Advertisement

Ideal Learning Environment Attributes of a Meaningful Field Trip: Students’ View

  • Christy BidderEmail author
  • Cindy Johnny
  • Silverina A. Kibat
Conference paper

Abstract

A field trip is any journey taken under the auspices of the school for educational purposes. A positive learning environment of field trips incorporates almost every component of the experience. This study assesses the students’ view of the ideal learning environment characteristics of a meaningful field trip for a non-science program. Specifically, it (1) determines which of the seven learning environment scales (environment interaction, integration, students’ cohesiveness, teacher supportiveness, open-endedness, preparation and organization, and material environment) are the most important and (2) investigates any statistically significant differences between lower-semester students and higher-semester students in their views of important learning environment attributes of a meaningful field trip. The study sample consisted of students enrolled in Diploma in Tourism Management at a major university in Malaysia. Data were collected using self-administered questionnaires and analyzed using both descriptive and inferential statistical tests. Results suggest that the students consider teacher supportiveness, interactive environment, and material environment as the most important learning environment characteristics when considering an ideal field trip. Higher-semester students are more agreeable with the importance of these learning environment attributes to form and shape a meaningful field trip experience. The study concludes by showing the importance of carefully planning and organizing a field trip from both the instructor’s and students’ perspectives.

Keywords

Learning environment Experiential learning Field trips Attributes Students’ perspective 

References

  1. Behrendt, M., & Franklin, T. (2014). A review on research on school field trips and their value in education. International Journal of Environmental and Science Education, 9, 235–245.Google Scholar
  2. Cohen, J. (1988). Statistical power analysis for the behavioral studies. Hillsdale: Erlbaum.Google Scholar
  3. Gillett, J. (2011). The use of experiential education and field trips for learning. Journal of Educational Multimedia Hypermedia, 20(2), 173–177.Google Scholar
  4. Hargreaves, L. J. (2005). Attributes of meaningful field trip experiences. Dissertation, Simon Fraser University.Google Scholar
  5. Knapp, D., & Poff, R. (2001). A qualitative analysis of the immediate and short-term impact of an environmental interpretive program. Environmental Education Research, 7(1), 55–65.CrossRefGoogle Scholar
  6. Larsen, C., Walsh, C., Almond, N., & Myers, C. (2016). The ‘real value’ of field trips in the early weeks of higher education: The student perspective. Educational Studies.  https://doi.org/10.1080/03055698.2016.1245604.CrossRefGoogle Scholar
  7. Millan, D. A. (1995). Field trips: Maximizing the experience. In B. Horwood (Ed.), Experience and the curriculum. Dubuque: Kendall Hunt Publishing.Google Scholar
  8. Orion, N. (1993). A model for the development and implementation of field trips as an integral part of the science curriculum. School Science and Mathematics, 93, 325–331.CrossRefGoogle Scholar
  9. Orion, N., & Hofstein, A. (1994). Factors that influence learning during a scientific field trip in a natural environment. Journal of Research in Science Teaching, 31(10), 1097–1119.CrossRefGoogle Scholar
  10. Orion, N., Hofstein, A., Tamir, P., & Giddings, G. J. (1997). Development and validation of an instrument for assessing the learning environment of outdoor science activities. Science Education, 81, 161–171.CrossRefGoogle Scholar
  11. Porth, S. J. (1997). Management education goes international: A model for designing and teaching a study tour course. Journal of Management Education, 21(2), 190–199.CrossRefGoogle Scholar
  12. Rennie, L. J., & Johnston, D. J. (2004). The nature of learning and its implications for research on learning from museums. Science Education, 88(S1), S4–S16.  https://doi.org/10.1002/sce.20017.CrossRefGoogle Scholar
  13. Riegel, U., & Kindermann, K. (2016). Why leave the classroom? How field trips to the church affect cognitive learning outcomes. Learning and Instruction, 41, 106–114.CrossRefGoogle Scholar
  14. Scarce, R. (1997). Field trips as short-term experiential education. Teaching Sociology, 25(3), 219–226.CrossRefGoogle Scholar
  15. Sorrentino, A. V., & Bell, P. E. (1970). A comparison of attributed values with empirically determined values of secondary school science field trips. Science Education, 54(3), 233–236.CrossRefGoogle Scholar
  16. Wubbles, T., & Brekelmans, M. (1998). The teacher factor in social climate of the classroom. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education. Dordrecht: Kluwer Academic Publishers.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  • Christy Bidder
    • 1
    Email author
  • Cindy Johnny
    • 1
  • Silverina A. Kibat
    • 1
  1. 1.Universiti Teknologi MARAKota KinabaluMalaysia

Personalised recommendations