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Journal of Museum Education, 17(2), 17–27. Children’s memories of museum field trips: A qualitative study. Journal of Research in Science Teaching, 20(4), 283 - 290. The comparative effects of different museum tours on children’s attitudes and learning. International Journal of Technology Management, 25, 460–476. Science centres as learning laboratories: experiences of Heureka, the Finnish Science Centre. NSTA Position Statement: Informal Science Education. National Science Teachers Association (1999). Washington, DC: National Academies Press. Student Attitudes Toward and Recall of Outside Day: An Environmental Science Field Trip. Understanding elementary teacher motivations for science fieldtrips. Retrieved from ’s_Perceptions_of_Their_Museum_Experiences Children’s perceptions of their museum experiences: A contextual perspective. School field Trips: Assessing their long-term impact. A Short Review of School Field Trips: Key Findings from the Past and Implications for the Future. International Journal of Science Education, 29, 685-710. Supporting teachers on science-focused school trips: Towards an integrated framework of theory and practice. Washington, DC: American Association of Museums.ĭeWitt, J. Dierking (Eds.), Public institutions for personal learning (pp.67–77). Intrinsic motivation in museums: Why does one want to learn? In J.
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Situational interest of high school students who visit an aquarium. Learning science in informal environments: People, places, and pursuits. International Journal of Environmental & Science Education 9, 235-245. A Review of Research on School Field Trips and Their Value in Education. See: ( Schoolteacher Learning Agenda Influences Student Learning in Museums Griffin & Symington, 1997).īehrendt, M., & Franklin, T. This includes the opportunity for students to be cognitively engaged and challenged, as they explore areas of personal interest and curiosity and engage in bidirectional communication with each other and adult facilitators.Ī successful and quality field trip requires teacher preparation and interaction, yet often teachers are not equipped to, or do not provide this support.
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Through a meta-analysis of studies such as these, DeWitt and Osborne (2007) created a model to guide museum program development, Model of Museum Practice which, among other key elements, highlights the importance of encouraging students in the area of “joint productive activity” (p. Prior knowledge and interests of the students impacts learning during the visit (Falk & Adelman, 2003), the social context of the visit, teacher agendas, student experiences during the field trip, and the presence or absence and quality of preparation and follow-up. If students are not adequately prepared for the experience, the novelty of the setting can negatively impact learning. Some structure is needed to best support student learning, ( Stronck, 1983) yet programming that is overly rigid or too aligned with classroom instruction can have a negative effect (Jensen 1994 Griffin & Symington, 1997). 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).