Do Pre-Visit Preparation and Post-Visit Activities Improve Student Outcomes on Field Trips?

Autor/inn/en	Lee, Hannah; Stern, Marc J.; Powell, Robert B.
Titel	Do Pre-Visit Preparation and Post-Visit Activities Improve Student Outcomes on Field Trips?
Quelle	In: Environmental Education Research, 26 (2020) 7, S.989-1007 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stern, Marc J.) ORCID (Powell, Robert B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2020.1765991
Schlagwörter	Field Trips; Learning Activities; Educational Objectives; Environmental Education; Middle School Students; Elementary School Students; Grade 5; Grade 6; Grade 7; Grade 8; Multiple Literacies; 21st Century Skills; Student Development; Teacher Surveys; Teacher Attitudes; Middle School Teachers + Suchen Sie Ihr Suchwort? Exkursion; Lernaktivität; Educational objective; Bildungsziel; Erziehungsziel; Umweltbildung; Umwelterziehung; Umweltpädagogik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Lehrerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Studies of individual environmental education (EE) field trip programs have found that pre-visit preparation and post-visit follow-up activities can enhance desired student outcomes. We examined these relationships across a broad sample of single-day EE field trip programs for adolescent youth (grades 5-8) across the United States. We measured student outcomes, reflecting environmental literacy, 21st century skills, positive youth development, and student learning, through end-of-visit retrospective student surveys and follow-up surveys with visiting teachers two weeks after the field trip. Pre-visit logistical preparation as well as both pre-visit preparation and post-visit follow-up related to the subject matter were each associated with more positive student outcomes. The study provides further evidence across a large sample of programs that pre-visit preparation and post-visit follow-up can have meaningful impacts on student outcomes for EE field trips. We discuss the implications of the findings and provide examples and guidance for future programming efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01