An investigation of the effect of field studies in science on the learning of the methodology of science

Riban, David M.; Koval, David B.

doi:10.1002/sce.3730550307

Cited by 8 publications

(2 citation statements)

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“…They seem to argue that field experiences are generally chosen because, inter alia, the latter: a. provide opportunities for practising techniques that cannot be carried out elsewhere [learning goal = acquisition of practical/intellectual/methodological skills] (Keown, 1984;McNamara and Fowler, 1975;Riban and Koval, 1971 (Connor, 1973;Connor et al, 1975;Pashuk, 1975); d. reinforce things previously presented in the classroom [learning goal = application and consolidation of learning]; e. stimulate higher-level understanding of matters already encountered elsewhere [learning goal = deepening conceptual development] (Keown, 1984;Novak, 1976); f. stimulate, in cases where the field is a natural environment (whether physical, cultural or social), an attitude of appreciation, concern, and valuing of that environment [learning goal = appraisal and adoption of attitudes and values] (Ignatiuk, 1978;Keown, 1984;Kern and Carpenter, 1984).…”

Section: Aims and Justificationsmentioning

confidence: 98%

Field‐Based Education: Some Theoretical Considerations

Lonergan

Andresen

1988

Higher Education Research & Development

142

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Within a broad notion of "the field", teachers using fieldbased methods work towards many different educational aims, some implicit and others explicit. Particular aims are examined, and some types of field activity are seen to be better for achieving certain aims than others. Types of field excursion are classified and some special learning benefits of working in the field are suggested. Field teachers should set clear learning objectives and carefully plan and select the experiences they intend students to have, taking into account educational aims, time available, distance, student readiness, and availability of localities and resources. Thorough briefing and debriefing are important in maximising field learning.

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Section: Aims and Justificationsmentioning

confidence: 98%

Field‐Based Education: Some Theoretical Considerations

Lonergan

Andresen

1988

Higher Education Research & Development

142

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“…Riban and Koval (1971) found a significant gain in knowledge of scientific methodology by students who participated in extended field studies. McNamara and Fowler (1975) studied the effect of outdoor experiences that used available natural resources on differences in achievement, critical thinking, and preference for the environment.…”

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confidence: 95%

Teaching Science in U.S. Secondary Schools: A Commentary

Keown¹

1986

The Journal of Environmental Education

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Examination of a model for field studies in science

Riban

1976

Science Education

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introductionMost school systems make some provision for learning experiences outside of the school's physical environment. In the sciences, the most frequently encountered e &~n a l activity is the collection of biological specimens in the field. Essentially expository activities, such as visits to industrial plants, museums, zoos, and the like, constitute the majority of the remainder. Rarely is the natural setting used as a true extension of the science laboratory; that is, to pose problems of interpretation to students and to provide a superabundance of potential data, thus requiring hypothesis formation to determine the data to be collected and examined.Several developments in science education over the last two decades should act to promote increased interest in fieldwork. First of all, science curricula have increasingly emphasized an understanding of the empirical process. With increasing training in methodology, the temptation to examine ''real" problems (i.e., student-perceived rather than text or teacher-perceived problems) should increase. The examination of studentperceived problems in a processcentered curriculum is a logical evolution from the concept of relevance in the same way that consideration of applications of principles assumes new importance in a contentcentered curriculum.The second impetus to fieldwork in the sciences comes through the increased emphasis on the environment. One evidence of impending effects upon the schools is the decision Of the National Science Foundation to award half of its Summer Institute grants for secondary school teacher-training in the summer of 1973 in the area of environmental studies [l] . It is reasonable to assume that some of this training as well as some of its fallout in the secondary schools will occur in the field rather than in the classroom.In view of the potential importance of the nonschool environment as an extension of the science laboratory, the literature relating to the learning process in the field setting is quite fragmentary. Most of the published work in outdoor science education tends to be a subjective affirmation of the value of such experiences to students coupled with the author's recommendations for conducting similar work.A few studies on the effects of field work have been reported. Recently, Chrouser[Z] compared indoor and outdoor laboratories in biology in their effects on prospective elementary teachers. One class in the spring term and one in the following summer session (N=28, 12) were split into indoor laboratory and outdoor laboratory groups. The split 1 Science Education, 60(1): 1-11 (1976)

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An investigation of the effect of field studies in science on the learning of the methodology of science

Cited by 8 publications

References 2 publications

Field‐Based Education: Some Theoretical Considerations

Field‐Based Education: Some Theoretical Considerations

Teaching Science in U.S. Secondary Schools: A Commentary

Examination of a model for field studies in science

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