Student Self-Reported Learning Outcomes of Field Trips: The pedagogical impact

Lavie-Alon, Nirit; Tal, Tali

doi:10.1080/09500693.2015.1034797

Cited by 51 publications

(35 citation statements)

References 25 publications

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“…Outdoor nature experiences then again are the most important factor connecting with interest in biology [69]. Several research results confirm significantly better learning results for students when they get first-hand experiences and studies in authentic learning environments, like farms [70] and natural environments [57,59,61,62].…”

Section: Outdoor Education and Meaning Of The Place Promoting Sustainmentioning

confidence: 88%

“…Fieldwork and field trips in biology involve many different goals, contents and learning environments [57][58][59] and therefore also vary in effectiveness and learning outcomes. A common feature, however, is that all activities are arranged in authentic, often natural environments, where students can connect their theoretical thinking with experiences of various kinds of real nature.…”

Section: Outdoor Education and Meaning Of The Place Promoting Sustainmentioning

confidence: 99%

“…Different visiting places, such as museums, gardens, and nature parks, were the third most common learning environments (mentioned in 11 articles). Such places appear to be good learning environments because students' learning results are significantly better when they get first-hand experiences and studies in authentic learning environments [57,59,62,70]. One reason can be that emotionally supportive learning environments engage students in adaptive learning strategies such as elaboration, organization, and critical thinking [114].…”

Section: Learning Environmentsmentioning

confidence: 99%

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Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability—A Literature Review

2016

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There are very few studies concerning the importance of teaching methods in biology education and environmental education including outdoor education for promoting sustainability at the levels of primary and secondary schools and pre-service teacher education. The material was selected using special keywords from biology and sustainable education in several scientific databases. The article provides an overview of 24 selected articles published in peer-reviewed scientific journals from 2006-2016. The data was analyzed using qualitative content analysis. Altogether, 16 journals were selected and 24 articles were analyzed in detail. The foci of the analyses were teaching methods, learning environments, knowledge and thinking skills, psychomotor skills, emotions and attitudes, and evaluation methods. Additionally, features of good methods were investigated and their implications for teaching were emphasized. In total, 22 different teaching methods were found to improve sustainability education in different ways. The most emphasized teaching methods were those in which students worked in groups and participated actively in learning processes. Research points toward the value of teaching methods that provide a good introduction and supportive guidelines and include active participation and interactivity.

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Section: Outdoor Education and Meaning Of The Place Promoting Sustainmentioning

confidence: 88%

Section: Outdoor Education and Meaning Of The Place Promoting Sustainmentioning

confidence: 99%

Section: Learning Environmentsmentioning

confidence: 99%

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Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability—A Literature Review

2016

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“…Informal out‐of‐school activities enrich the school curriculum and break the daily school routine. They offer hands‐on experience, develop students' social and motor skills, and foster student motivation to learn (Itzek‐Greulich et al, ; Lavie Alon & Tal, ). Informal environments can play a key role in the development of scientific literacy, skills, dispositions, practices, and knowledge (Mujtaba, Lawrence, Oliver, & Reiss, ; Peleg & Baram‐Tsabari, ; Wünschmann, Wüst‐Ackermann, Randler, Vollmer, & Itzek‐Greulich, ), as well as science identity (Pattison, Gontan, Ramos‐Montañez, & Moreno, ; Williams et al, ).…”

Section: Background and Conceptual Frameworkmentioning

confidence: 99%

Science identity trajectories throughout school visits to a science museum

Shaby

Vedder‐Weiss

2019

J Res Sci Teach

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Research has repeatedly demonstrated how informal learning environments afford science‐identity development by fostering a broader array of interactions and recognizing more varied participation modes and roles, as compared to the classroom. Thus, science teachers are encouraged to take students to field trips in informal environments, including science museums. However, the question of whether and how informal environments indeed support science identities also in a schooling context (i.e., in field trips) has not yet been explored. This case study addresses this question by analyzing identity trajectories of three students throughout six school visits to an Israeli science museum. We observed and recorded these students in the museum over the course of 3 years (fourth to sixth grade). We also visited their school and interviewed them after each visit. Drawing on a sociocultural interactional approach to identity, we analyzed 18 hr of video and audio recordings, tracking the participation of the three students across time and contexts, comparing between the students, points in time and settings, including structured (museum lab), semi‐structured (riddle‐solving activities in exhibition halls), and unstructured settings (free exploration). We employed linguistic ethnographic methods and microanalysis to examine the ways in which the students participated and their positioning by self and others. While we found differences between settings within the museum, overall, the findings show that the museum reproduced the school's interaction, positioning, and roles. The “(non)science person” in school was also the “(non)science person” in the museum, and thus, the museum visits did not appear to shift identity trajectories. These findings challenge the premise that informal environments support the development of science identities also in a schooling context and call for a more critical view of such fieldtrips in terms of their pedagogical and physical design, facilitation approach, and consideration of peers' social interaction.

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“…A review of the literature on field trips has shown that the pedagogy that teachers implement is crucial for the success of the field trip. Specifically, the ways by which teachers bridge classroom content with the outdoor environment is a critical factor (Lavie Alon & Tal, 2015;Tal et al, 2014). Part of this bridging can be accomplished by designing preparation and summarizing activities for the field trip (Orion, 1993;Orion & Hofstein, 1994).…”

Section: Challenges In Outdoor Inquiry Teachingmentioning

confidence: 99%

Teachers as Designers of Technology-Enhanced Outdoor Inquiry

Levy

Kali

Tal

2015

IJELL

Self Cite

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Implementing inquiry in the outdoors introduces many challenges for teachers, some of which can be dealt with using mobile technologies. For productive use of these technologies, teachers should be provided with the opportunity to develop relevant knowledge and practices. In a professional development (PD) program in this design-based research, 24 teachers were involved in adaptation of a learning environment supporting inquiry in the outdoors that included the use of mobile technologies. They first experienced the learning environment as learners, then adapted it for their own use, and finally, enacted the adapted environment with peers. We examined the scope and character of teacher involvement in adaptation, and the consequent professional growth, by analyzing observations, questionnaires, interviews and the adapted learning-environments. Findings indicate that all teachers demonstrated change processes, including changes in knowledge and practice, but the coherence of the learning environments decreased when substantial adaptations were made. Some teachers demonstrated professional growth, as reflected by their implementation of ideas learned in the PD program in their daily practice, long after the PD program had ended. This study demonstrates how the Teachers as Designers approach can support teacher learning and illustrates productive use of scaffolds for teacher growth and professional development.

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Student Self-Reported Learning Outcomes of Field Trips: The pedagogical impact

Cited by 51 publications

References 25 publications

Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability—A Literature Review

Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability—A Literature Review

Science identity trajectories throughout school visits to a science museum

Teachers as Designers of Technology-Enhanced Outdoor Inquiry

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