Abstract
This research examines the impact of related classroom activities on fourth grade students' science learning from a school field trip. The current study draws upon research in psychology and education to create an intervention that is designed to enhance what students learn from school science field trips. The intervention comprises a set of activities that include 1) orientation to context, 2) discussion, 3) use of field notebooks, and 4) post-visit discussion of what was learned. The effects of the intervention are examined by comparing two groups of students: an intervention group which receives classroom activities related to their field trip and an equivalent control group which visits the same field trip site for the same duration but does not receive researcher- designed activities. Learning of target concepts in both groups is compared using objective pre- and post-tests, with results that indicate intervention group students learn more than comparison group students.
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