common types of field trips include:

• Academic Field Trips: These trips are directly related to the curriculum and are designed to enhance students' understanding of specific subjects. For example, a science class might visit a botanical garden to learn about plant biology.
• Cultural Field Trips: These trips aim to expose students to different cultures, traditions, and historical landmarks. Visits to art galleries, historical monuments, or cultural festivals fall under this category.
• Outdoor Field Trips: Outdoor field trips focus on exploring natural environments such as forests, beaches, or mountains. These trips provide students with opportunities for outdoor learning and environmental education.
• Community Service Field Trips: These trips involve students in volunteer activities or community service projects. Students learn the value of giving back to the community and gain a sense of social responsibility.

Benefits of Field Trips

Field trips offer numerous benefits to students, educators, and the overall learning process. Some of the key advantages of incorporating field trips into the curriculum include:

• Enhanced Learning: Field trips provide students with hands-on experiences that complement classroom instruction and deepen their understanding of academic concepts.
• Increased Engagement: Students are more engaged and motivated when learning in real-world settings, leading to improved retention of information.
• Exposure to Diversity: Field trips expose students to diverse cultures, environments, and perspectives, fostering a broader worldview and cultural awareness.
• Development of Life Skills: Field trips help students develop critical thinking, problem-solving, and social skills through interactive experiences outside the classroom.
• Enriched Curriculum: Field trips enhance the curriculum by providing students with opportunities to apply theoretical knowledge in practical contexts, making learning more meaningful and memorable.

Planning and Preparation

Effective planning and preparation are essential for a successful field trip experience. Educators and organizers must consider several factors when planning a field trip, including:

• Learning Objectives: Clearly define the educational goals and outcomes of the field trip to ensure alignment with the curriculum.
• Destination Selection: Choose a location that is relevant to the subject matter and offers valuable learning opportunities for students.
• Safety Measures: Prioritize student safety by conducting risk assessments, establishing safety protocols, and ensuring adequate supervision during the trip.
• Logistics: Arrange transportation, obtain necessary permissions, and communicate trip details to students, parents, and chaperones in advance.
• Engagement Activities: Plan interactive activities, guided tours, and hands-on experiences to maximize student engagement and learning outcomes.

Post-Trip Reflection

After the field trip, it is important to engage students in reflection activities to reinforce their learning and facilitate deeper understanding. Some post-trip reflection strategies include:

• Discussion Sessions: Encourage students to share their experiences, insights, and observations from the field trip in group discussions or class presentations.
• Journaling: Have students write reflective journals or essays about their field trip experiences, highlighting key learnings and personal reflections.
• Project-Based Assessments: Assign projects or assignments that require students to apply their field trip experiences to demonstrate their understanding of the subject matter.
• Feedback Collection: Gather feedback from students, educators, and chaperones to assess the effectiveness of the field trip and identify areas for improvement.

Field trips play a crucial role in enhancing the educational experience by providing students with opportunities for experiential learning, cultural exploration, and skill development. By venturing outside the classroom and engaging with real-world environments, students can deepen their understanding of academic concepts, broaden their perspectives, and acquire valuable life skills. Educators, parents, and organizers must collaborate to plan, execute, and evaluate field trips effectively to maximize their educational impact and ensure a meaningful learning experience for all participants.

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Definition of field trip

Examples of field trip in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'field trip.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1926, in the meaning defined above

Dictionary Entries Near field trip

field trial

Cite this Entry

“Field trip.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/field%20trip. Accessed 11 Sep. 2024.

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What is field trip | definition of field trip in education.

The term “field trip” has been known for decades in many sectors and it is a common term used in worldwide schools. It seems that a field trip is a favorite part of both teachers and students who are keen on learning and discovering. So, what is a field trip in education? Scroll down to find out the field trip definition and its many types.

Educational Field Trip Definition

A field trip or excursion is a journey taken by a group of people to a place away from their usual environment. In education, field trips are defined as visits to an outside area of the normal classroom and made by a teacher and students for purposes of firsthand observation. A field trip can be expressed in many terminologies. People call educational trips or school tours in the UK and New Zealand, and school tours in the Philippines. Field trips are a popular method carried out for students to introduce to the concepts, experiences, and ideas that cannot be given in a classroom environment. School tours can be considered as short-term learning activities providing students the opportunity to observe their chosen subject outside of a classroom setting. Exploring other cultures and customs, getting to the motherland of languages, uncovering pristine nature and experiencing fascinating local life are striking demonstrations of educational school trips

Types of Field Trips

Those listed field trip ideas that help to clear field trip meaning. Efficient educational tours can spark students’ imagination, give them valuable experiences and refresh their minds after days with pencils and papers. A school tour can be themed with one type of field trip or combined by various school trip ideas.

Sightseeing Field Trip

Students are definitely eager the most to sightseeing school trips enchanting them by a myriad of appealing attractions in their wish destination. Admire well-known attractions, explore historic structures, discover World Heritage Sites, unwind on spectacular landscapes and freshen in front of scenic vista are incredible activities that gain huge interests from students and strongly inspire them.

Language and Culture Educational Field Trip

For students learning foreign languages, field trips are very important and helpful to improve the language and explore the alluring indigenous culture. Join immersive activities, stay at a local homestay, take language lessons and visit local markets enable students to practice the language, get a deeper understanding of local culture and their captivating paces of life.

Gardening and Farming Field Trip

This might be an interesting activity attracts lots of students’ attention thanks to its strangeness to their usual life. Discover specialty farms that grow the normal crop and even irregular crops will surprise curious students. Learn how vegetables are produced, explore and give a try to do traditional farming techniques of local people leaves memorable experiences for students.

Manufacturing Facility Field Trip

Students can be guided to any factory where equipment, cars, tools, packaging or any other things are made. The mechanized facilities and assembly lines are interesting for students to learn about the production process, how raw materials are utilized and how workers use them to make the final product.

Eco-adventure Field Trip

Discover the natural world is a highly important perspective in the educational sector. Students can be entertained and refreshed by trekking through untouched natural beauties to inspect local plant life and wildlife animals. This opportunity also adds to local historical factors such as early life remnants.

Business Educational Tour

Take business study trips, your students will be delighted by bustling financial and business centers. Business study trips help process business theories in the classroom into life as students explore great commercial organizations. Business field trip gives students the chance to immerse in stimulating and dynamic environments. Visit a range of famed organizations and large corporations will perfect business school trips.

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The Benefits of Field Trips: Why They Are Important for Education

By Happy Sharer

Introduction

Field trips have been a staple of education for centuries. From school trips to museums, historical sites, and outdoor activities, field trips offer students an opportunity to learn in a unique and engaging environment outside of the traditional classroom. Field trips can provide students with invaluable experiences that promote learning, encourage exploration, and inspire creativity. In this article, we will explore why field trips are important and how they can help solve the problem of student engagement.

Examining the Educational Benefits of Field Trips

Field trips offer a number of educational benefits that cannot be replicated in a classroom setting. By participating in field trips, students gain hands-on experience, introduce new ideas and perspectives, and enhance their learning through exploration.

Gaining Hands-on Experience

One of the most important benefits of field trips is that they provide students with hands-on experience. By visiting museums, historical sites, and other places of interest, students are able to interact with and explore objects and artifacts that may not be available in their classroom. Through these interactions, students can develop a deeper understanding of the material they are studying and gain a greater appreciation for the topic.

Introducing New Ideas and Perspectives

Another benefit of field trips is that they allow students to be exposed to new ideas and perspectives. By visiting different locations, students can observe the world around them in a way that is not possible in the classroom. This exposure to new environments and cultures can help students better understand the topics they are studying and gain a broader perspective on the world.

Enhancing Learning Through Exploration

Finally, field trips provide students with an opportunity to explore and discover new information. By engaging in activities such as scavenger hunts and interactive exhibits, students can engage in active learning and gain a deeper understanding of the material. This type of exploration encourages critical thinking and creative problem-solving, which can help students become more successful learners.

Exploring the Impact of Field Trips on Student Engagement

In addition to providing educational benefits, field trips can also help improve student engagement. By participating in field trips, students can develop motivation, enthusiasm, and a sense of confidence and self-esteem.

Improving Motivation and Enthusiasm

Field trips can help improve student motivation and enthusiasm by providing an engaging and stimulating learning environment. By participating in activities that are both fun and educational, students can become more engaged in their learning and be more likely to take an active role in the classroom.

Developing Social Skills

Field trips can also help students develop social skills. By interacting with their peers in a new environment, students can learn how to communicate and collaborate more effectively. This type of interaction can help students build relationships with their classmates, which can lead to increased engagement in the classroom.

Increasing Confidence and Self-Esteem

Finally, field trips can help increase student confidence and self-esteem. By participating in activities outside of the classroom, students can learn new skills, explore new ideas, and be exposed to new experiences. This type of learning can help students feel more confident in their abilities and be more willing to take risks in the classroom.

Experiencing History Firsthand Through Field Trips

Field trips can also provide students with the opportunity to experience history firsthand. By visiting historical sites and monuments, students can connect classroom lessons to real-world applications and gain a better understanding of historical events.

Connecting Classroom Lessons to Real-World Applications

By visiting historical sites, museums, and monuments, students can learn about the past in a more meaningful way. By seeing the artifacts and hearing firsthand accounts from experts, students can gain a better understanding of the events that shaped the world. This type of learning can help students make connections between what they are learning in the classroom and the real world.

Encouraging Students to Be Curious and Ask Questions

Field trips can also encourage students to be curious and ask questions. By exploring new environments and interacting with experts, students can gain a better understanding of the topics they are studying and be more likely to ask questions and seek out additional information. This type of curiosity can help students become more engaged in their learning and be more likely to take an active role in the classroom.

Understanding Historical Events in a More Meaningful Way

Finally, field trips can help students gain a deeper understanding of historical events. By visiting the places where these events took place, students can gain a better understanding of the people, places, and events that shaped the course of history. This type of learning can help students appreciate the importance of history and gain a greater understanding of the world around them.

Connecting Classroom Learning to Real-World Applications with Field Trips

Field trips can also help bridge the gap between classroom learning and real-world applications. By participating in field trips, students can apply theoretical knowledge to real-life situations, develop problem-solving and critical thinking skills, and build on existing knowledge and explore new topics.

Applying Theoretical Knowledge to Real-Life Situations

By participating in field trips, students can apply the theoretical knowledge they are learning in the classroom to real-life situations. By exploring different environments and interacting with experts, students can gain a better understanding of the topics they are studying and how they can be applied in the real world. This type of learning can help students become better problem-solvers and more effective communicators.

Developing Problem-Solving and Critical Thinking Skills

Field trips can also help students develop problem-solving and critical thinking skills. By engaging in activities such as scavenger hunts and interactive exhibits, students can practice critical thinking and develop strategies for solving complex problems. This type of learning can help students become more successful learners and be better prepared for the challenges of the real world.

Building on Existing Knowledge and Exploring New Topics

Finally, field trips can help students build on existing knowledge and explore new topics. By visiting different locations and engaging in activities, students can gain a deeper understanding of the material they are studying and be exposed to new ideas and perspectives. This type of exploration can help students become more informed citizens and better equipped to handle the challenges of the world.

Cultivating Curiosity and Encouraging Exploration through Field Trips

Field trips can also help cultivate curiosity and encourage exploration. By participating in field trips, students can explore their interests, create opportunities for collaboration and teamwork, and be encouraged to think creatively and innovatively.

Allowing Students to Explore Their Interests

Field trips can provide students with the opportunity to explore their interests. By visiting different locations, students can gain a better understanding of the topics they are studying and be exposed to new ideas and perspectives. This type of exploration can help students become more informed citizens and better equipped to handle the challenges of the world.

Creating Opportunities for Collaboration and Teamwork

Field trips can also create opportunities for collaboration and teamwork. By participating in activities together, students can develop communication and collaboration skills that can help them in the classroom and beyond. This type of interaction can help students build relationships with their classmates, which can lead to increased engagement in the classroom.

Encouraging Creativity and Innovation

Finally, field trips can encourage creativity and innovation. By exploring new environments and interacting with experts, students can gain a better understanding of the topics they are studying and be inspired to think critically and creatively. This type of learning can help students become more successful learners and be better prepared for the challenges of the real world.

Understanding the Role of Field Trips in Social Development

In addition to providing educational benefits, field trips can also play an important role in social development. By participating in field trips, students can develop social awareness and empathy, strengthen communication and collaboration skills, and promote respect for diversity and cultural differences.

Developing Social Awareness and Empathy

Field trips can help students develop social awareness and empathy. By visiting different locations and interacting with peers and experts, students can gain a better understanding of the world around them and learn to appreciate the perspectives of others. This type of learning can help students become more empathetic and understanding citizens.

Strengthening Communication and Collaboration Skills

Field trips can also help students strengthen their communication and collaboration skills. By participating in activities together, students can learn how to work together more effectively and develop the skills needed to succeed in the classroom and beyond. This type of interaction can help students build relationships with their classmates, which can lead to increased engagement in the classroom.

Promoting Respect for Diversity and Cultural Differences

Finally, field trips can help promote respect for diversity and cultural differences. By visiting different locations and interacting with peers and experts, students can gain a better understanding of the world around them and learn to appreciate the perspectives of others. This type of learning can help students become more accepting of cultural differences and promote understanding and respect among their peers.

Field trips are an important part of education, offering students hands-on experience, introducing new perspectives, and improving student engagement. Field trips can also help students gain a better understanding of the topics they are studying, develop problem-solving and critical thinking skills, and cultivate curiosity and exploration. Finally, field trips can help students develop social awareness and empathy, strengthen communication and collaboration skills, and promote respect for diversity and cultural differences. For all these reasons, it is essential that field trips remain a priority in education.

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Out of the classroom and into the city: the use of field trips as an experiential learning tool in teacher education.

By  Cara M. Djonko-Moore and   Nicole M. Joseph

Published May 17, 2016 in Sage

This article explores the researcher’s use of field trips as an experiential learning tool in a social studies methods course as a pilot study. The researchers analyzed course evaluations and student reflection papers using document analysis to determine (a) the positive and negative aspects of utilizing field trips during the course, and (b) the ways the field trips advanced or limited pre-service teachers’ learning. The findings indicate that students found the field trips to be worthwhile but had concerns about the time and distance. They were able to make important connections to course content but reacted negatively to the inclusion of diversity in the field trips.

As the cost of college education increases, there has been an increased emphasis on the quality of instruction in higher education (e.g., Commission, 2006 ). Moreover, with an increased emphasis on teacher quality in K-12 classrooms, more attention has been placed on teacher education programs and the training and skills that graduates receive to meet the needs of all children when they enter the teaching profession (e.g., Putman, Greenberg, & Walsh, 2014 ). Teacher educators must consistently examine and evaluate their practice to ensure that they are producing teachers who will be able to meet the demands of the teaching profession.

In teacher education, experiential education, such as field experiences, has been widely used to enhance the learning of students and prepare them to be effective teachers ( McGlinn, 2003 ). Classroom teachers also use experiential education, typically in the form of field trips, to expand the school curriculum ( Kisiel, 2003 ). Experiential learning is a teaching strategy that provides concrete experiences to learners to aid their understanding of content, ideas, and concepts ( A. Y. Kolb & Kolb, 2005 ). In the form of field trips, experiential education has been shown to positively influence the achievement of children and youth, such as helping students learn multiple perspectives and access content in novel ways ( Marcus, 2008 ). Moreover, field trips provide children a unique context within which to transfer previous knowledge and acquire new knowledge ( Nadelson & Jordan, 2012 ). Such learning contexts help children recall material learned and provide a high level of engagement and enthusiasm ( Nadelson & Jordan, 2012 ). Thus, learning how to capitalize on field trips is an important part of teacher education and should receive greater attention as a teaching practice.

Experiential learning through field trips is one way teachers can incorporate specific content into the curriculum while providing a unique and challenging learning setting for children. Public school teachers do not teach content independently or in isolation; rather context standards provide a framework and guide for what should be taught in classrooms. Teachers, typically, have some autonomy on how to help children meet standards in their states. It is important that teachers have the ability to plan learning experiences based on content standards so that children can have maximum benefits from the experiences.

Within teacher education, various types of experiential learning help pre-service teachers gain valuable skills outside of traditional lectures and seminars ( Caires, Almeida, & Vieira, 2012 ; Olgun, 2009 ). Experiential learning in teacher education commonly includes practicum experiences and student teaching; through these forms of experiential learning, pre-service teachers gain hands-on experience with teachers, students, and administrators in schools ( Matsko & Hammerness, 2014 ; McDonald, Kazemil, & Kavanagh, 2013 ). Other forms of experiential learning, such as field trips and service learning, can also be effective experiences for pre-service teachers ( Zeichner, 2010 ).

This article addresses one teacher educator’s (first author) effort to implement field trips in a social studies methods course aimed at helping pre-service teachers gain a deeper understanding of course content while also modeling teaching methods that pre-service teachers might replicate with their own future students as a pilot study. The course was taken by students enrolled in a teacher licensure program during the 2010 summer term. The majority of the students were White females with three White males enrolled in the course. The course met at a suburban satellite of the main campus. The teacher educator identifies as an African American female and was a graduate assistant at the time the course was taught. The teacher/researcher decided to include an experiential education component to make the course more enjoyable, to give pre-service teachers access to the wealth of resources surrounding the university, and to model good teaching practices. Because this was the teacher/researcher’s first attempt at incorporating experiential learning in a social studies methods course, she thought it would be beneficial to examine students’ perceptions of the course, specifically with regard to the field trip components. The research questions that guided this inquiry were as follows:

Research Question 1 (RQ1): What do elementary pre-service teachers report as positive and negative aspects of field trips taken in their social studies methods course?

Research Question 2 (RQ2): How did the field trips help or hinder teacher candidates’ learning of the course material?

Theoretical Framework

Experiential learning is an approach that allows learners to create knowledge through the cycle of transforming lived experience into current patterns of thinking ( D. A. Kolb, 1984 ). Experiential learning theory was popularized by Kolb and includes four modes of learning: concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE). CE and AC are the two ends of a learning continuum; CE is the ability to be involved in new experiences and make observations without bias, and AC is the ability to “create concepts that integrate observations into logically sound theories” ( D. A. Kolb, 1984 , p. 30). RO and AE are also polar opposites on a continuum; RO is the ability to observe and reflect on experiences from different perspectives, and AE involves using knowledge to solve complex problems. According to D. A. Kolb (1984) , the learner must become adept at using all four learning modes. Figure 1 illustrates the four phases of D. A. Kolb’s (1984) learning cycle and shows how learners can move from one phase to the next. According to D. A. Kolb (1984) , all four learning modes are critical for student learning, although the mode that students begin with in the cycle can vary (see Figure 1 ).

Figure 1. Kolb’s Learning Cycle. Source. Adapted from D. A. Kolb (1984). Note. Four phases of Kolb’s learning cycle.

This framework is appropriate for this pilot study because it illuminates the specific components that are necessary for experiential learning to be successful for learners, specifically reflection and a connection to previous understandings. Although the actual learning experience is critical, the other components of the cycle are also necessary to ensure that the experience is meaningful and results in the formation of new knowledge. D. A. Kolb’s (1984) framework defines and places equal emphasis on all four parts of the learning cycle, so the framework is a useful tool to objectively critique the implementation of a new experiential learning component in a course.

In reviewing the literature, the researchers identify two relevant bodies of research: experiential learning in teacher education in the form of field trips and curriculum standards that lend themselves to experiential learning. Demarcations in the teacher education literature come mainly in the various examples from undergraduate, graduate, and teacher education students in different methods courses; however, the overall studies examined suggest that regardless of the level or program, experiential learning can be a critical experience that deepens and empowers student learning. In this section, the researchers review published literature in each area.

Field Trips in Teacher Education

Teacher educators have successfully used field trips to enhance pre-service teachers’ teacher preparation. The field trips were planned for different purposes and as a part of a variety of courses. For example, Johnson and Chandler (2009) describe the process of secondary mathematics pre-service teachers in a mathematics methods course attending a field trip to a battleship to plan an informal learning experience connected to math content for high school mathematics students. Through the experience, the pre-service teachers were able to plan for informal learning activities with their future students and make concrete connections to mathematics content. Johnson and Chandler (2009) noted that the pre-service teachers described the field trip as a fun, real-life application and a break from the normal routine.

In a social studies course, Yeşilbursa and Barton (2011) published results from an investigation that included a field trip to a local museum as a focus on heritage education, which is an approach to teaching history and culture using community sites and resources. They found that all of the enrolled pre-service teachers liked the trip and were able to make connections to heritage education. Moreover, they made connections to their future teaching practices by sharing their desire to use heritage places as teaching tools. The teacher candidates also saw the value of historic sites in teaching because they are concrete and make history interesting.

Similarly, in another content area, Tal (2001) reported on a field trip that 13 pre-service science teachers attended as part of a science methods course. Revial (2001) found that the pre-service teachers who participated in the single, full-day field trip found the science learning environment enriching and useful for teaching children content and improving engagement. Moreover, Revial (2001) described the necessity of reflection to enhance the teaching and learning process when field trips are used.

The Learning Process Using Field Trips

Field trips are also beneficial for pre-service teachers because of opportunities the experiences provide for them to make real world connections and engage in an authentic learning process. Several studies demonstrate how field trips were used as a part of the learning process for pre-service teachers, including constructivism, reflection, and content knowledge.

Constructivism is a framework heavily emphasized in teacher education courses, and Broome and Preston-Grimes (2009) designed their study to assist pre-service teachers in their understanding of constructivism. The pre-service teachers gathered information about a field trip site through in-class projects and completed a chart that detailed what they knew and wanted to learn (K-W-L chart) to document their prior knowledge and to generate specific questions for the trip.

Reflection, a component of experiential education, is also an important teaching strategy for children. Broome and Preston-Grimes (2009) and Pence and Macgillivray (2008) both included reflection components in their field trips with students. After the trip designed by Broome and Preston-Grimes (2009) , the pre-service teachers utilized reflection to discuss larger issues such as political, social, and economic trends that emerged. Pence and Macgillivray (2008) also stressed the importance of reflection as part of the learning process during their study, where 15 American teacher education students taught Italian children for 4 weeks in Rome, Italy. The authors noted that student reflection was critical to help students debrief and troubleshoot the challenges they encountered. In both instances, the researchers found that reflection helped the pre-service teachers make stronger connections to course content and grow professionally. More important, in both studies, the researchers followed a model of a learning process that their future students could replicate with their children in the future.

Content knowledge is typically a major component of course work that pre-service teachers take. Leinhardt and Gregg (2000) engaged in a learning process with their pre-service teachers to help them increase their content knowledge and attitudes toward the history from the Civil Rights Era. The pre-service teachers completed a web-making activity before their trip to a civil rights museum and repeated the activity after the field trip. Guided discussions were also woven into the experience. The authors found that, on average, pre-service teachers doubled the quantity of information they recorded on their webs, with more than half of the pre-service teachers tripling the amount of details included. Thus, the field trip combined with additional learning activities and discussions proved beneficial in meeting the objectives of the course.

Overall, these articles demonstrate that field trips can be used successfully to assist pre-service teachers in meeting course goals including enhancing their understanding of constructivism, engaging in reflection to make deeper connection to course content, and mastering content knowledge.

Curriculum Standards

According to the National Curriculum Standards for Social Studies (NCSS), there are 10 social studies themes that should be included in the curriculum ( National Curriculum Standards for Social Studies [NCSS], 2010 ). These 10 themes include culture; time, continuity, and change; people, places, and environments; individual development and identity; individuals, groups, and institutions; power, authority, and governance; production, distribution, and consumption; science, technology, and society; global connections; and civic ideals and practices. The standards for teaching social studies are based on these 10 themes; thus, it is important that teachers are able to embed them in course content, activities, and discussions ( Golston, 2010 ; Herczog, 2010 ).

Because culture is a central theme in social studies, many teacher educators use social studies methods courses as a locus for multicultural education and issues of diversity. For example, Fitchett, Starker, and Salyers (2012) contend that integrating a culturally responsive paradigm in social studies methods can increase future teachers’ aptitude for working with diverse students in the future and increase their cultural competence. Heritage education, a study of history and culture focused on material cultures and built environments, can also be included in social studies education ( Hunter, 1988 ). Material cultures and built environments are artifacts, buildings, historic sites, values, ideas, and traditions that have been passed from one generation to the next ( Hunter, 1988 ). Yeşilbursa and Barton (2011) discussed the importance of helping teachers and students take ownership of local historic sites, artifacts, and traditions. They merged the study of history, another major theme in the social studies, with historic places, cultural landscapes, buildings, and artifacts, both written and pictorial.

The social studies course for the present study included content for young children; thus, standards from the National Association for the Education of Young Children (NAEYC) are relevant to the pilot study. NAEYC standards for early childhood teachers suggest that teacher educators use a variety of methods to ensure that teacher candidates gain content knowledge and develop a large repertoire of teaching methods to help children construct knowledge ( National Association for the Education of Young Children [NAEYC], 2009 ). According to the NAEYC (2009 ), teacher candidates must have experiences in their methods courses, including social studies, that will enable them to “use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curricula that promote comprehensive development and learning outcomes for every young child” (p. 15). Mindes (2005) posits that social studies instruction should be child-centered and allow for varied projects and activities, such as field investigations and visits to local community resources.

The review of literature suggests that experiential learning in higher education has been successfully implemented for students. Moreover, national standards suggest that teacher candidates acquire tools that will enable them to create meaningful social studies experiences inside and outside of the classroom. Because experiential learning, specifically field trips, have been shown to be beneficial, researchers should document and share their personal efforts to implement similar activities. The studies in this review included field trips in teacher education courses that included a single trip as a part of the course. This pilot study is different in that the course took place over the summer (5 weeks), and the teacher educator embedded three field trips plus an independent excursion in the course. These differences may allow for replications in other teacher education programs.

This pilot study follows a case-study design. The focus was on the experiences of students and the teacher/researcher in a single college course. The teacher/researcher recognized the value of a course study after she received the course evaluations; thus, she designed and implemented the pilot study a posteriori. Institutional Review Board (IRB) approval was granted after the conclusion of the course and gave the researchers permission to evaluate course evaluations and course materials. In total, 17 course evaluations were completed. Although IRB was granted, the researchers asked for consent from the students to analyze and include their reflection papers.

Participants

The participants constituted a sample of convenience and consisted of students enrolled in the social studies course taught by the researcher. There were 24 students enrolled; three of the students were male and 21 were female. All of the students were White except for one student who was of Middle Eastern descent. All students participated in field trips and field trip reflections as part of the course requirements. Each student had the opportunity to complete a course evaluation per university procedures and guidelines. Because the course evaluations were collected anonymously, no participant data are available other than their enrollment in the course. Five students gave permission for their reflection papers to be analyzed. These participants included one male and four females, all of whom are White.

Course Context

The social studies teaching methods course that was the basis for the present pilot study was taught at a public university in a major city in the northeastern United States. The university serves about 30,000 undergraduate students and has multiple campuses. The College of Education serves about 3,000 students, most of whom are teacher licensure students. The main campus is located in the city, while two satellite campuses are located in the surrounding suburbs. Because of the location of the university, several community resources were available for experiential learning activities. These resources include historical sites, museums, historic churches, and national parks.

The course addressed issues and methods in teaching elementary social studies for grades nursery through 6. The emphasis was on teaching for understanding and investigating resources and curriculum in social studies. Experiential education was not a main focus of the course although the teacher/researcher chose it as a teaching strategy. This course provided a detailed examination of the content and methodology needed for teaching history, geography, and the social sciences in the elementary school curriculum. Furthermore, it sought to develop the students’ appreciation of the interdependence of cultural groups and use of inquiry and problem-solving methods to understand the historic, geographic, social, and economic dimensions of an interconnected world society. These themes were very important to the teacher educator and are an important part of NAEYC standards.

The teacher/researcher incorporated experiential learning through a series of three required class field trips and one independent excursion. Pre-service teachers attended three field trips in the local city that focused on American history and culture. The teacher/researcher selected these trips in advance of the course so that appropriate arrangements could be made. Following each trip, the pre-service teachers wrote a reflection paper based on guidelines that can be found in Appendix A . The pre-service teachers also selected a site to visit independently with no more than two other classmates.

Field trip 1

The first class field trip was a visit to a replica of the Niña. The trip included a guided tour of a historically accurate replica of the Niña and a view of the Pinta, two ships that Columbus sailed in the late 1400s and early 1500s. According to the Columbus Foundation (2012) , the Niña is a replica of the ship on which Columbus sailed across the Atlantic on his three voyages of discovery to the new world, beginning in 1492. Columbus sailed the ship more than 25,000 miles and was last heard of in 1501. The new Niña is a floating museum that visits ports all over the Western Hemisphere. This trip was chosen because it was directly related to colonial history and available in the area for only a short time.

Field trip 2

The second field trip was a visit to a historic African American church founded in the late 1700s. In addition to a guided tour of the actual church grounds, the students visited the archives contained in the lower level of the building. There was also a small museum that the pre-service teachers were guided through. This trip was connected to the course because it (a) celebrated the history of African Americans before, during, and after slavery and (b) contained a variety of primary sources that could be used to aid in the construction of history.

Field trip 3

The third field trip was a visit to a church and burial ground that is an important landmark connected to the United States’ Revolutionary War history. Many signers of the Declaration of Independence attended the church, and many notable figures are buried in the burial ground. This field trip was connected to course content and discussion about colonialism and the Revolutionary War. Attendance at the burial ground was required, but a visit to the church site was optional.

Independent excursion

In addition to the three class field trips, pre-service teachers were required to choose an excursion based on their own interests. They could visit a museum, cultural center, or historical site. Pre-service teachers were required to meet or speak with a docent, museum guide, or other administrator to learn about program offerings for school-aged children and youth (based on guidelines that can be found in Appendix B ). It was recommended that pre-service teachers choose a location that was related to their final project, which was a unit plan (a field trip for their students was a required component of the unit plan). They were given a class day to conduct their independent excursion, and no more than three pre-service teachers were allowed to visit the same location. Some of the pre-service teachers chose to visit sites that were close to their homes, while others visited sites that were in the same city as the class field trips.

Data Sources

To answer the research questions, this pilot study focused on pre-service teachers’ reflection papers and their course evaluations. In addition to student reflection papers and student course evaluations, the researchers collected course materials including the course syllabus, assignment guidelines, and course notes for analysis.

Data Collection/Procedures

The teacher/researcher administered formal course evaluations at the end of the semester using approved university-wide procedures. The university posted course evaluations from all participants via a web-interface that the teacher/researcher could access. After the conclusion of the course, the teacher/researcher contacted students via e-mail to ask for consent to use their field trip reflection papers and independent excursion reflection papers. Five students gave consent to have their reflection papers analyzed for potential publication. These papers were available to the instructor via Blackboard. There is no link between data set by respondent due to anonymous course evaluations.

Data Analysis

The researchers examined all anonymous student comments included in the course evaluations and isolated all comments directly related to the field trips. There were a total of 169 anonymous comments from 13 different students who specifically addressed the field trip portion of the course; a small number of course evaluations included no comments. Anonymous comments from each student were separated as a part of the course evaluation process. The researchers compiled all relevant comments into a new file for later analysis. Five pre-service teachers in the course gave consent for their reflection papers to be included in the analysis. 1 These student reflections were read multiple times to gain an overall sense of the students’ experiences.

The researchers entered the isolated course evaluation comments and the student reflection papers into Qualitative Data Analysis (QDA) Miner software for a more formal analysis. QDA Miner is a qualitative data analysis tool that allows researchers to code and annotate text documents. The researchers used open coding to analyze the data. Initially, the researchers applied 13 codes to the students’ course evaluation comments and reflections, such as cultural bias, extension, and choice of trip. She then read all documents a second time once all codes were determined. Second readings revealed several comments that corresponded with the 13 codes that were identified during the first readings. The third reading of the data provided an opportunity to collapse the 13 codes down to four, which were more theoretical themes that illustrated broader nuanced meaning. These four themes are (a) constructive components of field trips, (b) unfavorable components of field trips, (c) field trips advance social studies knowledge, and (d) field trip experiences foster replication for future teaching. These themes will be discussed in the section “Findings.” An overview of themes and codes can be found in Table 1 .

Table 1.  Overview of Categories and Codes.

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In this section, we discuss the four themes that emerged from the data analyses, including (a) constructive components of field trips, (b) unfavorable components of field trips, (c) field trips advance social studies knowledge, and (d) field trip experiences foster replication for future teaching. This section is organized around the research questions with exemplar quotes to help illustrate the theme.

What Do Elementary Teacher Candidates Report as Positive and Negative Aspects of Field Trips Taken in Their Social Studies Methods Course?

Overall, teacher candidates reported both positive and negative aspects of the field trips. Positive aspects included tour guides’ knowledge, the uniqueness of the field trips, and pre-service teachers’ ability to make connections to social studies course content. Negative components were the time and money necessary for the field trips, in addition to the perceived bias toward specific racial groups.

Constructive components of field trips

According to student evaluations and reflection papers, there were several positive aspects about using field trips as experiential learning opportunities in the course. The positive comments were mostly written in the reflection papers. Generally, the pre-service teachers found the field trips to be worthwhile and memorable, and they reported that they gained new knowledge. The pre-service teachers also found the tour guides knowledgeable. Below are several exemplary quotes that illustrate ways in which pre-service teachers thought the field trips were positive.

On this trip, I learned a lot of interesting facts that I never knew before.

This statement suggests that the field trips filled a gap in knowledge for this pre-service teacher regarding important historical events. One particularly memorable piece of knowledge was that the tar pitch used in the construction of the Niña is the same substance described in the construction of Noah’s Arc of the Bible. Another interesting fact the students found fascinating was that the crew of the Niña consisted of adolescent boys who slept above deck and were consistently exposed to saltwater and harsh temperatures.

I think this trip was worthwhile because of how accurately the ships were built, the experiences were very authentic, and real.

This comment reveals that this pre-service teacher values learning experiences that are real and authentic. Indeed, the creators of the Niña were very precise in their construction of the ship, down to the tools used for construction. This care and precision helped to create an experience where the pre-service teachers could actually travel back in time and experience the Niña as it was in the 1500s.

I was unaware, even, of the existence of the cemetery; the whole experience was new.

This quote shows how the trip to the church burial grounds served to fill a gap in knowledge of local educational resources. There are many local resources that can be used to aid in the development of social studies knowledge, and exposing the pre-service teachers to some of these resources was a major goal of the course.

As I mentioned, I’m more present minded, and therefore had no knowledge whatever of local black history, nor local history of any color, that I did not read in a textbook.

This quote demonstrates how this field trip raised the consciousness of this pre-service teacher about (a) the presence of local historical sites, and (b) African American history and culture.

I found the high level of education, qualification, and experience of our guides to be most enlightening.

This comment suggests that tour guides’ knowledge is an important factor for teachers to build confidence in the historical facts. When students see their instructors and leaders as knowledgeable experts, they are able to connect more in depth with the experience and ask relevant questions that will aid in their learning. Thus, having knowledgeable tour guides is an important component of a successful field trip experience.

Overall, the comments suggest that the pre-service teachers appreciated the opportunity to experience something new and different. Moreover, the comments suggest that the trips had a greater impact on their learning than previous traditional educational experiences. There were positive aspects mentioned from all three required field trips and from the required independent excursion visit. Not only did students experience something new and different, they also gained an appreciation for resources in their community. Thus, the trips served to help the pre-service teachers learn social studies content in a manner that was memorable and engaging, and they learned about potential resources they could use to enhance their own teaching.

Connecting these comments to D. A. Kolb’s (1984) experiential learning framework, the pre-service teachers had experiences that could be built upon through reflection to aid them in their learning of social studies concepts. These comments do not suggest, however, that the pre-service teachers progressed through all four phases of the learning cycle. The pre-service teachers did the required reflections, but the comments do not suggest that they integrated their experiences into new understandings about social studies teaching methods (AC) or used the experiences to solve problems (AE). Some teacher candidates made connections to their future teaching, but the connections were vague and lacked details that would demonstrate deep understanding.

Unfavorable components of field trips

The pre-service teachers expressed positive comments about the field trips, yet they also shared unfavorable aspects about their experience. These negative comments were mostly found in the course evaluations. The codes in the negative category included, “time,” “distance,” “choice of trip,” and “cultural bias.” Consistent with previous studies in the literature, several pre-service teachers mentioned the distance from the classroom to the trip sites as problematic. Below are student perspectives on the limitations of the field trip: Make a couple of the field trips closer to [the university]. I think it is very inappropriate to have our field trips in [the city] when we are all [suburban] students.

These comments suggest that these pre-service teachers who attended classes in a suburban setting found traveling to the city for field trips to be problematic. This might mean that they lacked an understanding of the value of visiting the city if they did not plan to teach in an urban area. The second of the two comments also suggests that one pre-service teacher thought his or her future students would not be interested in or benefit from trips to an urban city center.

I would rather the field trips be local. We had to travel to [the city] once a week and that costed [sic] us extra money.

This comment suggests that the burden of traveling was problematic for this pre-service teacher; probably due to gas and parking. Admission to sites was free for pre-service teachers, and they were encouraged to carpool. Several pre-service teachers chose sites for their independent excursion that were close to their homes for the visit they selected, which further indicates that distance was a barrier. However, other students returned to the city for their independent excursion. This action shows that some of them were open to exploring resources outside of their immediate community and possibly their comfort zone. The distance to the field trip sites required travel time and money for parking, although no sites were more than 30 miles from the assigned class location.

More troubling, however, are the comments that suggested the trips were biased toward African Americans.

I felt some of the field trips were geared toward African Americans and their history.

This comment, although seemingly neutral, was written in the course evaluation as a critique as evidenced by the comment section it was included under (What aspects of the course distracted from your learning?). This comment implies that the inclusion of African American history was a negative aspect of the course. This pre-service teacher does not feel connected to African American history or believe it is important for inclusion in the course.

The field trips chosen were biased in that somehow African culture was the main focus.

This pre-service teacher’s comment suggests that too much course content was focused on African American history. He or she did not offer a suggestion on other histories to include in the course content.

All trips were highly focused to African American heritage.

This pre-service teacher suggests that a negative aspect of the course was a focus on African American history and culture. This comment demonstrates a lack of awareness of the importance of knowing the histories of different cultural groups as a teacher.

These concerns were only expressed in the course evaluations after the conclusion of the semester; therefore, the teacher/researcher was unable to address these concerns during the class. Research indicates that White pre-service teachers are sometimes resistant to the inclusion of diverse themes in college courses ( Sleeter & Owuor, 2011 ). This could explain why students perceived too much emphasis on African Americans. Moreover, because the teacher/researcher identifies as African American, this could have enhanced the feeling of bias the students felt. Nevertheless, pre-service teachers should be reminded that African American history is American history and, thus, is important for everyone to examine at some point in their academic careers. As future teachers, it is very likely that they will interact with African American students. Having knowledge of these students’ histories and culture could increase their effectiveness and ability to teach in culturally responsive ways ( Cruz, 1997 ; Ladson-Billings, 2000 ). Culture is a main strand in the social studies standards; inclusion of African American culture in a social studies methods course is necessary to cover recommended content ( NCSS, 2010 ).

How Did the Field Trips Help or Hinder Teacher Candidates’ Learning of the Course Material?

The data suggest that the field trips helped the pre-service teachers to make concrete connections to course content, specifically pedagogical knowledge about pre-colonial, colonial, and antebellum history. The pre-service teachers were also exposed to local African American history and culture. Moreover, the data suggest the field trips helped some teacher candidates to consider how they might include experiential learning with their own students. Because the pre-service teachers noted bias in the selection of the field trips toward African Americans, it is possible that the field trips hindered their learning and acceptance of diversity and culture.

Field trip experiences foster replication for future teaching

The future actions category included comments that alluded to pre-service teachers’ desire to incorporate aspects of the field trips into their future teaching. The codes in this category included “replication” and “extension.” Many pre-service teachers commented that they would take their students on a similar field trip, although they understood that their students’ ages and maturity would be an important factor.

As to whether I would take my students on a similar trip, it would depend upon the students.

This pre-service teacher does not seem to be completely sold on the specific trips he or she experienced in the course. Some excursions, such as the trip to the historic church, may be inappropriate for very young children while others, such as the trip to the Niña, may be better suited for youngsters. This quote shows this pre-service teacher is open to trips so long as they are in the best interest of the students he or she teaches.

I would consider taking my class on this trip, because it was so informative and real.

This quote shows that this pre-service teacher was very enthusiastic about the trip to the Niña. He or she is very open to the idea of incorporating this type of experience with his or her future students.

I think that the museum would be appropriate for the students that I plan to teach because I plan on teaching around third or fourth grade and at that age.

This pre-service teacher commented on his or her independent excursion to a museum in the city. He or she chose this site based on the grade level and content for a third or fourth grade classroom and found it very useful. He or she is very open to the museum site for future students.

Just being in the historic area is enough, but going to the burial grounds can give students a glimpse into the past.

This pre-service teacher’s comment suggests that he or she saw the value in exploring the historic areas in the city, even if no tour was specifically planned. He or she felt the trip to the burial ground was an added bonus to an area already rich with history that could be explored.

It is important to note that not all schools have resources to send students on field trips. Other opportunities exist for exploring community resources such as virtual field trips. Teachers can share their own experiences with students, along with photographs and artifacts. Even though schools differ in their ability to provide trips for students, if teachers see them as important, they can still offer experiences to students.

Several students provided ideas for extending the field trips with additional activities and lessons with their own students. The two trips the students were able to connect most easily with were the trip to the Niña and the trip to the burial ground.

Given the opportunity and interest, I might even have students engage more fully in the sailor’s lifestyle.

This pre-service teacher is considering additional activities that might go along with the trip to the Niña. The guides gave a lot of interesting facts and details about the sailors that this pre-service teacher thinks may be worth exploring with his or her future students.

The students could write journals as someone from that time, or make a fact book about their job, and what it entails.

Again, this pre-service teacher considered the trip to the Niña and how it could be extended. Infusing reading and writing was important to this pre-service teacher because of its strong focus in the early grades.

For kids to grasp this concept it would be fun for them to build a small replica of the ship, after doing research, and visiting these life size replica ships.

This pre-service teacher sees an opportunity to connect social studies content based on the Niña trip to mathematics and engineering. Concepts such as scale, measurement, and weight would be necessary to include to create replica ships. This is an example of a hands-on activity that would be very appropriate for children.

Doing my unit plan on colonial America this would be a great field trip to take students on because of the historical content of the trip.

This pre-service teacher sees a connection between the burial ground and a unit on colonial America that he or she planned as a course requirement. He or she sees the value of helping students learn historical content in a unique setting.

The pre-service teachers were able to make connections between their experiences at the field trip sites and their future teaching. Many of them seriously considered ways to incorporate similar experiences with their future students by providing concrete examples of extension activities. The use of field trips helped the pre-service teachers see the benefit of experiential learning in the teaching of social studies content and think about how they might extend similar trips with additional lessons and activities.

Field trips advance social studies knowledge

The final category included pre-service teachers’ comments that relate to teaching social studies, engaging students in social studies activities, or learning social studies. These codes included, “understanding,” “opportunities,” “culture,” and “fun.”

Several students mentioned in their reflection papers how the trips enhanced their knowledge of social studies.

My understanding of social studies has been enhanced in that I now see the discipline as more dynamic.

This comment shows how the field trips made social studies come alive for this pre-service teacher. Indeed, social studies can be taught in a variety of ways such as through textbooks and worksheets or interactive experiences. This pre-service teacher saw how social studies can be more interactive and dynamic than he or she previously realized.

The trip enhanced my understanding of social studies in that it can be taught almost anywhere as any location.

This pre-service teacher notes how social studies does not have to be confined to the classroom. With a little planning, he or she realizes that social studies can be brought into many experiences and taught in non-traditional ways.

Social studies can be found all around and it can be affordable and meaningful, which I discovered through this field trip.

This pre-service teacher discovered that there are many local sites and locations that can be used to assist in the teaching of social studies. Many local resources are free and/or low-cost, especially for schoolchildren.

This trip enhanced my appreciation and understanding of social studies because social studies was never really that fun for me.

Social studies should be taught in a way that is fun, dynamic, and engaging. This pre-service teacher saw firsthand that field trips are a way to bring social studies content to life.

While on the trips, the pre-service teachers also learned interesting facts that helped to build their social studies content knowledge.

I don’t know much about Columbus, only that he sailed in 1492 and has a very controversial national holiday named after him. On this trip, I learned more about his background and the hardships he encountered throughout his voyages.

This pre-service teacher explained that the information shared by the tour guide during the trip to the Niña helped him or her learn more about Christopher Columbus besides the common facts that most people know (i.e., Columbus sailed with three ships in 1492). This memorable experience will enable him or her to teach more thoughtful, engaging, and authentic lessons to students.

Seeing things firsthand is exactly what helps to shape our own memories, ideas, and knowledge base.

This pre-service teacher expressed the importance of taking ownership of knowledge through firsthand accounts and experiences.

It is important for both students and teachers alike to utilize the educational resources that are right in their own communities, particularly when they are lucky enough to live outside a city that is so rich with history and opportunities for hands-on-learning.

It is easy for teachers to get caught up in the day-to-day ins and outs of managing a classroom and preparing lessons. This pre-service teacher expressed the importance of using community resources to enhance students’ learning. Teachers will not use community resources if they are not aware of them. The use of field trips helped this pre-service teacher to become more aware of the resources that surround schools and communities and potentially opportunities to use them in his or her own teaching.

The findings indicate that the pre-service teachers found the field trips to be worthwhile and beneficial. Consistent with previous research, experiential learning in the form of field trips was received positively by pre-service teachers ( Broome & Preston-Grimes, 2009 ; Johnson & Chandler, 2009 ). The participants found the trips to be memorable and were able to make connections to course content and teaching methods. As a result of the trips, some pre-service teachers explored extension activities and the possibility of similar trips with their future students. Nevertheless, the data do not suggest that the teacher candidates progressed through all four phases of D. A. Kolb’s (1984) learning cycle to gain the most knowledge and understanding from the field experiences.

The findings also suggest that field trips are a way to include local history and culture in course content and culture in the social studies curriculum. According to Yeşilbursa and Barton (2011) , it is important that heritage education be a part of the social studies curriculum; this includes historic places and cultural landscapes. Indeed, the city was rich with resources, which the pre-service teachers discovered throughout the course. Culture is central to the teaching of social studies, and the field trips were a great way for pre-service teachers to learn about different aspects of American culture, such as colonial life and African American traditions. Although reflections were required, the instructor should have done more to ensure that the pre-service teachers could see the value in learning about alternate historical perspectives, specifically African Americans’. According to D. A. Kolb (1984) , concrete experience involves the ability to experience new situations without bias. More preparation on the part of the instructor could have aided the teacher candidates in achieving this part of the learning cycle.

The pre-service teachers expressed concerns about time and distance. This challenge was also found in non-teacher education courses that included experiential education components ( Dardig, 2004 ; Gill, Adams, & Eriksen, 2012 ). Anticipating concerns about hardships the trips might cause, all pre-service teachers were notified about the trips prior to the beginning of the course, and a few students chose to enroll in a different section. Moreover, because the allotted class time was 4 hr per session, the teacher/researcher was able to provide time for travel to and from the suburban campus. Nevertheless, distance and time remain a challenge to successful implementation of experiential learning experiences in college courses, particularly when sites are selected by the instructor.

The most surprising finding is that some teacher candidates reacted negatively to the inclusion of diversity in the field trips. One of the field trips included an African American historical site, yet the instructor did not connect the trip to pre-service teachers’ prior knowledge nor allow them to reflect on why such a trip was important. Some of the pre-service teachers, therefore, did not see the relevance of the trip or make personal connections. The reflection papers were all positive, but the anonymous course evaluations revealed that some of the pre-service teachers perceived that the trips focused too much on African Americans. Incidentally, only one of the three trips was focused exclusively on African American history; the other two trips focused on American history as traditionally defined (e.g., Eurocentric). Fitchett et al. (2012) posit that social studies remains a topic that is heavily influenced by Eurocentric and Westernized ideas, even in the midst of a changing student demographic.

According to social studies standards, it is critical that future teachers have knowledge and appreciation for perspectives that are different from their own, which is why the trip to the African American church was included ( NCSS, 2010 ). Social studies teachers must not only be able to identify and understand alternate perspectives, they should be able to help children to consider alternate perspectives ( NCSS, 2010 ). However, it appears that some of the pre-service teachers were resistant to the inclusion of diverse themes. Research by other scholars indicates that short-term experiences are not sufficient to improve attitudes toward diverse cultures; a more formal and structured approach is necessary ( Fitchett et al., 2012 ; Langer, Escamilla, & Aragon 2010 ; Tidwell & Thompson 2008 ). Specific teaching methods that might have helped the pre-service teachers to see the importance of diverse themes and experiences include structured class discussions encouraging divergent views ( Arthur & Achenbach, 2002 ) and making concrete connections between the field experiences and the pre-service teachers’ lives ( Sevier, 2005 ), and reviews of social studies standards that include culture and diversity. It is critical that future teachers appreciate and value the inclusion of alternate perspectives and histories within social studies.

Methodological Limitations

There are several limitations of the pilot study. One of the limitations includes the availability of data sources. Additional data sources, such as interviews, post field trip activities, and documented class discussions would have added to the reliability and triangulation of the data. The teacher/researcher, however, did not plan the pilot study until after the course ended and the course evaluations were posted. Thus, it was impossible to generate data after the fact. Similar studies should make an effort to include stronger data sources.

Other limitations of this pilot study include the small sample size and the limited number of reflection papers included for analysis. As with most qualitative studies, the results are not generalizable to larger contexts. A teacher educator with a similar course context and classroom makeup may find different results. In addition, the small number of reflection papers included for analysis may not have been representative of the entire class. Had more pre-service teachers given permission for their papers to be included, additional themes may have emerged that could affect the findings. Nevertheless, the inclusion of the course evaluations ensured that all pre-service teachers’ views were represented. Moreover, course evaluations may be more authentic than reflection papers because course evaluations are ungraded and not reviewed by the instructor until after grades have been posted. There was no pre-test or post-test given to participants. Follow-up studies should include a pre- and post-test to confirm the findings.

Field trips can be an effective way to implement experiential learning in teacher education. In social studies education, field trips are particularly useful because they can coincide with course content, particularly social studies standards and multiculturalism. It is vital that teacher educators consider their students when designing field trips; some pre-service teachers may not immediately see the purpose for certain experiences, particularly if they are not aligned with their personal histories. Teacher educators must not only provide time for reflection, but must also make concrete connections for pre-service teachers so they gain the greatest benefit from the field trips. Some pre-service teachers may be resistant, but it is critical that instructors embed diverse themes and histories of those who have been marginalized into their courses so that future teachers will better understand and be able to teach diverse students.

Recommendations for Future Research

The authors recommend that future research include more studies of teacher education courses that include an experiential learning component, such as field trips. These studies should include more robust research methodologies such as pre-post surveys, participant interviews, regular journal reflections, and documented class discussions. In addition, participation from a larger percentage of the class members would add to the integrity of future studies. Future studies into experiential learning within teacher education should strive to include the opinions and interests of the participants when planning activities. We also recommend briefing and debriefing discussions or activities before and after the experiential learning activities so that participants are fully aware of what to expect, the purpose of the activity, connections to course content, and have opportunities for reflection.

Reflection Paper Questions

Where did you go?

Did you generally find the trip worthwhile?

What did you learn or experience that was new to you?

Might you consider taking your future students on a similar trip? Why or why not?

How did the trip connect to your personal content knowledge, pedagogical knowledge, and/or pedagogical content knowledge?

How has the trip enhanced your understanding/appreciation of social studies?

Independent Excursion Reflection Questions

Was the museum appropriate for the students you plan to teach? Why or why not?

Was the docent, guide, or administrator helpful and knowledgeable in regards to student programming?

Article Notes

Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding The author(s) received no financial support for the research and/or authorship of this article.

↵ 1. All student course evaluations were included due to anonymous collection procedures per Institutional Review Board (IRB). Only reflections from students who gave expressed written permission for their course work to be analyzed were included in the analysis per IRB.

• © The Author(s) 2016

Author Biographies

Cara M. Djonko-Moore is an assistant professor of early childhood education at the University of Tennessee. Her research is focused on understanding teacher attrition as influenced by school environment and the development of culturally responsive pedagogy to engage children in relevant learning.

Nicole M. Joseph is an assistant professor of mathematics education at Vanderbilt University. Her current research includes examining the mathematics education of Blacks during segregation, 1854 – 1954 at 25 Historically Black Colleges and Universities accross the U.S. More broadly, her research interests include issues of race, class, and gender in mathematics education, with a particular focus on Black girls.

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• Out of the Classroom and Into the City: The Use of Field Trips As an Experiential Learning Tool in Teacher Education. Authored by : Cara M. Djonko-Moore and Nicole M. Joseph. Provided by : Sage. Located at : http://sgo.sagepub.com/content/6/2/2158244016649648 . License : CC BY: Attribution

Field Trips are Valuable Learning Experiences

January 1st, 2016

This Knowledge Base article was written collaboratively with contributions from Karen Knutson and CAISE Admin. This article was migrated from a previous version of the Knowledge Base. The date stamp does not reflect the original publication date.

Overview 

Field trips are recognized as important moments in learning; a shared social experience that provides the opportunity for students to encounter and explore novel things in an authentic setting. Their importance is supported by professional organizations such as the  National Science Teachers Association  which asserts field trips can “deepen and enhance” classroom study (NSTA 1999) and the  National Research Council  who assert a quality science curriculum is one that extends beyond the walls of the classroom (1996).

Findings from Research and Evaluation 

Outcomes of field trips.

It is important to recognize that learning outcomes from field trips can range from cognitive to affective outcomes (for a review see: Dewitt & Storksdieck, 2008; also  Learning Science in Informal Environments (2009) . Too often, however, only cognitive gains are identified (by schools or museums) ( Kisiel, 2005 ).

Among the many potential outcomes, research has shown that field trips:

Expose students to new experiences and can increase interest and engagement in science regardless of prior interest in a topic (Kisiel, 2005; Bonderup Dohn, 2011),

Result in affective gains such as more positive feelings toward a topic (Csikszentmihalyi & Hermanson, 1995; Nadelson & Jordan, 2012).

Are experiences that can be recalled and useful long after a visit (Salmi, 2003; Falk & Dierking, 1997; Wolins, Jensen, & Ulzheimer, 1992).

Effective Models of Field Trip Experiences

Research has demonstrated that field trips can be designed to more effectively support student learning. Field trips work best when they provide support for students to explore in a personally meaningful way.

Learning in field trips is impacted by many factors (DeWitt & Storksdieck, 2008). The structure of the field trip impacts learning. Some structure is needed to best support student learning, ( Stronck, 1983 ) yet programming that is overly rigid or too aligned with classroom instruction can have a negative effect (Jensen 1994; Griffin & Symington, 1997). If students are not adequately prepared for the experience, the novelty of the setting can negatively impact learning. (Orion & Hofstein, 1994).

Prior knowledge and interests of the students impacts learning during the visit (Falk & Adelman, 2003), the social context of the visit, teacher agendas, student experiences during the field trip, and the presence or absence and quality of preparation and follow-up.

Through a meta-analysis of studies such as these,  DeWitt and Osborne (2007)  created a model to guide museum program development, Model of Museum Practice which, among other key elements, highlights the importance of encouraging students in the area of “joint productive activity” (p. 690). This includes the opportunity for students to be cognitively engaged and challenged, as they explore areas of personal interest and curiosity and engage in bidirectional communication with each other and adult facilitators.

A successful and quality field trip requires teacher preparation and interaction, yet often teachers are not equipped to, or do not provide this support. See: ( Schoolteacher Learning Agenda Influences Student Learning in Museums ; Griffin & Symington, 1997).

References 

Behrendt, M., & Franklin, T. (2014).  A Review of Research on School Field Trips and Their Value in Education. International Journal of Environmental & Science Education 9, 235-245. Doi: 10.12973/ijese.2014.213a

Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A., (Eds.) (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: National Academies Press. Retrieved from  http://informalscience.org/research/ic-000-000-002-024/LSIE

Bonderup Dohn, N. (2011). Situational interest of high school students who visit an aquarium. Science Education, 95(2), 337-357.  http://informalscience.org/research/ic-000-000-008-700/Situational_Interest_of_High_School_Students_Who_Visit_an_Aquarium

Csikszentmihalyi, M., & Hermanson, K. (1995). Intrinsic motivation in museums: Why does one want to learn? In J. H. Falk & L. D. Dierking (Eds.), Public institutions for personal learning (pp.67–77). Washington, DC: American Association of Museums.

DeWitt, J. & Osborne, J. (2007). Supporting teachers on science-focused school trips: Towards an integrated framework of theory and practice. International Journal of Science Education, 29,  685-710.  http://informalscience.org/research/ic-000-000-008-500/Supporting_Teachers_on_Science-Focused_Field_Trips

DeWitt, J., Storksdieck, (2008). A Short Review of School Field Trips: Key Findings from the Past and Implications for the Future. Visitor Studies Vol. 11, 2, 181-197. DOI:10.1080/10645570802355562

Falk, J. & Direking, L. (1997). School field Trips: Assessing their long-term impact. Curator, 40, 211-218. Retrieved from  http://onlinelibrary.wiley.com/doi/10.1111/j.2151-6952.1997.tb01304.x/abstract

Jensen, N. (1994). Children’s perceptions of their museum experiences: A contextual perspective. Children’s Environments, 11(4), 300-324.  Retrieved from  http://informalscience.org/research/ic-000-000-009-681/Children ’s_Perceptions_of_Their_Museum_Experiences  

Kisiel, J. F. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 89(6), 936 – 955. Retrieved from  http://onlinelibrary.wiley.com/doi/10.1002/sce.20085/abstract

Nadelson, L., & Jordan, R. (2012). Student Attitudes Toward and Recall of Outside Day: An Environmental Science Field Trip. The Journal of Educational Research Vol. 105, Iss. 3, 2012. DOI:10.1080/00220671.2011.576715

National Research Council. (1996). National Science Education Standards. Washington, DC: National Academies Press. Retrieved from  http://www.nap.edu/openbook.php?record_id=4962

National Science Teachers Association (1999). NSTA Position Statement: Informal Science Education. Retrieved from  http://informalscience.org/research/ic-000-000-009-678/NSTA_Position_Statement

Salmi, H. (2003). Science centres as learning laboratories: experiences of Heureka, the Finnish Science Centre. International Journal of Technology Management, 25, 460–476. Retrieved from  http://www.heureka.fi/portal/englanti/about_heureka/research/international_journal_of_technology_management/

Stronck, D. R. (1983). The comparative effects of different museum tours on children’s attitudes and learning. Journal of Research in Science Teaching, 20(4), 283 – 290. Retrieved from   http://onlinelibrary.wiley.com/doi/10.1002/tea.3660200403/abstract

Wolins, I. S., Jensen, N., & Ulzheimer, R. (1992). Children’s memories of museum field trips: A qualitative study. Journal of Museum Education, 17(2), 17–27. Retrieved from   http://www.jstor.org/pss/40478925

Whitesell, E. R. (2016). A Day at the Museum: The Impact of Field Trips on Middle School Science Achievement. Journal of Research in Science Teaching. D: 10.1002/tea.21322.

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Experiential Learning: the field study trip, a student-centred curriculum

Compass: Journal of Learning and Teaching

Drawing from student-centered learning theories, this paper identifies key issues related to active participation of students, collaboration and independent learning. It draws from the author’s experience of developing and delivering a student-centered curriculum delivered around a field study trip. It explores approaches to active and experiential learning in Higher Education through the various stages of the curriculum development and the identification of the pedagogical benefits. The student-centered curriculum is part of a professional accredited course in Landscape architecture. The Field study trip is an opportunity to actively explore the topics of study in real settings and to learn through hands on experience, which is essential to form professionals confronted with making places through planning and design. More generally the field study trip module is an opportunity to understand how to practically embed experiential learning approaches in Higher Education. The paper al...

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Periodica Polytechnica Architecture

berk kesim , Nilufer Baturayoglu Yoney

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• a trip by students to gain firsthand knowledge away from the classroom, as to a museum, factory, geological area, or environment of certain plants and animals.
• a trip by a scholar or researcher to gather data firsthand, as to a geological, archaeological, anthropological, or other site.
• an expedition, as by a group of students or research workers, to study something at first hand

Word History and Origins

Origin of field trip 1

Example Sentences

Ali, who works with younger students in the program, recalls a field trip in which the children asked for ice cream.

They have already planned field trips to local parks and ordered biology labs.

Even a recent outing to a retail store was a thrilling field trip for the family, he says.

While I would like to think I chose the latter out of self-reflection and an aversion to the status quo, I think the decision was more about the promise of having less homework and more field trips.

He plans to use the winnings to pay off some of his student loans and help pay for supplies and field trips for his students.

“The highlight was a school field trip that came specially to see Bach in the Subways who were perfectly behaved,” he says.

Standing in the dark, I felt lost, like the time I wandered off by myself on a second-grade field trip to the history museum.

When I was in junior high, our 8th grade class took a field trip to Florida.

Not to be missed: Chris Farley as the angry bus driver taking the kids on a field trip.

Shandee, a student on a geology field trip, finds a disembodied—but talkative—arm in a quarry.

On a field trip he had undertaken as a student, the young engineer inadvertently stumbled across a treasure in manganese.

Field trip planned to show that insects feed upon plants; make their homes upon plants.

If possible let the children take a field trip in connection with these lessons.

Other modifications of these forms may easily be found on any field trip.

At least one field trip must be planned for the month of May.