Student Self-Reported Learning Outcomes of Field Trips: The Pedagogical Impact

Autor/inn/en	Alon, Nirit Lavie; Tal, Tali
Titel	Student Self-Reported Learning Outcomes of Field Trips: The Pedagogical Impact
Quelle	In: International Journal of Science Education, 37 (2015) 8, S.1279-1298 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1034797
Schlagwörter	Outcomes of Education; Classification; Regression (Statistics); Curriculum Design; Socioeconomic Status; Predictor Variables; Cognitive Development; Affective Behavior; Student Behavior; Story Telling; Physical Activities; Correlation; Leaders; Physical Environment; Environmental Education; Interviews; Statistical Analysis; Elementary School Students; Foreign Countries; Field Trips; Questionnaires; Israel + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Classification system; Klassifikation; Klassifikationssystem; Regression; Regressionsanalyse; Lehrplangestaltung; Socio-economic status; Sozioökonomischer Status; Prädiktor; Kognitive Entwicklung; Affective disturbance; Active behaviour; Affektive Störung; Student behaviour; Schülerverhalten; Korrelation; Fachleiter; Natürliche Umwelt; Umweltbildung; Umwelterziehung; Umweltpädagogik; Interviewing; Interviewtechnik; Statistische Analyse; Ausland; Exkursion; Fragebogen
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01