Field Trips Research Articles

Penerapan Metode Field Trip Observation untuk Meningkatkan Wawasan Siswa di MTs Muhammadiyah 10 Gresik

The aim of this research is to examine the implementation of the field trip observation method in the learning process of students, focusing on their ability to adapt and modify themselves in their surroundings, and to identify the strengths and weaknesses of this method. This qualitative study employs ethnographic or field research methodology, with teachers and students under observation as the primary data sources. Secondary data sources include school profile information, field trip destination observation data, and observations of field trip learning strategies. Data collection techniques involve documentation, interviews, and observations. Data analysis proceeds incrementally, leading to conclusions. Findings indicate that using field trip observation methods enhances students' insights, exposes them to new experiences, and alleviates boredom associated with classroom learning. However, this method requires thorough planning and significant financial resources to implement effectively.

Remote sensing assessment of wildfire using high-resolution PlanetScope satellite observations: A case study on Co Tien Mountain, Nha Trang City, Vietnam

In this study, high spatial resolution (3 m) PlanetScope (PS) imagery was utilized to map burned areas caused by a wildfire occurring on January 10, 2024, on Co Tien Mountain in Nha Trang city, Khanh Hoa province, South Central Coast of Vietnam. A pre-fire image, acquired ten days earlier, on December 31, 2023, and a post-fire one, acquired nearly one month after, on February 04, 2024, were used to create pre- and post-fire Normalized Difference Vegetation Index (NDVI) maps of the study area, then the difference of NDVI (dNDVI). A threshold (T = 0.20), proposed by the author, was applied to the histogram of the dNDVI product to classify the study area into two clusters: burned pixels (dNDVI > T) and unburned pixels (dNDVI <= T). Classification results estimate that a total of 16.11 ha of grass, reeds, small shrubs and vegetation have been burned out during the wildfire. A field trip is required to map the burned areas using unmanned aerial vehicles (UAVs) for an accurate validation of results derived purely from PS satellite observations. Although lacking a ground truth dataset for validation is a significant limitation, the proposed approach remains beneficial for local managers and decision-makers. It enables the rapid assessment of damages caused by small wildfires and provides essential data for effective disaster management and recovery planning, particularly in remote areas.

تحليل السحنات الرسوبية وتوصيف الخزانات لتكوينات حواز والمومنيات من العصر الأوردوفيشي وتكوين عوينات وأنين من العصر الديفوني، منطقة 176-4، حوض مرزق، جنوب غرب ليبيا

The Ordovician to Devonian succession in the in Murzuq Basin represents the most important part of the lower Paleozoic terrigenous Al Gargaf siliciclastic group, which consists of several formations such as the Ordovician Hawaz, Melaz Shuqran and Mamuniyat Formations and the Devonian Tadrart and Awainat Wanin Formations. Different integrated methods were used and implemented in order to understand lithology and sedimentary structures of the Ordovician, Silurian and Devonian formations. Firstly, intensive geological field trips were carried out and special attention was focused on Ordovician and Devonian reservoir sandstones and the Silurian source rocks. Secondly facies analysis and sequence stratigraphy methods were applied to figure out a simple sequence stratigraphic division of the Ordovician to Devonian succession based on outcrop sections, well logs and interpreted seismic sections. As a result of the petrographic field investigation and facies analysis based on seismic interpretation of the several seismic lines in the study area. Sequence boundaries of the Ordovician and Devonian succession on all seismic sections were identified by using specific reflection terminations such as onlap and erosional truncations features. 13 seismic facies were recognized, divided and classified for each of the examined stratigraphic formations (4 facies in Hawaz, 5 facies in Melaz Shuqran and Mamuniyat formations and 4 facies in the Tadrart and Awainat Wanin). A seismic facies classification chart was made on the basis of the classified seismic facies scheme, since depositional systems and types of seismic facies differ in each stratigraphic succession. Depositional sequences of sedimentary environments were identified from well logs and available 2D seismic sections and sequence stratigraphic frameworks were constructed for the Ordovician and Devonian formations. Based on the facies analysis and sequence stratigraphy interpretations, two different order sequences in the Ordovician to Devonian succession have been found and identified: The major sequences are possibly 2nd-order sequences in time duration. They are clearly traceable on all seismic sections. May be minor sequences are possibly 3rd-order sequences, and they are not traceable on all seismic sections clearly, but are recognized on well logs or outcrop sections. Eventually, all obtained information and that results were plotted on the different maps for each examined section to construct a depositional model and to estimate the maximum distributions of each formation separately on the basis of depositional system interpretations. Keywords: Murzuq Basin, Al Gargaf siliciclastic group, Ordovician to Devonian succession, depositional system and seismic facies

Wartime Management of the Government of National Defense Headed by Wincenty Witos during the Polish-Bolshevik War of 1920

Wincenty Witos is one of the undisputed Fathers of Independence of Poland, reborn in November 1918 after 123 years of partition. An outstanding statesman, leader of the people’s movement. Three-time Prime Minister of the Polish government in 1920–1921, 1923, 1926. During the Polish-Soviet War, Witos headed the Government of National Defense, which lasted 433 days, including 254 during the war. When analyzing his management as Prime Minister, two stages should be distinguished. In the first one, he was absorbed in matters of war. He was in favor of concluding peace as soon as possible, which he expressed in his exposé in 1920. In his second exposé, he worked on the reconstruction of the country after the war and the further development of the Republic of Poland as a democratic state. During the war, Witos’s role in mobilizing peasants to participate in the defense of threatened borders, as well as defending independence in the war with Bolshevik Russia in 1920, was particularly important. The article discusses the decisions made regarding management during the war: mobilizing society to rally around the authorities of the reborn Poland and defend the country’s independence, to reject Bolshevik propaganda and fight for the future of the Polish nation and state. The practice of war management was manifested in frequent field trips, organizing support and supplies for the population. Witos paid particular attention to the Borderlands. He emphasized that the presence of the head of the government and this direct contact made it possible to learn about many difficult problems of the reborn state, and at the same time, direct contact with the authorities was an element that bound the population to this state, and the people did not feel alone in solving these problems.

The Revolution of Artificial Intelligence in Nursing Education and Practice

As a grade 11 student studying in Modern School, Barakhambha Road, New Delhi, I have been fortunate enough to witness the effects of government policies aimed at integrating children from economically weaker sections (EWS) into mainstream education. While the inclusion of EWS children in schools like ours has been a significant stride towards social equity, there are still several challenges to overcome. Our batch (2011) was the first batch where the EWS quota was implemented by the government. All throughout junior school, I kept hearing from my family that it was the noblest idea to integrate children who come from slightly disadvantaged backgrounds into the mainstream, and how it was only through education and equal opportunities that the children of this country would grow to become fine human beings who could lead the world of the future. I was always taught to treat them with kindness and compassion, but also, at the same time, in an effort to be inclusive, was taught to be careful about not hurting them by making them feel different or pointing out the differences between our upbringings. The presence of EWS children in our school is a testament to the success of policies such as the Right to Education (RTE) Act, which mandates private schools to reserve a percentage of their seats for underprivileged children. This initiative has provided EWS children with access to quality education, creating opportunities for their future. However, the social aspect of integration is an area that still requires attention. One of the most glaring challenges is the lack of interaction between children belonging to higher socio-economic strata and those belonging to the EWS. I have myself been a witness to unequal treatment, even though it was largely inadvertent. This is because schools ask children to engage in activities that may not necessarily be within the means of an EWS household. Activities such as domestic field trips and international exchange programmes challenge even affluent households at times. It is not uncommon to see students from different socio-economic backgrounds form separate social circles. This social divide can have a profound impact on the EWS children, making them feel isolated and unwelcome. Such feelings can further affect their academic performance and emotional well-being. As a student, I believe it is crucial to explore ways to foster better relationships between students from diverse backgrounds.

Contribution to the floristic knowledge of Mount Pennino massif (Umbria-Marche Apennines, central Italy)

The inventory of the taxa collected in 2021 during the annual field trip of the Working Group for Floristics, Systematics, and Evolution of the Italian Botanical Society is reported. The field trip was held in the Mount Pennino massif, between Umbria and Marche administrative regions (central Italy). The flora documented for the study area amounts to 413 specific and subspecific taxa (including one hybrid), belonging to 234 genera and 64 families. Thirty-seven taxa are endemic to Italy; 42 are included in the IUCN Red List of the Italian Flora. Only three alien taxa were found. Ten taxa and one hybrid are considered floristic novelties because either new or confirmed for the regional flora of Umbria and/or Marche. Particularly, 6 taxa are new and 4 are confirmed for Umbria; one taxon and one hybrid are new for Marche.

Becoming-with the bog born: emotional collectives in ecological fieldwork

AbstractFieldwork in ecology education does things. By employing Donna Haraway’s concept becoming-with companion species and Cathrine Hasse’s emotional collectives to explore fieldwork practice on a bog in Sweden, a piece of the doings will be told. The aim of this study is to explore how ecology fieldwork affords emotional engagement and facilitates growth of ecological literacy in the emotional collectives of students, teachers and nonhumans to become-with each other. The study is based on an overnight field trip with upper-secondary students experiencing black grouse lekking and the ecology of a bog. The empirical material consists of video and audio recordings. In the study, becoming-with is operationalised through the notion of emotional collectives. The result shows three orientations of becoming-with: mimetic, anthropomorphic and fact oriented. Overall, this is a story of fieldwork as a practice of producing companion species; how becoming-with companion species works in practice, how companion species come to matter as emergent ecological literacy.

Erosion of mangrove dominated muddy coasts in Vietnam and Indonesia: Processes and accelerating factors

Although there have been extensive studies of the erosion of mangrove-dominated muddy coasts, the information on the processes and drivers of erosion at fine scales of analysis is still lacking. Without this knowledge, the existing efforts to minimize erosion are just piecemeal solutions that only address the symptoms of the erosion process. The coastlines of the Mekong Delta in Vietnam (VMD) and Brebes Regency in Indonesia have been selected as case studies to address this issue. The aim of the paper is to document coastal erosion and the factors that accelerate the erosion process. This is achieved by using the participatory diagramming technique, which combines the analysis of photographs of erosion sites taken during field trips, detailed field observations, and responses from semi-structured interviews with erosion-affected communities in VMD and Brebes Regency, Indonesia. The results show that five dominant erosion processes identified in these two regions were burrow-induced erosion, clearcut-induced erosion, farming-induced erosion, pond-induced erosion, and boating-induced erosion. Of the five erosion processes, human activities have altered the characteristic of the mangrove forests, and are likely to have exposed areas to erosion, with wave action providing a tipping point by severely reducing the structural integrity of the coastal soil in sensitive areas and making them susceptible to collapse. However, many other areas in VMD and Brebes Regency, Indonesia have remained stable over time. The methodological approach proposed here appears to be applicable to other mangrove-dominated muddy coasts, which are characteristic of most anthropogenically affected tropical deltas. As human activities are closely linked to forestry policies in Vietnam and Indonesia, enforcement should be strengthened to significantly increase the impact of these policies in controlling coastal erosion and minimize the vulnerability of these areas to erosion.

Impact of an immersive engineering program on children's understanding of and interest in engineering: Addressing gender stereotypes

AbstractBackgroundThe gender gap in engineering presents a critical barrier to achieving a diverse and innovative engineering workforce. This gap is influenced by gender stereotypes, socialization processes, masculine culture, and insufficient early experiences with engineering. These contribute to diminished STEM self‐concept, interest, and participation among women.Purpose/HypothesisThis study assessed an engineering outreach program's impact on children's understanding of and interest in engineering and beliefs about who can be an engineer. It compared whether discussions of gender bias differentially influenced these outcomes for girls and boys.Design/MethodThe study was a short‐term sequential quasi‐experimental design with boys and girls in grades 4–5. Six classroom groups attended a half‐day engineering field trip and were randomly assigned to two conditions: Gender Presentation or No Gender Presentation. Pre‐ and post‐program surveys measured changes in understanding of and interest in engineering and beliefs about who can be an engineer.ResultsAll children, regardless of gender or condition, had higher understanding of and interest in engineering after the program, but also demonstrated a bias in selecting men over women as engineers. Participants reported that both girls and boys like and are good at engineering and these ratings increased from the pre‐program to the post‐program survey.ConclusionThis research affirms the effectiveness of immersive and inclusive programming in enhancing children's understanding of and interest in engineering. No substantial gender‐specific differences emerged regarding the impact of discussions on gender biases. The program underscores the value of early inclusive educational interventions in fostering equitable interest in engineering among young students.

4-H Volunteer Training Series: The ABCs of 4-H: A Primer for 4-H Volunteers

This information sheet is the introduction to the 4-H Volunteer Training Series (VTS). The series contains a wealth of information, from how to start a club, to planning field trips, to how to work with youth. This part was originally published in July 2014 and then revised in July 2018. It was updated in the summer of 2023 and is now revised in September 2024.

Investigating student engagement of online experiential learning: a comparison of virtual and in-person winery field trips

ABSTRACT This experimental study investigates the effectiveness of virtual experiential learning in fostering student engagement by comparing the engagement and learning outcomes of two groups of students. One group (n = 69) participated in a virtual field trip to a winery, while the other group (n = 36) completed the field trip in person as part of an undergraduate culinary tourism course. A mixed-method approach was used to collect and triangulate data from a student engagement survey, reflective diaries, and assessment marks, which were analyzed using T-test and ANOVA, thematic analysis and descriptive statistics, respectively. Results showed that experiential learning increased students’ skill and emotional engagement in both groups while having no impact on participation and performance engagement. Skill engagement was significantly higher in the virtual group, while the in-person group scored slightly higher in emotional and performance engagement. Deep learning, however, was only reported by students who completed the in-person field trip.

412 Awardee Talk: Implementing student-centered teaching and learning strategies in undergraduate animal science

Abstract Student-centered teaching and learning strategies enhance active engagement, foster critical thinking, and promote the practical application of knowledge gained from undergraduate animal science courses. The scholarship of teaching and learning (SOTL) has evolved within the animal science community, with a recent focus on adopting evidence-based teaching activities in college classrooms. We discuss documented SOTL approaches utilized in our program for the development of student-centered teaching and learning. In addition to traditional internships and student research projects, capstone projects utilizing a design thinking approach to solving animal industry problems have proven significantly effective. This problem-based learning program enables students to develop industry networks, understand problems within the industry, and develop creative ways to address the problems. Non-conventional and innovative designs of course assignments can foster student interest and enhance learning experiences. For example, by incorporating engaging and novel resources such as animal industry webinars and podcasts as classroom materials, instructors can reinforce course content and captivate students’ attention to the topic. Specifically, students have appreciated the opportunity to learn from experts not available locally at the university. Developing and utilizing real-world case studies exposes students to farm practices and related decision-making. Involving students in competitive team activities like the Dairy Challenge and Academic Quadrathlon contests develops marketable skills for students while training them to implement the knowledge acquired in the classrooms on a commercial farm. Field trips, short courses, and summer schools provide hands-on training opportunities, enhancing students’ exposure to the industry and opportunities after graduation. Students have identified that animal science topics are relevant beyond the classroom walls in everyday life including grocery store and kitchen, as demonstrated by a significant increase in enrollment of non-animal science major students in the animal science courses. The student-centered programs like Cross-training students in data-driven decision support tools help to develop strong day-one competency of graduates through training and networking within and outside the discipline. With the advent of new technologies and tools, training programs surrounding data management and interpretation should integrate systems knowledge across plant science, animal science, and computer science disciplines. These interdisciplinary and cross-disciplinary training activities promote the exchange of ideas while developing systems-level understanding. Furthermore, initiatives like Collaborative Online International Learning (COIL) provide students with exposure to diverse thoughts and situations, broadening their horizons and perspectives. For students not able to participate in study abroad and international programs due to time and financial constraints, COIL delivers cost-effective virtual opportunities to develop global understanding and cultural competency. By incorporating these student-centered teaching and learning strategies, undergraduate animal science programs can effectively prepare students for real-world challenges for the next generation of agriculture leaders.

Extent of Use of Virtual Field Trips in Instruction of History and Government Among Secondary Schools in Murang’a County, Kenya

The use of field trips for instruction has been limited by the cost of trips, logistical planning, time taken in traveling, and learners’ safety concerns. This has led to the adoption of Virtual Field Trips (VFTs) that offer opportunities for learners to virtually visit historical sites for learning. However, the utilization of VFTs in teaching and learning History and Government in secondary schools has not been sufficiently researched and documented in Kenya thus the essence of the study. The study was guided by Technological, Pedagogical, and Content Knowledge Theory (TPACK) and adopted a Quasi-Experimental Design targeting thirty-five public sub-county secondary schools. Schools and teachers were purposively sampled while learners were randomly selected. A sample size of 372 respondents took part in the study. Learners’ questionnaires, interview schedules for teachers, and classroom observation schedules were used to collect data. The study found that majority of teachers and learners were not aware of the use of VFTs for teaching and learning. Further, even after training, teachers were not able to effectively use VFTs in instruction. Against these findings, this study recommended that the Ministry of Education and Teachers Service Commission should team up and organize training for teachers to equip them with ICT skills for preparation and use of VFTs for teaching and learning. Also, teacher training institutions should endeavor to equip teacher trainees with ICT skills to exploit VFTs in their specific teaching-learning areas.

Effect of utilization of VFTs on teaching and learning History and Government in Murang’a County in Kenya

The adoption of Virtual Field Trips (VFTs) as a teaching method has provided opportunities for learners to virtually visit historical sites for learning. However, the effects of utilization of VFTs in instruction on students' performance in History and Government had not been sufficiently researched and documented in Kenya. Therefore, the essence the study was to establish how use of VFTs in teaching and learning affects learners' academic performance in History and Government in Murang’a County in Kenya. The study was guided by Technological, Pedagogical, and Content Knowledge Theory and adopted a Quasi-Experimental Design targeting 35 public sub-county secondary schools with a target population of 3,329 respondents. Schools and teachers were purposively sampled while learners were randomly selected. A sample size of 372 respondents made up of teachers and form one learners of History and Government took part in the study. Research instruments used were learners’ questionnaires, interview schedules for teachers, History and Government Assessment Tests, and classroom observation schedules. Piloting was done on all research instruments and reliability accepted r=0.657. Statistical Package for Social Sciences (SPSS) was used to analyze data for descriptive and inferential statistics. The study found that use of VFTs significantly affected learners' academic performance at t (365) = 15.50, p=0.00. The study recommended teacher training institutions to equip teacher trainees with skills to exploit VFTs in teaching. A VFT teaching guideline was developed to assist teachers in preparation and use of VFTs for instructional purposes to improve teaching and learning for better academic performance.

Understanding student motivations to attend and experience an optional geoscience field trip at a Hispanic-Serving Institution

This study aimed to use self-determination theory to examine the motivations of a sample of diverse undergraduate students attending a Hispanic-Serving Institution and the benefits they experienced on a field trip to southeastern New Mexico, USA, in the winter of 2023. We used a qualitative, single case study. The case comprised a field trip for undergraduate students—geology majors and non-majors. The field trip was a low-stakes opportunity for students interested in STEM and geoscience to experience fieldwork and explore new terrain at little to no cost to students. We recruited 17 undergraduate students attending the trip to participate in the study. We collected data via one-on-one online interviews prior to and after the field trip, and daily journaling during the trip. We used iterative cycles of coding to analyze the data as a team. We found that students had a mix of motivations to attend the field trip, including enjoyment, prior experiences, a desire to make new and deepen existing relationships, and an interest in learning more about geoscience and camping. We also found that their experiences mirrored their motivations—they benefited from the new knowledge about camping and geoscience, the new relationships they forged, and the enjoyment they derived from being outdoors with friends, looking at and for rocks. Our findings suggest that programs capitalize on students’ curiosity to motivate them to attend field trips, universities offer K-12 programming, and field trip organizers prepare students for the conditions they will encounter on field trips.

Impact of the ecological field trip on the learning of certain ecological concepts by Moroccan high school students and importance of a methodological guidebook during field trips

The present investigation looked into the evaluation of the impact of ecological field trips on the learning of various ecological concepts by Moroccan high school students as well as the importance of having a methodological guidebook during the execution of the field trip. In this end, a questionnaire-based survey was adopted in undertaking the study and collecting the relevant data. The participants in this study are eighty-five Scientific Common Core students. The statistical analysis of results showed that the implementation of the field trip does not have a significant effect on the improvement of students’ learning abilities. Such an unexpected result raises a number of issues about the methodology followed and conditions under which this crucial activity takes place. Hence, in the light of these results, there is an urgent need to rethink about the effectiveness of the traditional didactic approach used and adopt new methods that motivate students more and encourage them to become active participants in building their knowledge, which might result in improved learning. Equally important, preparing a guidebook that clearly plans the activities to be carried out effectively by the students is of paramount importance.

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.

Big-data-driven approach and scalable analysis on environmental sustainability of shared micromobility from trip to city level analysis

Shared e-scooters (SES) have recently gained popularity, but their environmental sustainability remains debatable. This study develops a data-driven and scalable method based on big data and data fusion from multiple sources to comprehensively analyze substitutions and the environmental impacts of SES from trip to city level analysis. Field trip transaction data in three major Swedish cities (Stockholm, Gothenburg, and Malmö) are leveraged for empirical analysis considering mode choice behavior. The results reveal that most SES trips (86.7% in Stockholm, 85.6% in Gothenburg, and 85.3% in Malmö) replace walking or public transport, while the proportion substituting private car and taxis is less than 12%. On average, each SES trip increases in CO2−eq emissions (34.58 g in Stockholm, 21.18 g in Gothenburg, and 24.07 g in Malmö). Only a limited percentage of SES trips (19.20% in Stockholm, 24.22% in Gothenburg, and 23.94% in Malmö) and a small percentage of urban areas with SES (8.3% in Stockholm, 7.48% in Gothenburg, and 2.02% in Malmö) demonstrate positive environmental effects from SES. The substitution and environment impacts of SES vary significantly across different trips spatially and temporally, emphasizing the importance of conducting trip-level analyses. The analysis provides quantitative insights into the sustainability of SES in Nordic contexts, offering potential support for sustainable management in a variety of urban contexts.

Preface: Quaternary landscape dynamics in the Eastern Alps, from the highest peaks to the North Alpine Foreland – a guidebook to field trips

Preface: Quaternary landscape dynamics in the Eastern Alps, from the highest peaks to the North Alpine Foreland – a guidebook to field trips

Glaciers and mass movements in the Hüttwinkl Valley (Hohe Tauern range): from the Last Glacial Maximum (LGM) until now

Abstract. The Hüttwinkl Valley, the uppermost section of the Rauris Valley, offers a unique sedimentary and morphological archive to study the development of the landscape in a high-Alpine valley since the Last Glacial Maximum (LGM). Glacial extents of the past, especially during the Younger Dryas (12.8–11.7 ka) and the Little Ice Age, as well as the present-day massive glacier retreat, are clearly recorded. On the other hand, the effects of different mass movements on valley development are evident. The field trip begins in Kolm-Saigurn, where the Durchgangwald landslide occurred in the Bølling–Allerød interstadial (14.7–12.9 ka). In the Younger Dryas (12.9–11.7 ka) glaciers overflowed parts of the Durchgangwald landslide deposit followed by the Lenzanger landslide (Preboreal, Early Holocene). North of Kolm-Saigurn, the Bucheben landslide (Early Holocene) and the Lechnerhäusel landslide (Middle Holocene) showed first a rockslide phase followed by a rock avalanche (sturzstrom), which led to the formation of toma in the distal area. All landslides detached from the western flank of the valley, whereas the eastern slopes are predominantly characterized by slow, deep-seated gravitational slope deformation (DSGSD). The most recent significant mass wasting was caused by rockfalls and catastrophic debris flows.