Examining Urban, American, Middle-School Students’ Divergent Views of Nature Before and After a Field Trip to a University Field Station and Nature Preserve

Abstract

Nature field trips offer opportunities for urban students’ exploration, discovery, and learning which they may not experience otherwise. Seventh grade students at an economically disadvantaged urban school in the US Midwest sorted statements related to school, nature, and science before and after their field trip experience. These sorts provide a snapshot of students’ subjective thoughts on the topic. The statements were developed from student writings from the previous year’s 7th grade field trip. As a qualitatively focused mixed method, Q methodology [Q] requires only a relatively small group of participants (here just under 50). The sorts were then statistically grouped based on similarity of the sorts with the resulting three perspectives: Active Nature Learners, Not a Nature Lover, and The Environmentalists. Thus, Q provided differentiation of student views about nature before and after the field trip. Thirty-percent of those who provided sorts before and after the field trip changed their viewpoint to one that was more positive about nature (Active Nature Learners) or the environment (The Environmentalists). Students’ written comments and the descriptive viewpoints stakeholder feedback that can be used for program improvement. For instance, The Environmentalists view provides an outcome goal for the field trip experience for students.