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

Bozdoğan, Aykut Emre

doi:10.17275/per.18.8.5.2

Cited by 4 publications

(4 citation statements)

References 47 publications

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“…PSTs can be more critical and find other perspectives in seeing a variety of natural science phenomena and pedagogical learning of science. With the help of field trips, PSTs gained new forms of knowledge and could materialize theoretical/abstract knowledge, and increased their memory retention (Bozdoğan, 2018). The perception of PSTs related to the aspect of openendedness did not change in categories both before and after the activity (strong category), although there is a decrease in N-gain score at the medium level, as well as some significant differences.…”

Section: Open-endednessmentioning

confidence: 91%

Assessing Psychosocial Outdoor Learning Environment of Pre-service Science Teachers through The Field Trip Experiences

Rahmawati

Imaduddin

Haqiqi

et al. 2020

Participatory Educational Research

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Field trip activities are often considered additional activities and are considered recreational activities rather than ones that teach science effectively to students. Field trip activities are one form of effective experience-based learning to train pre-service teachers in the outdoor environment. This study attempted to describe the design of outdoor science learning in the form of the field trip for pre-service science teachers (PSTs) and the condition of psychosocial learning environments in outdoor activities. This research is a case study carried out in a pre-service science teacher training program at Institut Agama Islam Negeri Kudus, Indonesia. The field trip was designed with field visits on six objects for three days in Bandung, West Java, Indonesia. The field trip activity was attended by 70 PSTs. Qualitative data is captured through the documentation of activities at each outdoor learning location. Quantitative data collection instruments included seven psychosocial scales, namely (1) Environmental Interaction; (2) Integration; (3) Students cohesiveness; (4) Teacher supportiveness; (5) Open-endedness; (6) Preparation and organization; (7) Material environment. The field trip design for PSTs recommends activities that lead to observation and exploration of visiting objects relating not only to the content of the science but also to the pedagogical aspects of the science. The psychosocial aspects of PSTs indicate that field trip activities show a positive meaning in all aspects, although there are significant differences in the conditions of expectations and reality experienced by PSTs. The integration aspect is not significantly different. The decline in perception is still at the medium level, and the condition of the perception is still at a positive level. Research and development studies that emphasize the process of integrating classroom learning with outdoor activities can be carried out further to be able to give meaning to science learning, which is not limited by classrooms or laboratories.

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Section: Open-endednessmentioning

confidence: 91%

Assessing Psychosocial Outdoor Learning Environment of Pre-service Science Teachers through The Field Trip Experiences

Rahmawati

Imaduddin

Haqiqi

et al. 2020

Participatory Educational Research

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“…According to previous research [43], the utilization of local potential can enhance learners' comprehension of facts and process skills through direct observations. According to previous research [70], direct observation activities can provide students with experiences and understand phenomena based on facts. However, these activities have weaknesses in cost efficiency and security because they had to rent a boat to Lake Tempe.…”

Section: The Pre-service Biology Teachers' Responses Towards Lake Tempe's Potential As a Learning Resourcementioning

confidence: 99%

Pre-service biology teacher’s perception on local environment problems as contextual learning resources

Yani

Amin

Rohman

et al. 2021

IJERE

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A survey and exploratory study were conducted to analyze Lake Tempe as a resource for contextual learning (CTL). The first phase of the study included exploring the lake’s potential through interviews with the people who live in the lake’s coastal region. Quadrat transects were done to identify aquatic plants around the lake. A feasibility analysis was conducted to see the lake’s potential as a learning resource. Field data were collected and compared to the environmental biology (EB) curriculum, responses, and learning outcome. The data were analyzed descriptively and tested using a paired-sample t-test. The results showed differences in the three stations’ physicochemical parameters and decreased quality of the water. It was found that anthropogenic activity had a significant contribution to the lake’s pollution. Nine species of six aquatic plant families were found in the lake. The survey revealed that the lake was feasible as a learning resource with criteria easy to access, safety, time efficiency, costs, and the material's suitability for EB courses. The t-test showed a difference in the students’ scores between before and after exploration practices. These findings suggest that Lake Tempe<em> </em>can serve as a resource for CTL in EB courses.

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“…Menurut (Dillon, 2013), mengunjungi suatu lokasi diluar kelas memberikan kesempatan kepada siswa untuk mengembangkan keterampilan baru, mengobservasi spesimen secara langsung daripada menggunakan poto atau model sehingga mempertajam indera mereka. Menurut Rusel & Ros., (2009), materi yang bisa dibelajarkan dengan field trip adalah materi yang terkait Tanaman, Warna daun, pucuk, biji, jenis-jenis rumput, gulma, dandelions, hewan bertulang belakang, burung, jejak hewan, insekta, beberapa artropoda dan jenis-jenis cacing Berdasarkan hasil penelitian Bozdogan (2015) penerapan field trip pada 260 Mahasiswa Biologi dari berbagai Universitas Pendidikan di Turki, dapat meningkatkan kemampuan merencanakan dan berorganisasi sehingga memberi dampak pada keterampilan di luar kelas siswa ketika menghadapi lingkungan kerja. Sehingga hal tersebut memiliki pengaruh jangka panjang hingga terkait karir siswa.…”

Section: Pendahuluanunclassified

Efektivitas Metode Field Trip Dengan Aplikasi PlantNet Pada Materi Spermatophyta Sebagai Alternatif Inovasi Pembelajaran

Muchsin

Nurfadilah

Riandi

et al. 2021

BIO

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Learning system during a pandemic requires everything to be done online. This is a challenge for teachers to continue applying certain learning methods without eliminating the essence and purpose of the method. The innovation of the field trip method with technology application is expected to be an alternative of learning. Thus, this study aims to analyze the effectiveness of using the PlantNet Application on identifying and classifying of Spermatophyte Plants. This study used a qualitative descriptive method and the subjects of this research are high school students of grade X. The analyzed aspects in this research are learning outcomes, PlantNet use and user responses. The results of this study indicate that 88% of students achieve good result and this can be stated as a successful learning innovation based on individual completeness. Regarding the use of PlantNet, almost all of the indicators received very good ratings by students. For user responses, teachers and students have a good to very good response to the use of the PlantNet application. Abstrak. Pembelajaran di masa pandemi mengharuskan segala sesuatu dilakukan secara daring. Hal ini menjadi tantangan bagi guru untuk tetap menerapkan metode pembelajaran tertentu tanpa harus menghilangkan esensi dan tujuan dari metode tersebut. Inovasi metode field trip dengan bantuan aplikasi diharapkan menjadi sebuah alternatif pembelajaran. Sehingga, penelitian ini bertujuan untuk menganalisis efektivitas penggunaan aplikasi PlantNet pada materi identifikasi dan klasifikasi Spermatophyta. Penelitian ini menggunakan metode deskriptif kualitatif dengan subjek penelitian Siswa SMA Kelas X. Aspek-aspek yang dianalisis yaitu hasil belajar, fungsi PlantNet dan respon pengguna. Hasil penelitian ini menunjukkan 88% siswa mencapai ketuntasan belajar atau lebih dari ketuntasan individu 85%, sehingga pembelajaran dikatakan berhasil. Terkait fungsi PlantNet, hampir semua indikator fungsi memperoleh penilaian yang sangat baik oleh siswa. Untuk respon pengguna, guru dan siswa memiliki respon yang baik hingga sangat baik terhadap penggunaan aplikasi PlantNet.

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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

Cited by 4 publications

References 47 publications

Assessing Psychosocial Outdoor Learning Environment of Pre-service Science Teachers through The Field Trip Experiences

Assessing Psychosocial Outdoor Learning Environment of Pre-service Science Teachers through The Field Trip Experiences

Pre-service biology teacher’s perception on local environment problems as contextual learning resources

Efektivitas Metode Field Trip Dengan Aplikasi PlantNet Pada Materi Spermatophyta Sebagai Alternatif Inovasi Pembelajaran

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