Field Studies

 

The use of field trips can contribute to a vibrant learning space.  Research has shown that “students who directly participate during a field experience generate a more positive attitude about the subject” (Behrendt & Franklin, 2014, p. 235).  Students who may not have previously been interested in an area may discover something that jump starts their curiosity.

As a school counsellor, I am often asked to help supervise field trips at my school.  As a supervisor, I have seen time and time again the high levels of engagement and excitement when students are on a field trip.  For example, I went on a field trip to the Museum of Anthropology at UBC with a class of Social Studies students before.  The teacher remarked that many students who usually were not so engaged were asking questions and they were fascinated by the artifacts on display.  They were able to apply learning that they had had in the classroom to the environment, and this deepened their understanding. 

I also had the privilege of going on a extended field trip to Japan with students who were taking Japanese class.  It was fascinating to see them being able to use what they learned in class about language and culture, and to see the students push themselves outside of their comfort zone.  In that two weeks, I am sure they gained a much deeper understanding and connection with the Japanese language and culture than they had all school year. 

Field trips give students the opportunity to engage in more experiential learning.  They are learning through hands-on, authentic experiences and this benefits them in many ways.  For example, students may have improved observation skills, social skills, and be able to connect prior knowledge with the new concepts (Behrendt & Franklin, 2014). 

 

Reference

Behrendt, M., & Franklin, T. (2014). A Review of Research on School Field Trips and Their Value in Education. International Journal of Environmental and Science Education, 9(3), 235–245. http://files.eric.ed.gov/fulltext/EJ1031445.pdf

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