Citations (41)
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Read on this site (16)
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Kalender Arıkan. (2023) A comparison of indoor and outdoor biology education: What is the effect on student knowledge, attitudes, and retention?. Journal of Biological Education 57:4, pages 727-745.
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Philip Feifan Xie & Kun Cheng. (2021) Exploring the Concept of Novelty Space to Recreational Vehicle Travels. Journal of China Tourism Research 17:2, pages 273-290.
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Jacqueline M. Vadjunec. (2020) A Place for Serendipitous Mistakes? Selling Mixed Methods Fieldwork to Students in a Digital Age. Geographical Review 110:1-2, pages 23-37.
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Graham W. Scott, Stuart Humphries & Dominic C. Henri. (2019) Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses. Journal of Geography in Higher Education 43:3, pages 280-298.
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Jelle Boeve-de Pauw, Jan Van Hoof & Peter Van Petegem. (2019) Effective field trips in nature: the interplay between novelty and learning. Journal of Biological Education 53:1, pages 21-33.
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Julie Peacock, Ruth Mewis & Deirdre Rooney. (2018) The use of campus based field teaching to provide an authentic experience to all students. Journal of Geography in Higher Education 42:4, pages 531-539.
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Anne E. Goodenough, Richard N. Rolfe, Lynne MacTavish & Adam G. Hart. (2015) The Role of Overseas Field Courses in Student Learning in the Biosciences. Bioscience Education 0:0, pages 1-15.
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David Simm & Alan Marvell. (2015) Gaining a “sense of place”: students’ affective experiences of place leading to transformative learning on international fieldwork. Journal of Geography in Higher Education 39:4, pages 595-616.
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Kate L. Durrant & Thomas P.V. Hartman. (2015) The Integrative Learning Value of Field Courses. Journal of Biological Education 49:4, pages 385-400.
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Alice L. Mauchline, Julie Peacock & Julian R. Park. (2013) The Future of Bioscience Fieldwork in UK Higher Education. Bioscience Education 21:1, pages 7-19.
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Eric Easton & Andre Gilburn. (2012) The field course effect: gains in cognitive learning in undergraduate biology students following a field course. Journal of Biological Education 46:1, pages 29-35.
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Stephen J. Maw, Alice L. Mauchline & Julian R. Park. (2011) Biological Fieldwork Provision in Higher Education. Bioscience Education 17:1, pages 1-14.
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Heather Almquist, George Stanley, Lisa Blank, Marc Hendrix, Megan Rosenblatt, Seymour Hanfling & Jeffrey Crews. (2011) An Integrated Field-Based Approach to Building Teachers' Geoscience Skills. Journal of Geoscience Education 59:1, pages 31-40.
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Debby R.E. Cotton, Alison Stokes & Peter A. Cotton. (2010) Using Observational Methods to Research the Student Experience. Journal of Geography in Higher Education 34:3, pages 463-473.
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Yannick Noah Layer. Geography crosses media: an approach for multi-skilling students in higher education. Journal of Geography in Higher Education 0:0, pages 1-21.
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Articles from other publishers (25)
Melissa R. Cronin, Erika S. Zavaleta, Roxanne S. Beltran, Melanie Esparza, Allison R. Payne, Valerie Termini, Joseph Thompson & Megan S. Jones. (2024) Testing the effectiveness of interactive training on sexual harassment and assault in field science. Scientific Reports 14:1.
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David Esparza & Michelle K. Smith. (2023) Professional social connections are associated with student science identity in a research‐based field biology course. Ecosphere 14:9.
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Ian A. Neville, Lauren A. Petrass & Francis Ben. (2022) Cross disciplinary teaching: A pedagogical model to support teachers in the development and implementation of outdoor learning opportunities. Journal of Outdoor and Environmental Education 26:1, pages 1-21.
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Kira A. Treibergs, David Esparza, Jeannie A. Yamazaki & Michelle K. Smith. (2023) Journal reflections shed light on challenges students face in an introductory field biology course. Ecosphere 14:4.
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Ruben Burga, Chloe Spear, Carson Balestreri, Jackson Boyle, Antoni Coasley, Diana McGill, Meruna Ranjan, Sabrina Sylvestre, Jenna Zanki & Shoshanah Jacobs. (2023) Enhancing management education: How do experiences outside the classroom matter?. The International Journal of Management Education 21:1, pages 100758.
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Lina M Arcila Hernández, Cinnamon S Mittan-Moreau, Todd Lamb, Katherine D Holmes, Coby A McDonald, Kelly R Zamudio & Cissy J Ballen. (2023) A Half Century of Student Data Reveals the Professional Impacts of a Biology Field Course. BioScience 73:1, pages 59-67.
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Bethan C. Stagg, Justin Dillon & Janine Maddison. (2022) Expanding the field: using digital to diversify learning in outdoor science. Disciplinary and Interdisciplinary Science Education Research 4:1.
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Kira A. Treibergs, David Esparza, Jeannie A. Yamazaki, Marc Goebel & Michelle K. Smith. (2022) How do introductory field biology students feel? Journal reflections provide insight into student affect. Ecology and Evolution 12:11.
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Adrienne B. Nicotra, Sonya R. Geange, Nur H. A. Bahar, Hannah Carle, Alexandra Catling, Andres Garcia, Rosalie J. Harris, Megan L. Head, Marvin Jin, Michael R. Whitehead, Hannah Zurcher & Elizabeth A. Beckmann. (2022) An innovative approach to using an intensive field course to build scientific and professional skills. Ecology and Evolution 12:10.
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Kari O'Connell, Kelly L Hoke, Michael Giamellaro, Alan R Berkowitz & Janet Branchaw. (2022) A Tool for Designing and Studying Student-Centered Undergraduate Field Experiences: The UFERN Model. BioScience 72:2, pages 189-200.
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Emily Geraghty Ward, Kari Bisbee O’Connell, Alexandra Race, Ahinya Alwin, Ajisha Alwin, Karina Cortijo‐Robles, David Esparza, Alison Jolley, Andrew McDevitt, Manisha Patel, Luanna B. Prevost, Stephanie Shaulskiy, Xoco Anna Shinbrot, Kira Treibergs, Michael Alvaro & William Sea. (2021) Affective Learning Outcomes in the Field: A Review of the 2021 Undergraduate Field Experiences Research Network Meeting. The Bulletin of the Ecological Society of America 102:4.
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Jennifer Schneiderhan-Opel & Franz X. Bogner. (2021) Cannot See the Forest for the Trees? Comparing Learning Outcomes of a Field Trip vs. a Classroom Approach. Forests 12:9, pages 1265.
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Marcus Lashley & Robert McCleery. (2020) Intensive Laboratory experiences to safely retain experiential learning in the transition to online learning. Ecology and Evolution 10:22, pages 12613-12619.
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Roxanne S. Beltran, Erin Marnocha, Alexandra Race, Donald A. Croll, Gage H. Dayton & Erika S. Zavaleta. (2020) Field courses narrow demographic achievement gaps in ecology and evolutionary biology. Ecology and Evolution 10:12, pages 5184-5196.
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Marcel Robischon. (2019) Green Brains & Ground Sloths: A Paleoecology-Based Exercise in Hypothesis Formation. The American Biology Teacher 81:4, pages 229-233.
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Thomas L. Fleischner, Robert E. Espinoza, Gretchen A. Gerrish, Harry W. Greene, Robin Wall Kimmerer, Eileen A. Lacey, Steven Pace, Julia K. Parrish, Hilary M. Swain, Stephen C. Trombulak, Saul Weisberg, David W. Winkler & Lisa Zander. (2017) Teaching Biology in the Field: Importance, Challenges, and Solutions. BioScience 67:6, pages 558-567.
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Jacki Fitzpatrick & Erin Kostina-Ritchey. (2012) Relevance-based Teaching Techniques: An Overview of Options and Assessment of One Technique. Procedia - Social and Behavioral Sciences 46, pages 2424-2433.
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