Educational Field Trips Research Articles

Arts-based analysis of conservation education field trips for young people to observe wild lemurs in Southern Madagascar.

Opportunities for young people to directly experience nature can have positive impacts on the individual, the social group and on society as a whole, through future increased conservation action. We developed a program which engaged young people from Fort Dauphin in a field trip to see wild animals at Nahampoana Reserve. Our aim in offering field trips to young people living in the city was to create a positive emotional opportunity to engage directly with nature with the ultimate goal of protecting lemurs and their habitat. In our analysis, we predicted that participants who completed a survey after a presentation and field trip (assessment post field trip) would recall more correct and detailed facts than those participants who completed their surveys after the presentation only (assessment pre field trip). Our program used a variety of arts-based data collection methods including an initial essay writing component on conservation of lemurs and drawing analysis of observed plants and animals. Our results show, in part, that (A) initial written essays by participants showed misperceptions about lemurs, (B) participants who had attended the field trip prior to drawing their favourite aspect of the reserve, produced more species-specific plant depictions, and (C) participants who were involved in a presentation, field trip, and final group discussion came up with four principles for protecting lemurs and their environment. Upon analysis after the study, we gained the additional insight of being able to evaluate our survey methods.

Virtual Field Trip: A study to analyse the raising awareness of biodiversity loss through biodiversity analyses in Virtual Reality

Biodiversity loss poses a significant threat to global ecosystems, with human activities driving extinction at an increasing rate. Despite international agreements such as the Convention on Biological Diversity and the Biodiversity Strategy 2030, biodiversity continues to decline. Education about biodiversity is therefore of crucial importance, mainly as part of teacher education. This study examined the effectiveness of Virtual Field Trips (VFTs) in university-based geography teacher education to raise awareness of biodiversity loss. Therefore, two study groups, the experimental group (EG) and the control group (CG), participated in a quasi-experimental longitudinal study. The EG carried out a VFT as an intervention in which two different ecosystems in Berlin, Germany, were experienced and analysed in terms of biodiversity. With a pre-test and post-test, we examined if the VFT as an intervention affects the EG. The results show no significant differences between the groups after the intervention. However, high mean values for most of the questionnaire scales can already be found for both groups in the pre-test. Likewise, the EG showed intrinsic motivation after the intervention based on the VFT, indicating its potential in education.

The Influence of Fieldtrip as a Practical Skill Acquisition Technique in Biology Education

Field trips are integral to biology education, providing students with hands-on experiences that bridge theoretical knowledge with real-world applications. This study explores the impact of field trips on practical skill acquisition among biology students in Colleges of Education in Anambra State, Nigeria. Grounded in Piaget's developmental theory, the research examines how field trips enhance observational skills, critical thinking abilities, and environmental stewardship. Surveys conducted with 330 second-year biology education students reveal that field trips positively influence students' ability to recall facts, understand concepts, and excel in practicals. However, challenges such as financial constraints, large class sizes, and teacher commitment hinder the effectiveness of field trips. Strategies like subsidizing trip costs and encouraging small group activities are recommended to optimize field trip experiences. The study revealed several key findings regarding the role and challenges of field trips in biology education. Respondents highlighted that engaging in field activities aids students in recalling facts, learning through observation, and developing a deep understanding of concepts. These activities also help students improve their ability to evaluate scientific inquiries and excel in practical aspects of their education, indicating a positive influence of field trips on practical skill acquisition. The findings underscore the significance of field trips in biology education and advocate for greater institutional support to make these excursions more accessible and impactful for students.

Navigating Experiential Learning: Insights From Vietnamese Architecture Students on an Educational Field Trip

Background: Experiential learning (EL) through educational field trips positively impacts students’ creativity, motivation, and subject knowledge. However, research on this in the context of architecture education in Vietnam is limited. Purpose: This study delves into the largely unexplored realm of EL in the context of architecture education in Vietnam, focusing on the Project subject. Methodology: A carefully organized field trip aligned with Kolb's EL cycle engaged 22 participants from different stages of their undergraduate education. Semi-structured interviews were conducted, with 10 participants assigned to two focus groups. The data analysis utilized an elaborative coding approach within grounded theory methodology. Findings: The study reveals three core categories: traditional pedagogy constraints, experiential learning transformation, and educational ecosystem enhancement. Implications: The study informs curriculum designers and architecture lecturers about the benefits of organized field trips for enhancing architectural students’ learning experiences. The emergent theoretical framework also sets the stage for an innovative and student-centered approach to architectural education in Vietnam. Future research avenues may explore the long-term professional impact of EL and assess the practical implementation of suggested curricular changes.

The Impact of Company Field Trips and Representative Image on Students’ CSR Knowledge Sharing Intentions

This study examines the effect of company field trips on Vietnamese university students’ corporate social responsibility (CSR) awareness and their intentions to share CSR-related content. Utilizing pre- and postvisit surveys among 136 students, the research reveals that these trips significantly enhance students’ understanding of CSR, particularly its ethical dimensions, and encourage them to share CSR information through social media and word-of-mouth. The research also finds that the perceived image of the company representative plays a critical role in shaping students’ intentions to disseminate CSR information, with complex interactions affecting their overall CSR perceptions. These findings underscore the importance of field trips in CSR education and suggest that both companies and educational institutions should focus on ethical and legal aspects of CSR communication to maximize its impact.

The Role of Field Trips in Teacher Education for Teaching Social Studies in a Developing Country

This study investigated the role of field trips in teacher education for teaching Social Studies in a developing country, focusing on Ghana and specific Colleges of Education. A descriptive survey approach was used, with 35 Social Studies tutors and 316 students participating. The study examined tutor engagement in field trips and the challenges faced during these trips. Ethical procedures were followed, and data was collected through questionnaire. The findings revealed that field trips were used occasionally or infrequently by most teachers, with virtual realities and models being used more frequently. Field trips were considered significant for both teachers and students in enhancing comprehension. Challenges in organizing field trips included the stressful planning process and obtaining approval from stakeholders. Strict restrictions and lack of funding posed additional challenges. The study recommends improving pre- and post-field trip activities, creatively engaging students in relevant environments, and addressing the complexities of planning and obtaining permissions for field trips.
 
 Received: 20 March 2023 / Accepted: 27 October 2023 / Published: 5 November 2023

Virtualised virtual field trips in environmental engineering higher education

ABSTRACT Field trips are an established learning activity also in higher engineering education requiring considerable time efforts and high costs. Thus, we describe how 360° technology is used to create virtual field trips. Additionally, video conferencing software enables the virtual field trip participants to be at different locations. We describe a virtualised virtual field trip and its evaluation results in two undergraduate courses (N = 41). The measures used include pre- and post-test and a survey using standardised instruments on motivation, emotion, and usability. The results are to be seen as conducive to learning, although they are significantly lower in comparison to the corresponding values of a field trip. Overall, the results demonstrate the potential of virtualised virtual field trips using 360°VR rooms, which can not only be used in online education, but also in presence teaching in disciplines that use field trips as learning activities, such as environmental engineering.

We’ve All Traveled, We’ve All Learnt: Virtual Field Trips in Early Childhood Education

Field trips, which are a fundamental element of early childhood education, are activities that provide rich learning experiences for children. However, while planning these activities, factors such as security, permission processes, costs, and the attitudes of families bother early childhood teachers. In addition, it becomes impossible to conduct field trips during periods when mobility is restricted, such as the pandemic. Virtual field trips are considered a solution to eliminate these obstacles that limit traditional field trips. However, there is a significant gap in the literature regarding the implementation of virtual field trips in early childhood education. Based on these two points, this study aims to examine the experiences of kindergarten children and their parents regarding virtual field trips. The study, which was designed as an interpretive qualitative study, included 7 children attending kindergarten within the body of a primary school and their parents. Within the scope of the research, 5 virtual field trips were organized to different destinations, and the experiences of children and their parents were examined. As a result of this analysis, the outcomes of virtual field trips for children and families, factors that increase their effectiveness, and advantages and disadvantages of virtual field trips were revealed.

Educational Field Trips as Part of Teaching Methodology in Adult Education

Educational Field Trips as Part of Teaching Methodology in Adult Education

Field Trips and Their Effect on Student Learning: A Comparison of Knowledge Assessment for Physical versus Virtual Field Trips in a Construction Management Course

Teaching through field trips has been very effective in the architecture, engineering and construction (AEC) disciplines as it allows students to bridge the gap between theory and practice. However, it is not always feasible to take a large class on field trips due to time, safety, and cost limitations. To adequately prepare future professionals in the AEC industry, it is imperative that institutions adopt innovative methods of providing the field trip experience. One such approach is using virtual reality (VR) technology. Creating 3D VR construction environments and immersing students in that virtual world could provide an engaging and meaningful experience. Although researchers in AEC schools have developed and deployed many virtual field trips (VFTs) in education, little is known about their potential to provide the same knowledge base. For that reason, a VR app was created to teach students about the design and construction of steel structures, called the Steel Sculpture App (SSA). The SSA served as a VFT, and the location of the steel frame structure served as the actual field trip (AFT). The research was conducted in structure-related courses in the spring, summer, and fall of 2021 and the spring and fall of 2022 semesters. Each semester, students were split into groups, one being the control group and the other being the experimental group. The control groups learned through AFTs, whereas the experimental groups learned through VFTs. A knowledge test was administered at the end of each treatment to collect quantitative data on the students’ performance, understanding, and knowledge retention. The results indicated that the students learning from VFTs scored higher than those learning from AFTs. The paper discusses student assessment results and student feedback about replacing AFTs with VFTs in times of need.

Assessing barriers to participation in environmental education field trips in the Congaree Biosphere Reserve

Environmental education (EE) is instrumental in developing environmentally literate citizens with the knowledge, attitudes, and skills necessary to support sustainable development. In the case of EE school field trips in the USA, these experiences also foster learning and skill development that supports meeting state and national educational standards. However, despite the importance of EE field trip programs, not all schools participate. This study explored the barriers to accessibility to EE field trips by conducting semi-structured interviews with EE providers and administrators of middle schools in the Congaree Biosphere Reserve (CBR), South Carolina, USA. We also used geospatial information systems to investigate accessibility spatially. Results suggest that aspatial barriers such as curricular constraints, capacity to plan and lead field trips, costs, and transportation influence participation. The results also suggest that these aspatial barriers are often interlinked and that access to EE field trips is disproportionately allocated to students in private education and urban settings and that rural, poor, minority, underperforming, and English as Second Language students face additional hurdles. We discuss a range of potential solutions to overcoming these barriers that reduce participation in EE field trips in the CBR.

The paradox of the ‘sustainable fieldtrip’? Exploring the links between geography fieldtrips and environmental sustainability

ABSTRACT The global climate emergency raises important questions for the future of fieldtrips in geographical education. Building on a longer history of these debates in the discipline, geography educators are paying increased attention to the environmental impacts of field-based education, as demonstrated by the Royal Geographical Society-Institute of British Geographers’ (RGS-IBG) recent Principles for Undergraduate Field Courses. However, as important as these steps are, there is relatively little study of student engagement with discussions on the environmental sustainability of geographical fieldtrips. Reporting on a research project involving a survey, learning intervention and semi-structured interviews with undergraduate geographers based at an East Midlands university in the UK, specifically exploring these students’ perspectives on geography fieldtrips and environmental sustainability, we argue that participatory and collaborative dialogue between teachers, students and other geographical stakeholders is crucial as geographers continue to grapple with the ethical, political, and environmental implications of these debates.

Do environmental education fieldtrips strengthen children's connection to nature and promote environmental behaviour or wellbeing?

Nature-based environmental education could be an effective way to promote children's connection to nature, every-day pro-environmental behaviour (PEB) and psychological wellbeing. We conducted a longitudinal, quasi-experimental field study with children aged 7 - 13 years from schools who attended environmental education fieldtrips in Wellington, New Zealand (N = 257). Data was collected via a self-administered questionnaire and a gifting (Token) experiment immediately before and four weeks after children attended an environmental education fieldtrip. Results indicate that environmental education was associated with a small increase in children's PEB and an increase in support for conservation relative to a control group. However, the intervention had little effect on children's connection to nature, vitality or life satisfaction. The effect of the intervention on connection to nature was moderated by children's pre-existing levels of connection to nature. Fieldtrips only increased connection to nature for those children who had higher levels of connection to nature before the intervention.Reconnecting people to nature is considered a deep leverage point to promote individual PEB and co-benefits such as individual wellbeing. Our results provide modest and nuanced support for its influence on PEB but not wellbeing.

Geoconservation of geological and mining heritage related to banded iron formation of Itabira Group, Quadrilátero Ferrífero, Minas Gerais, Brazil: A challenging issue

The Quadrilátero Ferrífero is a mineral-rich region covering about 7,000 km2 in Central-Southern Brazil. It is known for its extensive gold and iron ore reserves, and for its historical cities. Many geological and mining sites related to gold mining and iron ore mining are in protected areas, and have been studied for preservation and use in educational and tourism projects, but at the same time, the region has suffered many pressures from mining companies and its preservation is in a constant state of alert. Recently, geoconservation studies have emphasised the value of geological and mining heritage, its importance for understanding the history of territorial occupation, as well as the geological evolution of our planet. For example, the Cauê Peak is the type-locality of the Cauê Formation, where six new minerals (arsenopalladinite, atheneite, isomertieite, palladseite, jacutingaite and palladinite) were identified in the AuPd deposits which were listed by the International Mineralogical Association (IMA), and where the systemic iron mining activities began with the creation of the first mining company, the Brazilian Hematite Syndicate, in 1909. Since the 19th century, many of these geosites have been the target of research and educational field trips in the training of geologists and mining engineers at the Ouro Preto School of Mines and Federal University of Minas Gerais. These geosites can be used to explain the geological history in the Archaean-Paleoproterozoic boundary of the Quadrilátero Ferrífero (QF), the depositional environment of banded iron formations of the Cauê Formation, and also through the Transamazonian (2.1-1.94 Ga) and Brazilian (650-450 Ma) orogenies responsible for development of AuPd and iron deposits. When observing the Cauê Peak, the Itabira Peak and the Curral Mountain, the different stages in the evolution of the anthropic landscape can be observed. The Cauê Peak has been transformed into an open pit mine, the Itabira Peak is surrounded from all sides by mining activities and the Curral Mountain undergoes processes for authorization of mining activities in an area that should be preserved.

Is naturalness associated with positive learning outcomes during environmental education field trips?

Do more natural settings improve students’ learning? We collected surveys immediately following 283 U.S.-based environmental education (EE) field trip programs for youth and used land cover data to examine the relationship between levels of naturalness, defined as the percentage of natural land cover of the EE field trip site, and student learning outcomes. We also examined whether differences in levels of naturalness between students’ day-to-day environment and the field trip setting were related to student learning outcomes. When controlling for grade and race, both levels of naturalness and novel levels of naturalness accounted for approximately 4% of the variance in student outcomes suggesting that other field trip characteristics are more influential.

Experiential Learning through Field Trips: An Overview

The research aimed to describe teachers' and students' views in relation to the Field Trip Strategy on effect field trip in increasing students’ writing descriptive text. The respondents of this study were the students and English teachers of both government and private schools. The ideas and views of teachers and students were sought out regarding the benefits of educational field trips at jenior and senior schools level. To achieve the purpose of study two questionnaires were designed as research tools separately for teachers and students. One hundred and sixty respondents including 20 of English teachers and 140 students, were randomly selected. The questionnaire was used as a research instrument which was consisted of 25 items, collected data was analyzed by using the simple percentage method. The findings for each statement were made. Majority of the respondents had a view that educational Field Trip Strategy is helpful to explore their learning experience, The vast majority of respondents thought educational field trips helped students deal with advanced learning. According to a large majority of respondents' viewpoints, educational field trips help to provide a practical approach to the curriculum and help pupils acquire a greater interest in studying

КРЕМЕНЕЦЬКИЙ ПЕРІОД ТВОРЧОСТІ ВІДОМОГО ВЧЕНОГО ТА ПЕДАГОГА – КОСТЯНТИНА АДРІАНОВИЧА ТАТАРИНОВА

K. A. Tatarinov was a multifaceted personality, he made a significant contribution to the development of paleozoology, hunting science, ornithology and teriology in Ukraine. The article describes the main events of the Kremenets period of the scientist's life and work. The described period dates from August 1958 to August 1963. While working in Kremenets, he not only a scientist, but also develops as a manager, starting his career in August 1958 as a senior lecturer at the Department of Zoology Kremenets Pedagogical Institute, after two years - an associate professor, and since February 1961 - head of the specified department. Konstantin Adrianovych during his work at the Kremenets Pedagogical Institute, showed himself as a talented teacher with deep theoretical knowledge, hardworking and persistent scientist. Already at that time he understood the need for domestic and foreign creative scientific cooperation scientists with the aim of developing a unified program of stationary faunistic and zoogeographic studies. During the short 6 years of work at the Department of Zoology of the Kremenets Pedagogical Institute, Kostyantyn Adrianovych systematically organized annual educational field trips, worked on the creation and replenishment of the educational (museum) collection of bird and mammal skins, and conducted intensive speleozological research. At this time the scientist begins the cycle paleozoological studies, in particular the study of the fossil fauna of caves Podillia, modern and fossil vertebrate fauna of the mountain system Prykarpattia and Ukrainian Carpathians. In general, the field of scientific research in this period is very diverse from paleontology, zoogeography, zoology to phenology nature and ecology of vertebrates. During this time, he prepared and published the textbooks "Textbook of Zoology" and "Vertebrate Zoology", published a number of scientific works on fossil birds, small mammals and dolphins of Podillia (60 publications in total). Scientific results studies quite fully represent faunal diversity and faunal wealth of vertebrate animals of Kremenets and its surroundings and cover the forest massifs of the Eastern Carpathians and Hologoro-Kremenetskyi highlands, dry meadows, cave groups of mammals.
 In his pedagogical activities, he pays a lot of attention to highlighting contemporary achievements of zoology, the role of Ukrainian scientists in the study of the species and zoogeographic diversity of the vertebrate fauna of Kremenech region.

Role of Hiking Trekking in Lifestyle Diseases A Case Study of Baderkali Trekking Trail

Hiking is one of the most accessible physical activities, carried out for recreation, pilgrimages, educational Field Trips. Security agencies patrols and has aesthetic value. The subtle distinction between Hiking and trekking is that of duration only. Hiking involves long walks along the trail for a single day mostly, while Trekking is done for a number of consecutive days and nights. These strolls have significantly become first line of defense in keeping lifestyle diseases including obesity, hypertension, diabetes, and fatty liver at bay. Patients with non-alcoholic fatty liver disease by brisk walks have not only shown weight loss, but also reduction in higher levels of the liver enzymes like Alanine transaminase (ALT), Serum glutamic pyruvic transaminase (SGPT), and Serum glutamic oxaloacetic transaminase (SGOT). Regular walking has substantiated the increase in High-density lipoprotein (HDL) and decrease in low-density lipoprotein (LDL). Scientists investigate the links between walking and lifestyle diseases to guarantee its health benefits. Subsequently practice should be carried forward to ensure health benefits and research should seek to understand as to how Trekking and life style diseases are interlinked.

Creating the fossils exposition of the IFSULDEMINAS Natural History Museum, Campus Inconfidentes

Paleontology is an attractive science field, whose study object, the fossils, possesses a high potential to get the public attention. Fossils curation, on its turn, requires a detailed technical process, since its collection at the field. Federal Institute of Education, Science and Technology of South of Minas Gerais – IFSULDEMINAS, Campus Inconfidentes participated in an educational field trip in november 2016, for collecting fossils, developed by the Federal University of Rio de Janeiro, receiving the donation of around 60 specimens. Then, considering the urgency of a curatorial procedure for the safeguard of such material, we carried out this study aiming to create the fossils exposition of the IFSULDEMINAS Natural History Museum, Inconfidentes municipality, SE Minas Gerais state, Brazil. For that purpose, we have been preparing the fossils, from 2018 july to now, with adapted tools such as those used by dentists, removing the overarching rock matrix from the specimens with adapted tools, attributed them tomb numbers and exposed them in the Natural History Museum, with informative textual and graphic material. Over 40 specimens were prepared, cataloged and exposed so far, and the exposition is already receiving visitors. In future actions, we intend to implement technologies which will improve both the teaching-learning process and specimens safeguard.

A place-based virtual field trip resource that reflects understandings from multiple knowledge systems for volcano hazard education in Aotearoa NZ: Lessons from collaborations between Māori and non-Māori

Bicultural research is important for disaster education in Aotearoa NZ. Historically, deficit-based perspectives of Western Science underrepresent Māori knowledge. However, culturally grounded research partnerships have potential to revitalize engagement with Māori by braiding Indigenous Science and Western Science narratives to improve our collective understanding of the volcanic processes. We share insights from participant interviews on the co-creation of an educational virtual field trip (VFT) resource that weaves understandings from Mātaurānga Māori and Geology to teach about caldera volcanoes in Aotearoa NZ. This study highlights some key considerations for collaboration between Indigenous Māori and non-Māori partners. To conduct the research in a culturally appropriate way, a formal kawa (protocol) was established between the lead researcher and the Māori partners and culturally acceptable ethics in accordance with the Māori partners were implemented. The He Awa Whiria (braided river) methodology was followed through the multiple stages of engagement and the two-staged interview study design. Emergent codes from the interview indicate that relations and values are crucial for authentic partnerships and create space for sharing where challenges and emerging understandings can be repositioned. This study demonstrates that Māori academics, local Māori facilitators and researchers are crucial in the engagement process with local iwi (tribes) to define shared goals and understand expected project outcomes. We suggest that the development of bicultural educational resources must be grounded in an understanding of obligations to uphold the intergenerational intellectual property of the local iwi. This process requires significant resourcing of time, knowledge and energy and should be budgeted-in prior to the start of project-partnerships.