2004
DOI: 10.3200/tchs.77.4.160-163
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Engineering Active and Effective Field Trips

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Cited by 18 publications
(12 citation statements)
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“…This article focuses on follow-up work in classrooms. Although follow-up activities are essential for promoting deep learning from fieldwork (Kent, Gilbertson, & Hunt, 1997;McLoughlin, 2004;Orion, 1993), researchers have observed that students demonstrate lower levels of motivation and learning during follow-up work than during fieldtrips (DeWitt & Hohenstein, 2010;Lai, 1999;Remmen & Frøyland, 2014;Tonts, 2011). Low levels of student learning could be attributed to the nature of the follow-up activities.…”
Section: Introductionmentioning
confidence: 91%
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“…This article focuses on follow-up work in classrooms. Although follow-up activities are essential for promoting deep learning from fieldwork (Kent, Gilbertson, & Hunt, 1997;McLoughlin, 2004;Orion, 1993), researchers have observed that students demonstrate lower levels of motivation and learning during follow-up work than during fieldtrips (DeWitt & Hohenstein, 2010;Lai, 1999;Remmen & Frøyland, 2014;Tonts, 2011). Low levels of student learning could be attributed to the nature of the follow-up activities.…”
Section: Introductionmentioning
confidence: 91%
“…Another way that teachers can facilitate these connections is to provide literature that helps students to make comparisons, thus enabling them to position their field data in a "wider context" (Kent et al, 1997). Teachers should also encourage students to exchange information and experiences in interactive discussions (McLoughlin, 2004). Such discussions enable teachers to check whether students have developed the necessary conceptual connections between field data and theoretical concepts and whether there are misunderstandings and gaps in students' understanding (Anderson et al, 2000;DeWitt, 2012).…”
Section: Theoretical Backgroundmentioning
confidence: 97%
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“…1 Fieldwork is thought to consist of three necessary phases: (1) preparation, (2) work outside the classroom and (3) debriefing (Foskett, 1997;Job et al, 1999;Kent et al, 1997;Kisiel, 2009;McLoughlin, 2004). These phases highly depend on each other for their quality and success.…”
Section: Theoretical Backgroundmentioning
confidence: 98%
“…The purposes or objectives of the preparatory unit are varied, ranging from the logistic to the pedagogical. Preparatory units are expected to specify the "nuts and bolts" of the field trip event by detailing trip itinerary (McLoughlin, 2004), reviewing safety and health parameters (Nabors, Edwards, & Murray, 2009), identifying behavioral expectations (Behrendt & Franklin, 2014), informing students of specific field trip learning objectives (Wong & Wong, 2008), making students aware of the conditions they are likely to encounter (Scarce, 1997;Hurley, 2006), and tying field trip objectives to broader curricular learning outcomes (McLoughlin, 2004). Cognitively, preparatory units should use a variety of concrete orientation and learning activities designed to build foundational knowledge about the field trip topic, to minimize novelty space, and to improve learning (Orion, 1993).…”
Section: Like Mcmurraymentioning
confidence: 99%