The structure of the field trip impacts learning. Learning in field trips is impacted by many factors (DeWitt & Storksdieck, 2008). Field trips work best when they provide support for students to explore in a personally meaningful way. Research has demonstrated that field trips can be designed to more effectively support student learning. Result in affective gains such as more positive feelings toward a topic (Csikszentmihalyi & Hermanson, 1995 Nadelson & Jordan, 2012).Īre experiences that can be recalled and useful long after a visit (Salmi, 2003 Falk & Dierking, 1997 Wolins, Jensen, & Ulzheimer, 1992).Įffective Models of Field Trip Experiences Too often, however, only cognitive gains are identified (by schools or museums) ( Kisiel, 2005).Īmong the many potential outcomes, research has shown that field trips:Įxpose students to new experiences and can increase interest and engagement in science regardless of prior interest in a topic (Kisiel, 2005 Bonderup Dohn, 2011), It is important to recognize that learning outcomes from field trips can range from cognitive to affective outcomes (for a review see: Dewitt & Storksdieck, 2008 also Learning Science in Informal Environments (2009).
