Field Trips as Valuable Learning Experiences in Geography Courses

Richmond, Amy K.

doi:10.1080/00221341.2012.707674

Cited by 108 publications

(73 citation statements)

References 14 publications

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“…A review of literature on active learning revealed a historical study conducted by Knowles (1980), which explained that in spite of creating and describing many of his students still did not understand the -tives in their own words, they were able to better understand and clarify the curriculum goals. Learning by simulation helps students to develop critical thinking skills and to inform future problem solving (Krakowka, 2012;Bligh & Bleakley, 2006). Galbraith and Fouch (2007) established that -ning of a lesson would help the adult learners to see the big picture and to know the direction of the session.…”

Section: Activities Through Which We Learnmentioning

confidence: 99%

“…Field trip assignments no longer require stu-GRAND CANYON UNIVERSIT Y dents to leave the classroom. Technology may be become self-referential and provide simulation of learning that might have been previously prevented based on geography or resources (Bligh & Bleakley, 2006;Krakowka, 2012). A technical scavenger hunt can be designed to allow students to apply critical thinking to identify the location of materials and to provide an explanation and analysis of the discovery process.…”

Section: The Scavenger Huntmentioning

confidence: 99%

“…Smartphone technology in education and private businesses allows users to access information in an instant. Krakowka's (2012) scavenger hunt for students. This exercise required students to use smart phone technology in a scavenger hunt and resulted in students drawing conclusions based on their individual online hunting experience (Krakowa, 2012).…”

Section: The Scavenger Huntmentioning

confidence: 99%

See 2 more Smart Citations

Opportunities to Create Active Learning Techniques in the Classroom

Camacho¹,

Legare²

2015

JIR

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Section: Activities Through Which We Learnmentioning

confidence: 99%

Section: The Scavenger Huntmentioning

confidence: 99%

Section: The Scavenger Huntmentioning

confidence: 99%

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Opportunities to Create Active Learning Techniques in the Classroom

Camacho¹,

Legare²

2015

JIR

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“…As departments experience ever-increasing student enrollments and dwindling budgets (Haigh and Gold 1993;Higgitt 1996;Hvorka and Wolf 2009), faculty face pressure to do more with less, including teaching larger, more efficient or even Web-based courses (Solem and Foote 2004). However, many geographers still feel the need to maintain a healthy amount of field-based instruction in their curriculum (Paradis and Dexter 2007;Krakowka 2012). Further complicating the situation is the direct competition field method courses face from computerbased technique courses (Hoalst-Pullen and Gattrell 2011).…”

Section: Introductionmentioning

confidence: 97%

Teaching Geographic Field Methods Using Paleoecology

Walsh

2013

Journal of Geography

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Field-based undergraduate geography courses provide numerous pedagogical benefits including an opportunity for students to acquire employable skills in an applied context. This article presents one unique approach to teaching geographic field methods using paleoecological research. The goals of this course are to teach students key geographic field skills as well as a few more specialized research methods, to give students experience gathering original data, and to train students to write a grant proposal. Specific course activities, including vegetation sampling/mapping, dendrochronology, and lake-sediment coring, are discussed as well as the merits and struggles of designing and teaching a research-based field course.

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“…Bu eğitimin sadece okulda olması öğrencilerin düşünme becerilerini ve hayal güçlerini sınırlayabilir. Özellikle günlük yaşam ile ilişkili konu ve kavramların okul dışında diğer bir deyişle bizzat yerinde öğrenilmesi öğrencilerin fene yönelik ilgi ve tutumlarını, kariyer tercihlerini ve akademik başarılarını olumlu yönde etkiler (Ertaş, Şen ve Parmaksızoğlu, 2011;Fadigan ve Hammrich, 2004;Karademir, 2013;Krakowka, 2012). Ayrıca okul dışı ortamlarda öğrenilen bilgiler ile öğrenciler ders kitabına bağlı olmaktan kurtularak elde ettiği bilgileri farklı öğrenme ortamlarında sergileyebileceklerdir (Özgen, 2011;Tatar ve Bağrıyanık, 2012).…”

Section: Introductionunclassified

Fen Bilimleri Öğretmenlerinin Gezi Düzenlemeye İlişkin Öz-Yeterlilik İnançlarının İncelenmesi

Karamustafaoğlu¹,

Sontay²

2017

HUJE

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ÖZ: Bu araştırmanın amacı, fen öğretmenlerinin fen öğretiminde okul dışı öğrenme ortamlarına geziler düzenleyebilme öz-yeterlilik inançlarının cinsiyet, yaş, okul bölgesi, mesleki deneyim, eğitim durumu ve gezi düzenleme durumu değişkenleri açısından incelenmesidir. Araştırmanın modeli betimsel araştırma türlerinden tarama modelidir. Araştırmanın örneklemini 392 fen bilimleri öğretmeni oluşturmaktadır. Veri toplama aracı olarak, Bozdoğan (2016)'nın öğretmenler için geliştirmiş olduğu "Öz-yeterlilik İnancı Ölçeği" kullanılmıştır. Ölçeğin geçerlilik ve güvenirlik çalışmaları bu çalışma için tekrar yapılmıştır. Ölçeğin güvenirliği için Cronbach Alpha güvenirlik katsayısına bakılmış ve bu değer 0,91 olarak tespit edilmiştir. Ölçeğin geçerliliği için açımlayıcı faktör analizi yapılmış ve tek faktörlü olduğu belirlenmiştir. Verilerin analizinde bağımsız gruplar t-testi, tek yönlü varyans analizi (ANOVA), Kruskal Wallis Testi kullanılmıştır. Araştırma sonucunda, fen bilimleri öğretmenlerinin gezi düzenlemeye ilişkin öz-yeterlilik inanç puanları; yaş, okulun bulunduğu bölge, mesleki deneyim, eğitim durumu ve gezi düzenleme durumu değişkenlerinden etkilenirken cinsiyet değişkeninden etkilenmemektedir. Anahtar sözcükler: Okul dışı öğrenme ortamları, informal öğrenme, fen bilimleri öğretmeni, öz-yeterlilik inancı. ABSTRACT:The aim of this research is to examine science teachers' self-efficacy beliefs in science teaching in terms of gender, age, school district, professional experiences, educational levels, and trip arrangements variables. The research model is the survey model, one of the descriptive research types. The sample of the research is 392 science teachers. As a data collection tool, Bozdoğan (2016) developed "Self-efficacy Scale for Teachers". The validity and reliability calculations of this scale were reexamined for this study. For the reliability of the scale, the Cronbach Alpha reliability coefficient was determined and found to be 0.91. For the validity of the scale, an exploratory factor analysis was performed and it was determined that it was one factor. Independent groups t-test, one-way analysis of variance (ANOVA), Kruskal Wallis Test were used for the analysis of the data. As a result of the research, self-efficacy belief scores of science teachers' trip arrangements were found to be influenced by the age, the region where the school is located, the professional experience, the educational levels and the trip arrangements, but they were not influenced by the gender variable.

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Field Trips as Valuable Learning Experiences in Geography Courses

Cited by 108 publications

References 14 publications

Opportunities to Create Active Learning Techniques in the Classroom

Opportunities to Create Active Learning Techniques in the Classroom

Teaching Geographic Field Methods Using Paleoecology

Fen Bilimleri Öğretmenlerinin Gezi Düzenlemeye İlişkin Öz-Yeterlilik İnançlarının İncelenmesi

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