Falk and Dierking discuss understandings that John Falk and colleagues have gained from their various studies involving field trips. They state that children begin a field trip with two agendas. The first agenda is child-centered and focuses on what students visualize they will be doing: The second agenda corresponds to the school's and museum's expectations. This agenda is that they assume they will learn things and be meeting people who work at the museum.
The authors believe the outcome of any field trip will be affected by the interplay between these two sets of anticipations and the actual field trip Falk and Dierking, Field trips are undertaken with a particular purpose. Griffin did a study involving school excursions to museums in Sydney Australia, and found teachers stated differing purposes for going on field trips. Some of the teachers viewed the field trip as a change of pace for students and a social experience.
Some teachers had learning oriented goals. Griffin found that teachers' explicit and implicit purposes may differ. Some teachers expressing enrichment and social interaction, instead focused the field trip in a cognitively oriented manner, by doing things such as providing and requiring students to use worksheets.
She suggests that teachers may behave in this manner because they are uncomfortable with their ability to manage their students in an unfamiliar environment. She feels that teachers are perhaps ignorant of, or unable to understand many of the premises of learning in informal environments, such as learning through play and direct involvement with phenomena. Research studies by Gottfried and others support the idea that teachers are thinking about field trips as enrichment experiences and not direct object-based learning experiences Gottfried, ; Laetsch et al.
Research focusing on preparation of students for a field trip experience indicates that this preparation can have an influence on the educative aspect of the trip, and the elements of that preparation are a factor. Preparations that were stephen bitgood museums in san francisco impacting included: Stephen Bitgood provided a review of studies in which field trips were examined.
In looking at field trip studies encompassing the years tohe noted that pre-visit preparation was critical although evidence as to the most effective character of that preparation was not clear. In discussing the teacher's role in that preparation he commented that George Hein and his colleagues were one of the few who have implemented studies focusing on teachers' roles. From Hein's data some factors emerged as important.
Researchers determined that teachers' familiarity stephen bitgood museums in san francisco the field trip site has a vital influence on field trip outcome. Studies involving student preparation for field trips found that although the most effective techniques of preparation have not been empirically determined, some type of classroom lesson is necessary before the trip. One factor that appears significant is knowledge of the environment. Martin, Falk and Balling found that the novelty of the environment can be stimulating for exploration and manipulation.
Students who stephen bitgood museums in san francisco given an orientation focusing on their own personal agendas, showed significantly higher learning than the other groups. The data show that teachers who attended workshops in conjunction with this program had a greater effect on their students' learning than did those teachers who didn't attend workshops. There is mixed evidence on the use of worksheets during a field trip.
Falk and Dierking discuss student perspectives on worksheets. In their study of school visits at two Australian museums, Griffin and Symington investigated student perspective on how field trips should be organized.
Students preferred choice and control of their own movement and learning, a link with their school studies, and learning in groups. They found that no matter how the teacher organized class movement, children formed natural small stephen bitgood museums in san francisco and preferred to complete their worksheets as a group.
A study by John Gilbert and Mary Priest found evidence of students' mental engagement with exhibits during a field trip experience where components of the students' visit included: George Heinpoints out that we have not determined the extent of importance of the teaching role in connection with exhibition aspects of museums, as there are some situations in which human intervention can make possible and enhance the learning experience Hein,Hein, ; Bailey et al.
Bitgood states that research evidence implies the field trip event is more effective if experience-driven rather than information driven. Interactivity with exhibits promotes effective teaching and leads to outcomes of enjoyment, satisfaction and curiosity as well as intellectual ones Bitgood, He advises field trip experiences be linked to school activities. Assessing student prior knowledge and following up the field trip with related classroom activities appears to be keyed to success and a factor toward maximizing student learning Bitgood, There have been a number of studies which have looked at the impact of the field trip experience from the perspective of visitors' memories and what visitors connect to that event.
In her examination of how museum visits relate to other aspects of the lives of fourth grade children, Nina Jensen found that the children tended to categorize places, including museums, by their personal relationship to them.
They described these places in terms of when they go stephen bitgood museums in san francisco the social context of their visit Jensen, They noted that subjects interviewed readily recalled their school group trips and these memories remained persistent. The stimulation to curiosity, the special experiences with real objects and phenomena that museums offer, and their influence on attitudes toward science and other areas of knowledge make them unique learning environments for students.
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Journal of Research in Science Teaching21 9 A primary school science class visit to a museum. Science Education81, Do children learn on field trips? Curator, 23 3 School-museum integrated learning experiences in science: Moving from task oriented learning strategies on school museum excursions.
Moving from task-oriented learning strategies on school excursions to museums. Learning in the museum. K and New York, NY: The dilemma of constructivism: Do we focus on the learner at the expense of what we want to teach? Children's perception of their museum experience: Children's Environments11 4 Evaluating the effectiveness of field experience. In Mary Stephen bitgood museums in san francisco Rowe Ed.
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More than a field trip: Science programmes for elementary school groups at museums. International Journal of Science Education13 5
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