Collaborative Field Trips: An Opportunity to Connect Practice With Pedagogy

Krahenbuhl, Kevin S.

doi:10.1080/19338341.2013.854264

Cited by 10 publications

(10 citation statements)

References 11 publications

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“…Most of the prospective teachers stated that this experience made positive contributions to them regarding planning a trip, coordination of students, time management, and collaboration with the other teachers. Moreover, prospective teachers stated that they realized the importance of non-school settings in terms of education and they would use field trips as a means of education when they became a teacher (Krahenbuhl, 2014). There are similar results in the literature (Catherine & Catherine, 2011;Chin, 2004;Munakata, 2005).…”

Section: Introductionsupporting

confidence: 56%

Determination of Turkish Prospective Teachers’ Past Field Trip Experiences and Examination of Their Self-Efficacy Beliefs in Planning and Organising Educational Field Trips Regarding Various Variables

Bozdoğan¹

2018

PER

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The aim of this study is to determine the prospective teachers' past field trip experiences and examine their self-efficacy beliefs in planning and organizing field trips with an educational intent regarding various variables. The study was carried via cross-sectional design and the data of the research study was gathered from total 366 prospective teachers. During the collection of data, the questionnaire form and teacher selfefficacy belief scale for organization of educational field trips (SSOET) designed by the researcher were used. The research findings revealed that only one-third of them participated in field trips and most of these trips were organized by the schools. In addition, it was revealed that prospective science teachers mostly joined the field trips with an educational intent. Moreover, a significant difference was discovered between the departments where prospective teachers studied, participating in educational field trips in their previous experiences, and receiving training on planning and organizing trips and their self-efficacy beliefs. On the other hand, the prospective teachers who participated in educational field trips in their previous experiences stated that they gained new knowledge which they did not know before and they materialized their theoretical/abstract knowledge and their retention increased. The prospective teachers stated that the educational field trips which they attended enhanced the training they received in the schools and added that their interest in various topics/events increased and they raised awareness.

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Section: Introductionsupporting

confidence: 56%

Determination of Turkish Prospective Teachers’ Past Field Trip Experiences and Examination of Their Self-Efficacy Beliefs in Planning and Organising Educational Field Trips Regarding Various Variables

Bozdoğan¹

2018

PER

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“…As a result, field-trips are a lot less used with children performing well academically, not necessarily because they know how to interpret new sensory experiences well, as it remains implicit for them, but rather because they are able to use graphic representations to answer tests correctly. Hence field-trips and sensory knowledge remain confined to visually impaired children with learning difficulties, rather than being used as an inclusive learning experience for all, as advocated in Geography scholarship [45]. We call this tension the paradox of using non-visual knowledge in the classroom.…”

Section: Synthesis and Issuesmentioning

confidence: 99%

Taking into Account Sensory Knowledge

Brulé

Bailly²

2018

Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems

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This paper argues for designing geo-technologies supporting non-visual sensory knowledge. Sensory knowledge refers to the implicit and explicit knowledge guiding our uses of our senses to understand the world. To support our argument, we build on an 18 months field-study on geography classes for primary school children with visual impairments. Our findings show (1) a paradox in the use of non-visual sensory knowledge: described as fundamental to the geography curriculum, it is mostly kept out of school; (2) that accessible geo-technologies in the literature mainly focus on substituting vision with another modality, rather than enabling teachers to build on children's experiences; (3) the importance of the hearing sense in learning about space. We then introduce a probe, a wrist-worn device enabling children to record audio cues during field-trips. By giving importance to children's hearing skills, it modified existing practices and actors' opinions on non-visual sensory knowledge. We conclude by reflecting on design implications, and the role of technologies in valuing diverse ways of understanding the world.

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“…To engage pupils in learning geography, many scholars recommend building on children's experiences of space (e.g., [1][2][3]), for instance by organizing field trips [4][5][6]. Moreover, some geographers have long challenged vision as the primary or only way to learn and experience space, and to favor embodied and multisensory approaches instead [7][8][9].…”

Section: Introductionmentioning

confidence: 99%

An Exploratory Study of the Uses of a Multisensory Map—With Visually Impaired Children

Brulé

Bailly

Brock

et al. 2018

MTI

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This paper reports an empirical study of a multisensory map used by visually impaired primary school pupils, to study human habitats and differences between urban, suburban and rural areas using a local example. Using multimodal analysis, we propose to examine how the use of smell and taste shape pupils' engagement and the development of a non-visual knowledge of geography. Our research questions include: How do pupils try to make sense of this unusual material, in conjunction with the tactile, audio and tangible material used in this lesson? How does the special education teacher support the development of these interpretations? Multisensory material has the potential to support experiential and embodied learning: were these promises achieved? Our findings show how this multisensory map reconfigures spatial occupation and interaction dynamics, and that it has the potential to make the classroom more pervasive to pupils' social, spatial and emotional lives. In doing so, it provides opportunities for the teacher to develop citizenship education. The paper provides concrete examples of uses of smell and taste in learning activities to support engagement, and has implications for pedagogical design beyond special education.

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Collaborative Field Trips: An Opportunity to Connect Practice With Pedagogy

Cited by 10 publications

References 11 publications

Determination of Turkish Prospective Teachers’ Past Field Trip Experiences and Examination of Their Self-Efficacy Beliefs in Planning and Organising Educational Field Trips Regarding Various Variables

Determination of Turkish Prospective Teachers’ Past Field Trip Experiences and Examination of Their Self-Efficacy Beliefs in Planning and Organising Educational Field Trips Regarding Various Variables

Taking into Account Sensory Knowledge

An Exploratory Study of the Uses of a Multisensory Map—With Visually Impaired Children

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