Field Trip Learning Research Articles

Improving Mathematical Literacy Ability of Elementary School Students Through A Field Trip Learning

Abstract This study aims to improve the mathematical literacy ability of elementary school students by using field trip in mathematics learning. This research tried to find out the general description of field trip starting from planning, implementation and evaluation. The object of field trip is adjusted to the mathematical material so that it gives an effect on students' mathematical literacy. The mathematical material used in this study is rounding and scale. The research design used for the trial was One Group Pretest-Posttest Design, by using n-gain test for data anlysis. Data collection is done through mathematical literacy tests and observations of student activities. The results showed an increase in mathematical literacy ability through the post-test and pretest. The first post-test obtained an increase of 54.48% and the second post-test 8.30%. The results of the N-Gain analysis showed the mathematical literacy ability of students in the rounding material and the scale increases from the first pretests of 0.7 and the second pretest of 0.77, of the two results indicate N-gain in the high category so that mathematics learning through the field trip can improve students' mathematical literacy effectively. Keywords : field trips, mathematical literacy, mathematics learning. Abstrak Penelitian ini bertujuan untuk meningkatkan kemampuan literasi matematis siswa Sekolah Dasar dengan menggunakan field trip pada pembelajaran matematika. Penelitian ini mencoba untuk menemukan gambaran umum tentang implementasi field trip mulai dari perencanaan, pelaksanaan, dan evaluasi. Lokasi field trip yang dituju disesuaikan dengan materi matematika, sehingga memberikan efek dalam literasi matematis siswa. Materi matematika yang digunakan dalam penelitian ini adalah materi pembulatan dan skala. Desain penelitian yang digunakan untuk uji coba adalah one group pretest-posttest design , dengan analisis data menggunakan uji n-gain. Pengumpulan data dilakukan melalui tes literasi matematis dan pengamatan aktivitas siswa. Hasil penelitian menunjukkan adanya peningkatan kemampuan literasi matematis dari hasil postes dan pretes. Postes pertama diperoleh peningkatan sebesar 54.48%, dan postes kedua 8.30%. Hasil analisis N-Gain menunjukkan kemampuan literasi matematis siswa dalam pembelajaran matematika pada materi pembulatan dan skala meningkat dari pretes-postes pertama sebesar 0.7 dan pretes-postes kedua sebesar 0.77, dari kedua hasil tersebut menunjukkan N-gain pada kategori tinggi sehingga pembelajaran matematika melalui field trip untuk meningkatkan literasi matematis efektif dalam penerapannya. Kata kunci: field trip, literasi matematis, pembelajaran matematika.

비인만의 해안사구를 활용한 경관생태적 현장학습 프로그램 개발

비인만의 해안사구를 활용한 경관생태적 현장학습 프로그램 개발

Effectiveness of Field Trip Learning Towards Batik Banten Curriculum in Elementary School

This research is backed by the low creativity of elementary school students in the subjects of arts culture and Skills (SBK). The material taken is related to the batik curriculum in Banten in accordance with the PERGUB BANTEN 2014 that requires the entire school to integrate the local content curriculum of batik Banten. This research aims to increase the creativity of students in the local content curriculum in SBK subjects. This research uses class action research (PTK) with the number of students from 100 Grade 5 students elementary school who come from 4 (four) elementary schools in Panimbang, Pandeglang District by joining field trip activities. The results of the study were obtained through 2 (two) cycles, each cycle consists of 2 (two) meetings with a time allocation of 2 x 30 minutes. Based on the analysis of the research results obtained that there is no increase between the filed trip with the increase of student creativity on the field trips in integrating the curriculum batik. At the instructor's activity only increased by 0.5%, while in student activity only increased by 13.5%. Although the percentages are increasing, they remain in the "less" category, as they are below 70. Likewise on the results of creativity, there is no increase in cycles 1 and 2, because it remains in the category of "less".

Using social media to enrich information systems field trip experiences: Students’ satisfaction and continuance intentions

A well-designed field trip can promote active learning and reinforce classroom materials. Few studies have examined the potential for social media to enhance IS field trip experiences by promoting active and collaborative learning. One major barrier to the exploitation of this potential is the lack of the adoption of social media by students as a learning tool to enhance field trip experiences. Therefore, the first task is to understand how to increase the satisfaction of students in their use of social media to enhance IS field trips. This research sets out to understand the factors that could help increase students’ satisfaction with the use of social media to enhance IS field trips, and thereby their intentions to continue to use social media in future field trips. The results show that to increase user satisfaction, course instructors should ensure that students perceive the social media sites used for enhancing field trip study to be trustworthy, effortless, useful and accepted by their peers. Future research could determine how we can incorporate the use of social media to enhance the field trip learning experience.

3D 파노라마 가상 현실 기술을 이용한 지질 답사 학습 자료의 개발과 적용

본 연구에서는 전라북도 부안군 채석강 지역에 대한 3D파노라마 가상 현실 지질 답사 투어 학습자료를 개발하였다. 개발된 프로그램은 <TEX>$360^{\circ}{\times}180^{\circ}$</TEX> 파노라마로서 관측 지점의 모든 면을 볼 수 있고, 확대, 축소, 화면 돌리기 등의 상호작용이 가능하다. 이 프로그램의 교육적 효과를 얻기 위해 컴파스 활용하기, 지층의 경사 등을 측정하기 위한 이동 가능한 각도기 제공, 관찰 지점의 표본에 대한 3D 관찰하기 등을 제공하였다. 또 주요 관찰 포인트에는 확대된 사진, 팝업창, 전문가 설명 등으로 학습을 도왔다. 이 프로그램의 교육적 효과를 알아보기 위하여 중학교 과학 영재반 학생 35명에게 적용해본 결과 약 85% 이상의 긍정적인 반응을 보여주었다. 따라서 이 프로그램은 중학교 과학과 지질학 수업 시 간접적 상황학습이 될 수 있고, 시간문제, 비용문제, 안전문제 등을 줄일 수 있는 하나의 보충적인 지질 답사 방법이 될 것이다. In this study, a geological field trip learning program using 3 Dpanorama virtual reality (PVR) techniques is developed to learn about the Chaeseokgang area located in a national park near Byeonsan-bando, Jeonbuk, Korea. The developed <TEX>$360^{\circ}{\times}180^{\circ}$</TEX> PVR program can show every face of observational points and interact as zoom-in, zoom-out and image rotation. For the educational effects of the materials, it is provided with a compass, a protractor for measuring the dip of strata and observation of specimen of observational points. It also assists students to learn by providing enlarged images, pop-up windows, and expert explanation main observational points. The program is applied to the class of 35 gifted students in middle school to investigate the effectiveness of the program. The results showed that positive responses of the students were 85% or more. It is suggests that this program be used as indirect situated learning material and a solution to geological field trip problems like cost, safety, distance, and so on geological learning of middle school science.

A platform on the cloud for self-creation of mobile interactive learning trails

We present a system to create mobile interactive learning trails. The system includes a web portal running on the Amazon cloud server for people without programming skill to create trails for outdoor fieldtrip learning, and two universal apps for iOS and Android phones respectively to run different learning trails. It enables rapid and easy creation of learning trails within 15 minutes without mobile app development. The learning contents can be customised by teachers, and activated by snapping pictures from physical Objects of Interest (OOI) or entering a geographic area. Image recognition technology is used to identify which OOI that the picture is captured from, and return relevant contents pre-associated with the OOIs.

The Garden Wonder Wall: Fostering Wonder and Curiosity on Multi-Day Garden Field Trips

Field trips to the Michigan 4-H Children's Garden must provide rich science learning experiences for students and teachers. A key to this is getting students to ask questions. To facilitate student question asking we developed the Wonder Wall, a “wall” where students could write their questions. Student questions were answered as part of the field trip and written answers were provided following the field trip. Nearly 75% of the 455 2nd and 3rd grade students in this study posted questions. Questions were both basic information (50%) and wonderment (50%). Basic information questions were simple questions that focused on the garden, plants, staff, and field trip activities. Wonderment questions were more complex questions that focused on field trip learning activities. The 50% wonderment questions was greater than expected, suggesting that students posted these questions after carefully thinking about what they had learned. Student questions provided a real-time assessment of student understanding and interests. Wonderment questions could easily be extended into an experiment, giving students the opportunity to direct their own learning. The Wonder Wall is a simple, easily integrated tool that engaged students in asking questions. It provided educators with valuable insights into student understanding and interests. The Wonder Wall was a powerful part of our field trips and we recommend incorporating it into field trips where ever possible.

Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education

The present paper thoroughly examines how one can effectively bridge in-school and out-of-school learning. The first part discusses the difficulty in defining out-of-school learning. It proposes to distinguish three types of learning: formal, informal, and non-formal. The second part raises the question of whether out-of-school learning should be dealt with in the in-school system, in view of the fact that we experience informal learning anyway as well as considering the disadvantages and difficulties teachers are confronted with when planning and carrying out scientific fieldtrips. The voices of the teachers, the students, and the non-formal institution staff are heard to provide insights into the problem. The third part discusses the cognitive and affective aspects of non-formal learning. The fourth part presents some models explaining scientific fieldtrip learning and based on those models, suggests a novel explanation. The fifth part offers some recommendations of how to bridge in and out-of-school learning. The paper closes with some practical ideas as to how one can bring the theory described in the paper into practice. It is hoped that this paper will provide educators with an insight so that they will be able to fully exploit the great potential that scientific field trips may offer.

Field trips: A look at environmental effects on learning

Despite the prevalence of school field trips to informal education settings like museums, zoos, and nature centres, relatively little is known about their educational effects upon learners. Six studies on school field trip learning are reviewed. The studies suggest that children s perception of the novelty of the field trip setting will affect what they learn on a field trip. All children will learn about the setting in which the trip occurred, but only those in a moderately novel environment will learn much about the intended lesson. In settings where novelty is either extremely great or small, imposed learning will be inhibited. Educators need to be aware of the effects of settings on learning in planning their lessons. In this way they can capitalize on the location of learning, rather than be penalized by it.