Field Trips as Cognitive Motivators for High Level Science Learning

Hurley, Marlene M.

doi:10.1662/0002-7685(2006)68[61:ftacmf]2.0.co;2

Cited by 15 publications

(17 citation statements)

References 7 publications

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“…We agree with the views of authors in the literature on higher education who promote using educational excursions, as we refer to their potential for maximising opportunities to interact with students (Smith, 2004) and their capacity to improve the academic learning, attitudes and behaviour of the students (Hurley, 2006). This is in line with arguments by Warren (1999, cited in Jakubowski, 2003 who describes an educational excursion as a critically responsive component of experiential education that is designed to facilitate the building of an engaged learning community.…”

Section: The Simulation Game Within the Context Of An Educational Excsupporting

confidence: 77%

Use of a simulation game for HIV/AIDS education with pre-service teachers

Petersen

Beer

Dunbar-Krige

2011

African Journal of AIDS Research

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The article describes the use of a simulation game in HIV/AIDS education with pre-service teachers in Johannesburg, South Africa. The use of a simulation game, as novel experiential pedagogy, was an attempt to raise awareness about HIV and AIDS and to demonstrate that anyone can be at risk of HIV infection. Using a generic qualitative research design, the data were collected over a three-year period by way of video recordings of the simulation game, recordings of large and small group discussions afterwards, and via questionnaires and written reflections by the education students four weeks afterwards. Content analysis and discourse analysis led to the construction of three main themes. First, we found that the novelty factor of the simulation game for raising HIV/AIDS awareness was confirmed both during the game itself and after a period of time had elapsed. Second, in light of many education students' naivety about the intersection of biological, socio-cultural and economic issues at play in the spread of HIV, the game prompted more reflexivity about the disease and helped to broaden the participants' discussions. Lastly, the data revealed the disjuncture between theory and practice in HIV/AIDS education. We propose that in raising awareness of HIV and AIDS, educators should move towards more engaging and challenging pedagogies that address the learning needs of the 'new' generation of university students.

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Section: The Simulation Game Within the Context Of An Educational Excsupporting

confidence: 77%

Use of a simulation game for HIV/AIDS education with pre-service teachers

Petersen

Beer

Dunbar-Krige

2011

African Journal of AIDS Research

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“…Si bien como se ha comentado anteriormente hay muchos estudios sobre las salidas al medio natural, la gran mayoría están centrados en los alumnos y en ofrecer claves para desarrollar estas actividades (Michie, 1998), unas actividades que pueden entrañar una gran complejidad (Hurley, 2006). Son pocos los trabajos dirigidos al conocimiento específico de los profesores sobre las salidas al medio natural.…”

Section: Introductionunclassified

Utilización De La Modelización Para Trabajar Salidas Al Medio Natural en Profesores en Formación De Educación Secundaria.

Borrego¹,

Borrachero²,

Villalobos³

et al. 2014

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“…In the higher education literature, motivation for using excursions by university staff includes a general desire to maximize opportunities to interact with students (Smith 2004) and improving the academic learning, attitudes and behaviour of students (Hurley 2006). This is in line with the views of Warren (1999;cited in Jakubowski 2003: 25), who describes an educational excursion as a critically responsive component of experiential education that is designed to facilitate the building of an engaged learning community.…”

Section: Overview Of Teacher and Experiential Education Literaturementioning

confidence: 75%

An exploration of the value of an educational excursion for pre-service teachers

Beer

Petersen

Dubar-Krige

2012

Journal of Curriculum Studies

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This paper addresses the question: What is the value of an educational excursion for first year students enrolled in a 4 year pre-service professional teacher education degree at the University of Johannesburg in South Africa? The excursion is an integral part of a first year module that focuses on the personal and professional development of teachers. This article compares the nature of student learning during the excursion with students' learning and interaction in the traditional formal lecture room and argues that it operates as two different activity systems. Drawing on student reflections, questionnaire data and focus group interviews and using Veresov's notion of 'dramatical collisions' and CulturalHistorical Activity Theory as a lens, this study highlights and explores the unforeseen dynamics and tensions created during the excursion. It focuses on the importance of social interaction during the excursion and how it affords students the opportunity to learn how to live and learn together and to work co-operatively in a natural setting. The major findings are that the excursion provides a different learning environment for personal and professional development and this assists students in planning their professional trajectory. These, it is claimed, hold much promise for teacher education.

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Field Trips as Cognitive Motivators for High Level Science Learning

Cited by 15 publications

References 7 publications

Use of a simulation game for HIV/AIDS education with pre-service teachers

Use of a simulation game for HIV/AIDS education with pre-service teachers

Utilización De La Modelización Para Trabajar Salidas Al Medio Natural en Profesores en Formación De Educación Secundaria.

An exploration of the value of an educational excursion for pre-service teachers

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