Abstract
Field trip activities are often considered additional activities and are considered recreational activities rather than ones that teach science effectively to students. Field trip activities are one form of effective experience-based learning to train pre-service teachers in the outdoor environment. This study attempted to describe the design of outdoor science learning in the form of the field trip for pre-service science teachers (PSTs) and the condition of psychosocial learning environments in outdoor activities. This research is a case study carried out in a pre-service science teacher training program at Institut Agama Islam Negeri Kudus, Indonesia. The field trip was designed with field visits on six objects for three days in Bandung, West Java, Indonesia. The field trip activity was attended by 70 PSTs. Qualitative data is captured through the documentation of activities at each outdoor learning location. Quantitative data collection instruments included seven psychosocial scales, namely (1) Environmental Interaction; (2) Integration; (3) Students cohesiveness; (4) Teacher supportiveness; (5) Open-endedness; (6) Preparation and organization; (7) Material environment. The field trip design for PSTs recommends activities that lead to observation and exploration of visiting objects relating not only to the content of the science but also to the pedagogical aspects of the science. The psychosocial aspects of PSTs indicate that field trip activities show a positive meaning in all aspects, although there are significant differences in the conditions of expectations and reality experienced by PSTs. The integration aspect is not significantly different. The decline in perception is still at the medium level, and the condition of the perception is still at a positive level. Research and development studies that emphasize the process of integrating classroom learning with outdoor activities can be carried out further to be able to give meaning to science learning, which is not limited by classrooms or laboratories.
Highlights
Science should be learned in the classroom or laboratory and in the outdoor environment (Orion et al, 1997)
The field trip was designed in such a way that it covered two needs of PSTs which included the need for contextual experiences in natural science knowledge material, and pedagogic and teaching sciences
The experience gained from each class is summarized on the YouTube channel that can be accessed through the page, Class A: https://www.youtube.com/watch?v=V5gi7XKSKOY
Summary
Science should be learned in the classroom or laboratory and in the outdoor environment (Orion et al, 1997). Many educators, researchers, or curriculum developers seem to have ignored the process of outdoor science learning (e.g., Orion & Hofstein, 1994). Outdoor learning activities are often avoided by the relevant parties because they are not used to organizing field trip activities and may be far from understanding the techniques or underlying philosophies of visiting activities to teach science (Fido & Gaylord, 1982; McKenzie et al, 1986). Activities in the visiting process can help students learn things from a variety of perspectives, and practice skills in accessing the content in new ways. This condition positively influences the achievements of children and adolescents (Marcus, 2008). The learning context helps learners remember the material being studied, along with that it enables to facilitate enthusiasm and a high level of participation
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