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Book Cover
Author Storksdieck, Martin.

Title Field trips in environmental education / Martin Storksdieck
Published Berlin : Berliner Wissenschafts-Verlag, 2006
Online access available from:
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Description 1 online resource (xviii, 194 pages) : illustrations
Series Umweltkommunikation ; Bd. 3
Umweltkommunikation ; Bd. 3
Contents Chapter 1. Introduction -- I. Overview -- II. Structure of this book -- III. The scope of the problem -- lack of global environmental science knowledge -- 1. The goals of environmental education -- 2. The general public's levels of environmental literacy -- a. Knowledge & Understanding -- b. A lack of environmental knowledge: Does it matter? -- c. How we learn; the construction of knowledge -- d. Learning in out-of-school settings -- e. Evidence that the public is lacking fundamental environmental literacy skills -- 3. Environmental literacy of school-aged children -- IV. Limitations of a classroom environment for teaching global environmental science -- 1. EE is marginalized in the school curriculum -- 2. Discipline-based instruction does not fit the interdisciplinary nature of most environmental problems -- V. The potential of out-of-school learning environments to teach global environmental science -- 1. What are out-of-school learning environments? -- 2. The function of out-of-school learning environments in environmental education -- VI. Field trip challenges -- 1. Settings target elementary students -- 2. Under- and overutilization -- a. Underutilization -- The field trip as a class outing -- b. Overutilization -- The field trip as a "classroom" -- 3. Teachers face a formidable task -- VII. The Integrated Experience Model -- a framework for field trip planning -- 1. Overview -- 2. The Integrated Experience Model -- VIII. Purpose of the study -- IX. Applicability of this study -- Chapter 2. Methods -- I. Overview -- II. Description of the case study -- 1. The setting -- the Richard-Fehrenbach-Planetarium in Freiburg -- 2. The treatments: "Star Fusion Reactor Sun" and "The Climate Experiment" -- III. Research Design -- 1. The quantitative study -- a. Overview -- b. Development of survey instruments (questionnaires) -- c. Sampling procedure -- 2. The qualitative study -- 3. Data analysis -- a. Questionnaire data -- b. Interview data -- 4. Limitation of the study -- a. Generalisability -- b. Sample characteristics and representability -- Chapter 3. Results of the quantitative study -- I. Description of variables -- 1. Sample description -- 2. Descriptive statistics -- a. Descriptive statistics of scales -- b. Descriptive statistics of individual items that were not included in scales -- II. Analyzing the model -- 1. The total field-trip experience: A correlation analysis of model variables -- 2. Model variables (what are factors that influence the students' field trip experience?) -- a. Prior environmental awareness/attitude -- b. Prior interest -- c. Receptivity (willingness-to-learn) and preparation (informedness) -- d. Overall impression -- e. Short-term impact (on interest and commitment) -- f. Follow-up -- g. Long-term impact -- III. Applying the model -- 1. Teachers and Students experienced the field trip differently -- 2. Influences of sex on the field trip experience -- 3. Age differences in the dynamic model -- IV. Summary of the results from the quantitative study -- Chapter 4. The Qualitative Study: How teachers handled a field trip to an -- I. To what degree was the field trip part of the classroom? -- 1. Were environmental aspects part of teachers' subjects? -- 2. Teacher environmental attitudes and concerns -- 3. Other out-of-school venues visited by teachers -- II. Field trip objectives -- 1. General reasons to go on field trips to out-of-school settings -- 2. Teachers' objectives to visit the planetarium that day -- 3. Goals for the planetarium visit -- III. Field trip management and the significance of the field trip -- 1. Preparation and integration -- 2. Informing the students, setting expectations -- 3. Students' content preparation -- 4. Teachers' assessment students' preparedness for the shows -- 5. Sources of information, and level of informedness -- 6. Teachers' expectations met or not -- 7. Students' expectations met or not -- 8. During the visit: Total reliance on the planetarium -- 9. Follow-up -- IV. Teachers' overall awareness and understanding of field trip pedagogy -- 1. Teachers' recommendations -- 2. Teachers' assessment of their own field trip practice -- V. Summary of the results for the teacher interviews -- VI. Conclusions from the results of the teacher interviews -- Chapter 5. Discussion -- I. The Integrated Experience Model as a framework for understanding field trip experiences of students -- II. Individual factors that influence students' and teachers' field trip experiences to out-of-school learning environments -- 1. The importance of setting objectives for the visit -- 2. Preparation -- a. Prepare students for the setting -- b. Prepare students for the content -- c. Preparation -- the teacher's role -- 3. Receptivity or willingness to learn -- 4. (Breach of) Expectation -- 5. Environmental attitudes and awareness of the visiting students and teachers -- 6. Attitudes of visitors toward the setting -- 7. The out-of-school learning environment as "context" for the field trip -- a. Crowdedness and time of visit -- b. Museum fatigue -- c. Structured versus unstructured visits -- 8. The overall impression: a raw assessment of the field trip -- 9. Short-term impact -- 10. Lasting impressions: recollection studies or what we remember from a field trip -- 11. Active transformation of short-term impacts into long-term impacts through follow-up activities -- 12. Long-term impact -- III. Education for Sustainability and the Integrated Experience Model -- 1. Education for Sustainability -- a. How environmental education developed into education for sustainability -- b. What is education for sustainability? -- c. Differences between EE and ESD/EfS -- 2. The role of out-of-school settings in Education for Sustainability -- 3. Implications from the Integrated Experience Model for Education for Sustainability -- IV. Conclusions and Recommendations
Summary "Field trips are a popular method for introducing students to concepts, ideas, and experiences that cannot be provided in a classroom environment. This is particularly true for trans-disciplinary areas of teaching and learning, such as science or environmental education. While field trips are generally viewed by educators as beneficial to teaching and learning, and by students as a cherished alternative to classroom instruction, educational research paints a more complex picture. At a time when school systems demand proof of the educational value of field trips, large gaps oftentimes exist between field trip theory and practice. Meanwhile, out-of-school educational settings struggle to provide field trip experiences that simultaneously serve multiple, often conflicting objectives and rationales. The author, Senior Researcher at the Institute for Learning Innovation in Annapolis, Maryland, utilizes an in-depth empirical study of teachers and students on environmental field trips and a thorough review of the literature to develop a framework for understanding field trip impacts and learning in out-of-school settings in general: The Integrated Experience Model. The book is useful to scholars, teachers, and educators who are involved with field trips, and to those interested in contextual factors that influence learning in informal or freechoice settings, particularly in the field of environmental science and sustainability education"--EBL
Bibliography Includes bibliographical references
Subject Environmental education.
School field trips.
Form Electronic book
ISBN 3830511353 (e-book)
9783830511359 (e-book)