Student Self-Reported Learning Outcomes of Field Trips: The pedagogical impact

Abstract

In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the preparation for the field trip, its connection to the school curriculum, and the pedagogies used, affect students’ self-reported outcomes in three domains: cognitive, affective, and behavioral; and the extent the students' socioeconomic group and the guide's affiliation affect students' reported learning outcomes. Given that most of the field trips were guide-centered, the most important variable that affected the three domains of outcomes was the guide's storytelling. Other variables that showed relationships with self-reported outcomes were physical activity and making connections to everyday life—all of which we defined as pedagogical variables. We found no significant differences in student self-reported outcomes with respect to their socioeconomic group and the guide's organizational affiliation.

Keywords:

• Field trips
• Natural environments
• CART
• Learning outcomes

Disclosure Statement

No potential conflict of interest was reported by the authors.

Funding

This work was supported by the ISF under grant number 1244/10.

Notes

1. http://cms.education.gov.il/EducationCMS/UNITS/Noar/Templates/RegularText.aspx?NRMODE=Published&NRNODEGUID=%7b425E5292-406E-4126-86C1-EE17A6B7FA0C%7d&NRORIGINALURL=%2fEducationCMS%2fUnits%2fNoar%2fTechumeiHaminhal%2fShelach%2fMiAnachnu%2ehtm&NRCACHEHINT=NoModifyGuest#chazon

2. The Israeli military, as part of its social contribution, assign soldiers to education roles, especially for teaching of underprivileged youth and for providing out-of-school education through environmental organizations.