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Tal, Tali

doi:10.1023/a:1011454625413

Cited by 46 publications

(8 citation statements)

References 32 publications

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“…Field trips, when practical, are typically the most engaging and impactful component of courses, because these hands-on experiences inspire students to become geoscience majors (Orion and Hofstein, 1994;Tal, 2001;McGreen and Sánchez, 2005;Fuller, 2006;Kastens et al, 2009;Mogk and Goodwin, 2012). The liability of travel and decreasing financial and administrative support at many colleges have made it so that it is becoming increasingly rare to have field trips.…”

Section: Introductionmentioning

confidence: 99%

Increasing Undergraduate Interest to Learn Geoscience with GPS-based Augmented Reality Field Trips on Students’ Own Smartphones

Bursztyn¹,

Shelton²,

Walker³

et al. 2017

GSAT

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Field trips are a reliable method for attracting students into geoscience, yet for many high-enrollment college introductory courses, field trips are often impractical. Furthermore, introductory courses are often taught with a traditional lecture style that is poor at engaging students. This study examines the impact of augmented reality (AR) field trip exercises on the interest levels of students using readily accessible mobile devices (smartphones and tablets) as a means to provide simulated field trip experiences to a larger number of learners. The results of this study, involving 874 students from five different institutions, show that students who completed three geospatially oriented Grand Canyon field trip game modules were significantly more interested in learning the geosciences than control students and participants who completed only one module. More comprehensively, results from hierarchical linear modeling indicate three strong predictors of student interest in learning the geosciences: (1) the student's initial interest, (2) being a STEM major, and (3) the number of AR field trip modules students complete. Notably, the race and gender of participants are not factors. Augmented reality field trips for mobile devices have potential to be an accessible and financially viable means to bring field trips to a diversity of students who would otherwise experience none. Results indicate these AR field trips increase student motivation to pursue geoscience learning.

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Section: Introductionmentioning

confidence: 99%

Increasing Undergraduate Interest to Learn Geoscience with GPS-based Augmented Reality Field Trips on Students’ Own Smartphones

Bursztyn¹,

Shelton²,

Walker³

et al. 2017

GSAT

View full text Add to dashboard Cite

show abstract

“…Having this in mind, exposing prospective teachers to places in which science is learnt informally, such as museums or nature centers, has the potential to improve their perception of how these places can benefit learning, in addition to helping them feel more secure and more comfortable. It is therefore important to make field trips a part of initial teacher preparation (Kisiel, 2013;Tal, 2001) in Spain and in other countries since we believe that our results can be generalized to other contexts. We know that ECE education systems are very different in each country, but teacher training is a concerning in all of them because is one of the factors that most influences the pedagogy carried out in ECE classrooms (Anders, 2014).…”

Section: Discussionmentioning

confidence: 98%

“…The aforementioned difficulties faced by prospective teachers in science learning and teaching are evident, and the designing and implementation of nature field trips is one of these problems, even for in-service teachers (Howitt, 2007;Kisiel, 2007;Tal, 2001).…”

Section: Nature Field Trips and Teacher Preparationmentioning

confidence: 99%

Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage

et al. 2021

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Nature field trips stand out as pedagogical experiences because of their benefits in science learning, even in early childhood education (ECE). However, previous studies have found that teachers often do not make use of their full educational potential. The present research offers a descriptive exploration of ECE prospective teachers' enactment of nature field trips, detecting the difficulties they encounter and the mistakes they make. To this end, 205 videos were analyzed qualitatively to determine the pedagogical planning of nature field trips proposed and carried out by prospective ECE teachers. The results indicated that most of the participants designed nature field trips in which they could develop conceptual content related to living things through an expository method, with pupils having a passive role. They did not use activities, materials, questions, or evaluation during the trips, and neither did they integrate the trips into their classroom programming. This study adds to an understanding of how prospective teachers perceive nature field trips. Implications are presented for teacher educators working with preservice teachers to

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“…Kolb (1984) described experiential learning as the gaining of knowledge through transformation via experience. In the geosciences, experiential learning and problem solving are best delivered through field experiences, which include making observations and orienting oneself spatially within landscapes (Orion and Hofstein, 1994;Tal, 2001;Fuller, 2006;Bowen and Roth-Wolff, 2007;Simmons et al, 2008;Kastens et al, 2009;Mogk and Goodwin, 2012). Field excursions provide students with opportunities to hone observational and critical-thinking skills by distinguishing features amid visual complexity (Kastens et al, 2009;Mogk and Goodwin, 2012).…”

Section: Introductionmentioning

confidence: 99%

Assessment of student learning using augmented reality Grand Canyon field trips for mobile smart devices

et al. 2017

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Untitled

Cited by 46 publications

References 32 publications

Increasing Undergraduate Interest to Learn Geoscience with GPS-based Augmented Reality Field Trips on Students’ Own Smartphones

Increasing Undergraduate Interest to Learn Geoscience with GPS-based Augmented Reality Field Trips on Students’ Own Smartphones

Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage

Assessment of student learning using augmented reality Grand Canyon field trips for mobile smart devices

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