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This experimental study investigates the effectiveness of virtual experiential learning in fostering student engagement by comparing the engagement and learning outcomes of two groups of students. One group (n = 69) participated in a virtual field trip to a winery, while the other group (n = 36) completed the field trip in person as part of an undergraduate culinary tourism course. A mixed-method approach was used to collect and triangulate data from a student engagement survey, reflective diaries, and assessment marks, which were analyzed using T-test and ANOVA, thematic analysis and descriptive statistics, respectively. Results showed that experiential learning increased students’ skill and emotional engagement in both groups while having no impact on participation and performance engagement. Skill engagement was significantly higher in the virtual group, while the in-person group scored slightly higher in emotional and performance engagement. Deep learning, however, was only reported by students who completed the in-person field trip. [ABSTRACT FROM AUTHOR]

Escape rooms are an established game genre that has become popular in educational contexts in recent years. Digital escape rooms are variations, which use digital environments and may be played by participants not present on site. Compared to physical escape rooms, digital escape rooms are characterised by lower implementation and application efforts and at the same time by reduced intensity of the experiences. There is little evidence to date as to whether these low-threshold escape rooms are nevertheless sufficiently effective for learning. In this evaluation study, a learning activity based on a digital educational escape room (DEER) that uses the 360°-based spatial visualization (360VR) of a waterworks and a web-based form - contributing guidance and the escape room-specific challenges - is analysed. In the learning activity, students of environmental engineering study programs are asked to explore the 360VR-based waterworks guided by the instructions and challenges in the web-based form. Quantitative results of the study on learning outcomes and variables relevant to learning, such as emotion, motivation, and usability (N=73) are reported. The evaluation is supported by the qualitative results of guided interviews. Remarkably, some participants would have preferred to explore the 360VR environment without the guidance provided by the web-based form. Overall, the results show the learning effectiveness of the DEER, the efficacy of the web-based form as a guidance instrument, and values of learning-relevant variables that are conducive to learning. The DEER also achieved a high level of acceptance among students. Due to the low effort required for the creation of the DEER by lecturers and for application on the part of students, the presented combination of 360VR and web-based forms can be seen as a powerful low-threshold learning tool that enriches teaching. [ABSTRACT FROM AUTHOR]

Affective engagement is critical if environmental education is to promote pro-environmental behaviors. Given the contextual complexities impacting the affective domain in environmental education, affective engagement may vary depending on the programs, cohorts and classes. In this ethnographic case study, we used point-of-view (POV) camera glasses along with written and verbal student reflections to track the moment-to-moment first-person experiences and the post-trip reflections of secondary school students associated with an ecology field trip to a local coastal area. This case study offers an in-depth account of two students' affective engagement during the field trip. One student demonstrated great interest and curiosity when learning about nature despite being scared to touch wildlife, whereas another student demonstrated limited interest in the field trip but showed a strong desire to protect nature. These findings suggest a complicated, unpredictable relationship between interest in and curiosity about nature, motivation and constraints to learn, environmental consciousness, intention, and ability to act on behalf of nature. Future research should attend to why students feel the way they feel and how they achieve affective learning outcomes during planned and chance encounters in natural outdoor settings. [ABSTRACT FROM AUTHOR]

In an anthropocynical epoch of severe environmental crisis, geoscientists have unique skills to drive the transition to sustainability. Therefore, the geological literacy of society is essential to seek solutions to major challenges. However, the formal education of geology differs considerably from the desirable. Fortunately, there are out of school organizations in charge of geology outreach. In this work, an analysis and redesign of the teaching material offered by the GeoEskolak program of the Geopark of the Basque Coast is carried out. This material is aimed to 4th grade secondary education students who visit the Flysch of Zumaia. The new "Teacher's Manual" has been developed following the strategy defined by the DBS methodology for the design of a sequence and is adapted to the LOMLOE curriculum and the Sustainable Development Goals.

Efforts to increase inclusion in the geosciences have progressed much in the past few decades. As inclusion grows our procedures and methods for accommodating individuals' needs must adapt. Responsible leaders must grow to meet challenges in a way that mirrors modern approaches to dealing with hardships individuals face. Generalized Anxiety Disorder (GAD) and related conditions are a growing problem among students. Often compounded by the trying nature of field work, individuals with anxiety disorders encounter challenges that can leave the person debilitated and unresponsive. Simple measures can provide support allowing more individuals to maximize their field experiences. While leaders always carry first aid kits and a basic knowledge of treatment of minor wounds, many people are unprepared for aiding a colleague experiencing anxiety-related symptoms such as Acute Panic Attacks (APAs) or induced mutism. This paper describes simple methods for identifying and managing acute symptoms as well as determining when professional medical intervention is necessary. Our aim is to provide Earth scientists of all education levels a basic overview of the acute symptoms of APAs and provide a guide for preventing and aiding affected colleagues in a field setting. [ABSTRACT FROM AUTHOR]

Teachers are crucial to implement innovative activities in the classroom and to make them effective for their students' learning. Teachers' beliefs have been found to condition the extent to which and the way in which they carry out certain activities. This study analyses the beliefs of 73 pre-service teachers (two cohorts) about two resources (fieldwork and physical model) used in an aquifer modelling sequence in which they had participated. Their perceptions are compared with the hypothetical purposes of the resources in a modelling process. The data analyzed were the written reflections at the end of the activities. Both resources were rated very positively. Practically all participants referred to contributions to learning and many made metacognitive reflections. The results show that both resources met the expectations about their contribution to modelling. The implications for future design of modelling activities are discussed. [ABSTRACT FROM AUTHOR]

Abstract A Collapsible Light Trap (CLT) for collecting insects, particularly aquatic insects, is described here. CLT is a modified Pennsylvania Light Trap with the advantage of being collapsible and lightweight to be carried in a small backpack and very easy to set up in the field. CLT is equipped with LED light strip wrapped around a PVC tube and can be connected to a regular 12 V / 7 Ah battery, running for more than 48 uninterrupted hours. Complete CLT weighs 0.8-1.0 kg, depending on the metal used, and the battery weighs around 2 kg, being easily transportable to more remote collecting areas. Over the years, CLTs have been used for collecting and describing the diversity of aquatic insects from Brazil, particularly caddisflies. Depending on the locality, only one trap for one night can collect over a thousand insect specimens and more than 200 individuals of caddisflies.

Field trips have long been recognized as a significant component of educational endeavours. While students at the primary and secondary levels commonly engage in such activities, the integration of field trips into tertiary education remains infrequent. University studend who attend the English classes are seldom afforded the opportunity to directly observe authentic professional environments or explore potential workplaces related to their future careers, experiences that can be facilitated through field trips. Additionally, given the increasing emphasis on the internship program held by Indonesian Ministry of Education, Culture, Research, and Technology, a gap arises as students are limited in their exposure to real-world work environments. The objective of this research endeavour was to investigate university students' perceptions of field trip activities and assess how these experiences contribute to the development of students' autonomous learning skills. Qualitative data for this study were collected through two questionnaires, a preparation and a reflection Google sheet. The participants consisted of 27 students enrolled in the International Relations Study Program at UPN Veteran Jakarta. The findings of the study revealed that field trips offer numerous benefits to English for Professional Purposes students, including enhancing their understanding of academic concepts, providing a deeper real-world context for learning, and fostering social interaction. The questionnaire results demonstrated a predominantly positive perception among the students. Furthermore, a majority of the participants reported engaging in autonomous learning activities during the field trip, facilitated by the opportunity to interact with industry professionals and seek their guidance through questioning.

In an anthropocynical epoch of severe environmental crisis, geoscientists have unique skills to drive the transition to sustainability. Therefore, the geological literacy of society is essential to seek solutions to major challenges. However, the formal education of geology differs considerably from the desirable. Fortunately, there are out of school organizations in charge of geology outreach. In this work, an analysis and redesign of the teaching material offered by the GeoEskolak program of the Geopark of the Basque Coast is carried out. This material is aimed to 4th grade secondary education students who visit the Flysch of Zumaia. The new "Teacher's Manual" has been developed following the strategy defined by the DBS methodology for the design of a sequence and is adapted to the LOMLOE curriculum and the Sustainable Development Goals. [ABSTRACT FROM AUTHOR]

Science education should encompass enculturation in science which implies performing scientific practices such as use of data and modelling, in authentic contexts like the field. This work aims to determine how preservice elementary teachers (PETs) use data obtained in the field, and how these data contribute to the process of building a model of geological change. Forty-one Preservice Elementary Teachers (PETs) participated in the study. A mixed methods design was used. The data from the conversations of nine groups during the six sessions following a field trip were categorized by constant comparison according to how the data from the field were used. The cases of field data used for modelling were further categorised through the Modelling Model Diagram framework. The PETs´ perception was examined by means of an open-ended question. PETs did use field trip as a learning resource and appealed to it without being explicitly required to. Seven groups used the data for the modelling process, mainly for creating and testing the model. Data were used in four of the groups as evidence for evaluating the validity of models. PETs perceived the field trip to be useful. Specifically, they acknowledged its usefulness whilst carrying out operations related to the creation of the model but they showed lack of awareness about the usefulness of performing other important operations. The findings suggest that the field trip may be a valuable resource for developing scientific practices such as the use of data and modelling in science education. The positive perception of the PETs about the usefulness of the field trip for the learning process may foster their involvement in the design and implementation of such field trips in the future. [ABSTRACT FROM AUTHOR]

Early childhood education is a form of education that aims to optimize children's physical, intellectual and social growth and development. The stimuli given to early childhood must of course be adapted to the stages of development that occur in them. Early childhood has potential that must be developed through stimulation. These potentials are in the form of developmental aspects. To improve the cognitive abilities of early childhood through the field trip method at Paud Tk Alkhairaat Bungi, this research uses qualitative research methods, where an effort or effort by the author can pour ideas or thoughts based on the formation of substantive theories based on empirical data. Data obtained by being present or on location, to conduct research so as to understand all activities and behaviors and things that can help this research. It can be concluded that students can think operationally, by touching, seeing, feeling and intersecting directly with the original source it turns out that it can be easier for students to understand and can develop cognitive abilities in students. If students learn with happy conditions, the material will be more easily digested and well received by students.

Background: Study tours are known to have an important role in enriching the knowledge of students in all fields. Our study aimed to evaluate the experience of a postgraduate and faculty study tour in the field of mental health. Methods: We obtained both quantitative and descriptive feedback from 31 participants who had taken part in the annual study tour conducted in the years 2014–2018 using a specially designed feedback pro forma. Results: All the participants reported overall satisfaction with the tour. Learning was enhanced, and most found the tour relevant to their current field of study. They particularly enjoyed the experience of traveling in a peer group without faculty supervision and learning to make decisions as a group. Their chief concerns were about the continuous travel and the limited time allotted to each center. Conclusions: A well-planned study tour during training helps trainees in the mental health field improve their knowledge, hone practical skills, and learn life lessons; it promotes bonding with peers and fosters self-directed learning and independence. The limitations were the inability to have direct face-to-face interviews with most participants and the study tour centers being limited to a small geographical area. [ABSTRACT FROM AUTHOR]

In this study, the aim was to determine differences in the results of student scores using the field trip learning method, both pretest and posttest on the field trip learning method. This study uses a quantitative research approach with a type of experimental research. This type of research is an experiment that uses the population in this study, class XI IPS SMAN 1 Sindang, ranging from XI IPS 1 to XI IPS 4, which consists of 144 students. However, the sample in this study is class XI IPS 1 and XI IPS 2, consisting of 36 students per class, totaling 72 student samples. The sampling technique carried out in this study is using purposive sampling techniques. The data collection method in this study is through test exam results conducted pretest and posttest in learning to see the difference in student scores by providing tests. In contrast, the data analysis technique used is the T-test analysis to see the difference in value results before and after being given online and offline field trip learning treatment. The data analysis technique used is the T-test analysis to see the difference in value results before and after being given online and offline field trip learning treatment. The results of this study were that there were differences in the learning outcomes of the control class and the experimental class both in the pretest and posttest; the control class in the pretest had an average score of 67.33, and after being given an offline field trip treatment, the average value increased to 79.89 while for the experimental class in the pretest had an average value of 65.61 and after being given an online field trip treatment the average value increased to 80.38. These two field trip learning methods can improve student scores, although, in this learning method, each has advantages and disadvantages.

Copyright of International Journal of Contemporary Educational Studies (IntJCES) is the property of International Journal of Contemporary Educational Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The research aimed to describe teachers' and students' views in relation to the Field Trip Strategy on effect field trip in increasing students’ writing descriptive text. The respondents of this study were the students and English teachers of both government and private schools. The ideas and views of teachers and students were sought out regarding the benefits of educational field trips at jenior and senior schools level. To achieve the purpose of study two questionnaires were designed as research tools separately for teachers and students. One hundred and sixty respondents including 20 of English teachers and 140 students, were randomly selected. The questionnaire was used as a research instrument which was consisted of 25 items, collected data was analyzed by using the simple percentage method. The findings for each statement were made. Majority of the respondents had a view that educational Field Trip Strategy is helpful to explore their learning experience, The vast majority of respondents thought educational field trips helped students deal with advanced learning. According to a large majority of respondents' viewpoints, educational field trips help to provide a practical approach to the curriculum and help pupils acquire a greater interest in studying

Copyright of Journal of Teaching Practice & Pedagogical Innovation is the property of National Taipei University of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This mixed-research synthesis examined the short and long-term effects of out-of-school learning (OSL) activities on student achievement and factors affecting these practices. Initially, two meta-analytic reviews examined the short and long-term effects of OSL practices on student achievement under a random-effects model. Then, a thematic synthesis of primary qualitative studies explored the pedagogical factors affecting OSL practices. Finally, results from both phases were integrated through a cross-study synthesis. The study found that OSL significantly improves student achievement, g = 1.062, 95 % CI [0.930, 1.194], and achievement retention, g = 1.033, 95 % CI [0.759, 1.307]. However, there were considerable within and between-study heterogeneities. The moderator variables of country, discipline area, intervention length, and grade levels significantly contributed to effect size variability in one or both meta-analyses. The thematic synthesis revealed many pedagogical factors and implications that needed consideration when planning for, implementing, and finalizing OSL. Interventions matching the implications drawn from the primary qualitative studies had statistically significant effects on student outcomes in many cases. The study concluded by discussing major findings, conclusions, and implications for future research, teachers, and policymakers. • Out-of-school learning improves students' short and long-term achievement. • Art-related out-of-school learning practices contribute more to student learning. • Increasing time for out-of-school learning significantly increases student outcomes. • Out-of-school activities with small groups are more effective. • Qualitative data highlight factors that can contribute to student achievement. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This commentary is a response to the Area commentary by Mark Griffiths and Kate Baker, which draws focus on the problematic prominence of colonial material histories at the Royal Geographical Society (with IBG)'s Lowther Lodge site. We outline an undergraduate field trip – run collaboratively by University College London (UCL) and the RGS‐IBG since 2018 – for first‐year UCL geography students that aims to make them both aware of geography's problematic colonial histories, and party to the ways the discipline is changing and critically engaging with its past. Positioned at the intersections of teaching and research, we highlight this field trip because we believe it stands as an example of precisely the kind of decolonial engagement with the RGS‐IBG for which Griffiths and Baker call. This commentary describes a decolonial field trip run jointly by UCL and the RGS‐IBG for UCL's first year undergraduate geography students. [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Like many other university teachers, we were faced with an unprecedented situation in spring 2020, when we had to cancel on-site teaching and excursions due to the Covid-19 pandemic. However, we were in the fortunate position that we had already started to develop a smartphone-based self-guided excursion on the topic of “Water in the City”. We accelerated this development and used it to replace the traditional group excursion in our Bachelor level introductory course in Hydrology and Climatology. The excursion of this course is visited by around 150 students each year. Because the student feedback was overall very positive, we used the self-guided excursion again in 2021 and plan to continue to use it in the coming years. In this paper, we describe the excursion, discuss the experiences of the students and ourselves, and present recommendations and ideas that could be useful for similar excursions at other universities.

This paper presents reflections on an international field trip for Indigenous students enrolled in an Education degree at a university in Australia. The field trip was co-developed with staff, students, and community partners of a Canadian university, as a pilot project to prepare Indigenous students for work in various cultural contexts. This paper outlines considerations for planning and coordinating an international career development opportunity, from inception to completion. Successes and failures of the program are discussed, recognizing the pitfalls that plague many well-intentioned program developments. The paper then argues for an intentional and generative approach in co-developing and co-delivering international learning experiences. Finally, it offers reflections on the need for more explicit alignment between academic outcomes and career aspirations, supporting students to articulate knowledge and skills acquired to translate them into the world of work. [ABSTRACT FROM AUTHOR]

Not available

Plant blindness is defined as the inability to notice plants in one's own environment, recognize their importance for the environment and human beings, appreciate their aesthetic and unique biological features, and the tendency to rank plants as inferior to animals. Many people exhibit symptoms of plant blindness (Wandersee & Schussler, 1999). This study examines the implementation of two instructional strategies and compares the effect of each on students' plant awareness. One of the instructional methods had students prepare a book about plants with interesting characteristics. The other involved a field trip to a botanical garden. Fifty-six students in 6th grade (28 students in each intervention group) participated in the study. A matched-pair design was used in the research, using an open ended questionnaire to gather data. Each item of the questionnaire focused on one symptom of plant blindness and the items in the questionnaire were analysed separately. Frequencies, percentages, and chi-square analyses were used to determine if there were significant differences in the pre- and post-survey responses after each intervention, and if there were significant differences in student responses between the two interventions. Students had significantly higher post-survey plant awareness scores on some but not all survey items after both interventions. There were no significant differences between post-survey scores of the two intervention groups. It was concluded that both teaching interventions (preparing a book about plants with interesting characteristics and taking a field trip to a botanical garden) had similar positive effects and resulted in higher student plant awareness and lower plant blindness. [ABSTRACT FROM AUTHOR]

Improving problem-solving skills has been promoted as a helpful strategy in student learning in the 21st century. Field trips are a learning method that can encourage students to interact directly with natural objects in nature. The learning method is expected to improve students' problem-solving skills. In this case, this research was conducted to find the effect of field trips on improving students' problem-solving skills based on a focused strategy. This research is quasi-experimental research using pre-test and post-test designs. The participants in this study were students from two tenth grades of SMAN in Pameungpeuk, Garut, during the 2019/2020 school year. The data obtained were analyzed using the average comparison test, namely the t-test (for parametric data) and the Mann-Whitney test (for non-parametric data) with a value of 0.05. Based on the analysis, the problem-solving skills of students in the two classes increased in the medium category, and there was a significant difference in the problem-solving skills of students in the two classes with a significant value of 0.044. Thus, it can be concluded that a focused strategy-based field trip affects problemsolving skills and can stimulate the improvement of students' problem-solving skills on ecosystem materials. Therefore, a field trip with a focused strategy can potentially be an alternative method for teachers in high school to improve students' problem-solving skills on ecosystem materials. [ABSTRACT FROM AUTHOR]

Not available [In Italian]

The thermal waters and the historical heritage in the area of Hisarya were the focus of the field trip held during the XXII International Congress of the CBGA in Plovdiv. [ABSTRACT FROM AUTHOR]

The professionalization of tourism education through experiential learning by fieldwork should be a key aspect of sustainable tourism development strategies. Based on the previous statement, the aim of this research is to develop a tourism learning experience through an academic field trip in Copper Canyon, with the purpose of generating a practical learning situation that serves as a strategy and practice of sustainability in the syllabus of Tourism Planning at the Autonomous University of Ciudad Juarez. An experimental methodology was implemented with students (n=26) from the advanced level of the tourism program that participated in the field trip, and mixed methods of empirical and theoretical types were applied. During the practical activity, the geospatial approach was applied to the study of the destination by interpreting the production process of the tourism space, as well as, the recognition of the tourism model, the inventory and assessment of tourist resources, and the analysis of impacts. The results allowed for comprehension and justification of the contribution of the practical learning process to the formation of tourism knowledge, by incorporating field trips to develop experiences through practical learning. [ABSTRACT FROM AUTHOR]

Field trips are beneficial to students, because they provide experiences outside of the traditional classroom. Incorporating field trips into graduate programs can increase students' exposures to real world experiences so that they can incorporate that knowledge as they complete their program. The purpose of the project was to collect and analyze graduate student feedback on 13 in-person interprofessional field trips focused on occupational safety and health. Data were collected through post-field trip structured discussions. Content analysis was used to determine themes. Five themes emerged from the data: Personal Value, Networking and Meeting, Health and Safety Planning and Policy, Environment, and Logistics and Planning. Field trips are valuable learning experiences for graduate students. The field trips in this study offered concrete experiences in occupational safety and health. Post-field trip, students provided feedback through structured discussions, which allowed for reflective observation. Overall, students found personal value in the field trips, observed health and safety procedures and policies in action, learned about various work environments, and provided input on the logistics and planning of field trips.

The recent pandemics and social movements call for the need to pause and rethink our relationship with more-than-human worlds, particularly our activities in relation to the land. In our work as a team of Indigenous and non-Indigenous researchers, educators, and designers, we explored how land-based pedagogy can contribute to a transformative learning experience for sixth graders through disrupting the dominant ways of knowing and relating to the land. Specifically, our work is guided by the research question: how do learners express relationship with the land in the restorying of their river trip experience? We share data from thirty-nine sixth-grader participants who completed a restorying project about their cross-cultural river trip and reflected on these experiences through interviews. Our findings present three cases that illustrate how sixth graders demonstrate different forms of interacting and relating with the land. We discuss insights regarding students' land-based experiences as well as restorying as a practice to restore relationships with the land-based pedagogical approach. [ABSTRACT FROM AUTHOR]