A Review of the Existing Literature
Excursions, more commonly known as field trips, have been a staple to the American education system for decades. According to Krepel and Duvall, a field trip is “a school or class trip with an educational intent, in which students interact with the setting, displays, and exhibits to gain an experiential connection to the ideas, concepts, and subject matter” (Krepel and Duvall, 1981). They are also referred to as an “instructional trip” or “school journey.” Similarly, Tal and Morag describe field trips as “student experiences outside of the classroom at interactive locations designed for educational purposes” (Tal and Morag, 2009).
Regardless of how the term is defined, much data already exists proving the value of field trips in a student’s educational experience. Much of the existing research centers around field trips’ value in the pre-undergraduate sphere, namely from kindergarten to twelfth grade. According to DeWitt and Storksdieck, “much field trip related research in the 1970s, 1980s, and 1990s focused on the learning potential of informal learning environments like museums, zoos, planetaria or outdoor settings, or contrasted out-of-school learning opportunities with in-school instruction” (DeWitt and Storksdieck, 2008). However, comparing the value of field trips to the value of traditional classroom learning proved to be the wrong approach. Later studies ultimately showed that the value of field trips lies in their supplemental use, rather than being used as an extension of classroom teaching or as its replacement. In fact, “field trips are not ideal for teaching complex concepts or even isolated facts, they are not ‘better classroom settings’; instead, they serve best as opportunities for exploration, discovery, first-hand, and original experiences” (DeWitt and Storksdieck, 2008). Thus, field trips are maximally effective when used as a supplement rather than a replacement for in-class instruction, which allows students to build upon knowledge that was obtained in class. This was proven by Feher and Rice, as they demonstrated that “in a museum setting, discussions with students suggest that they learn the most from an exhibit when they already have some understanding of the concept being presented (Feher and Rice, 1985). Orion made a similar point, suggesting that “the primary role of field trips in the learning experience is to facilitate a direct experience with concrete phenomena and materials.”
Once used in the proper manner, the benefits of field trips are endless. To begin with, it has been proven that field trips help students to choose a career path which is often a struggle for many students who are unable to narrow down their interests. In 2003, Salmi conducted a survey “of university students as to why they had chosen their area of study [which] indicated that visits to science centers played a role in the decisions of at least some to pursue science careers” (Salmi, 2003). Additionally, in a study involving 655 and then 300 children in two phases, Jarvis and Pell “found that 20% to 25% of children visiting an interactive space center developed a new interest in science and in pursuing a science career, an interest that was maintained five months after the visit” (Jarvis and Pell, 2002, 2005). It is evident that field trips help students to hone their personal interests and select a career that they are passionate about.
In addition to assisting in career selection, field trips act as a source of intrinsic motivation for students. Field trips allow educational experiences to become more personally relevant and meaningful to the students. Lei observes that “interactive exhibits help students play with concepts, activities often not possible in the classroom” and that “earlier course content suddenly becomes relevant as students assimilate and accommodate new understanding and cognition” (Lei, 2010). These interactive exhibits Additionally, it is suggested that field trips take the pressure and stress out of learning which is extremely beneficial. Rennie states that “the focus may be individualized, activities are not competitive or assessed, interaction is voluntary and unforced” and that these aspects “create an intrinsically motivated student” (Rennie, 2007).
Field trips also allow for students to engage in learned material in different ways, especially because excursions serve as the bridge between in-class learning and real-life application. Finally, the repeated and lamented question “why do I even have to learn this?” often heard by teachers everywhere has found an answer - field trips. DeWitt acknowledges the fact that when students see the real-life application of topics learned in school, they are more likely to understand the relevance of what they are learning in their classes. In fact, field trips allow “students [to] develop a positive attitude for learning, motivating them to develop connections between the theoretical concepts in the classroom and what has been experienced” (Falk, Martin, and Balling, 1978; Hudak, 2003). This hands-on experience also aids for the transition from a concrete level of cognition to a more abstract level of cognition (Wu, 2009). All of these benefits ultimately lead to a deeper and more meaningful learning experience for students.
Beyond academic learning, field trips are a source of other forms of intelligence. This includes social skills and affective outcomes. Field trips allow students to work in groups with their peers, thus honing their social skills and collaboration techniques. It is beneficial that field trips emphasize group work and social interactions, as these are two skills that will almost always be necessary in any workplace. DeWitt argues that “affective outcomes - such as increased motivation or interest, sparking curiosity, or improved attitudes towards a topic - may be more reasonable for school trips than specific factual or concept learning outcomes, since the short-term nature of most field trip experiences may not be best suited to create lasting cognitive effects” ( DeWitt and Storksdieck, 2008). Falk similarly pointed out that “research has indicated that field trips can be educationally effective from both a cognitive and affective standpoint” (Falk, 1983).
All of the aforementioned benefits are not short-term. In fact, several long-term benefits have been observed in longitudinal studies. A study conducted by Miglietta used pre-questionnaires and post-questionnaires to show that after a visit to an Italian marine biology museum. “students retained information they had learned about sharks, particularly shark behavior, up to three months after a visit” (Miglietta, 2008). Other studies demonstrated that there was a long-lasting positive affective impact “with students expressing increased interest in the subject matter of a school trip 18 months after a visit” (Knapp, 2000).
Although much of the existing research concerns the pre-undergraduate age groups such as kindergarten to twelfth grade, this is not to say that the same benefits could not apply to the undergraduate and post-graduate level. Instead, Wu points out that “though mostly used in K-12 education, field-based learning, primarily field trips, can be useful in undergraduate and graduate education where students connect textbook and classroom learning with the real world” (Wu, 2009). The same benefits can transfer over to the college classroom and to undergraduate students, which begs the question “why aren’t class excursions more common at the undergraduate and graduate levels?”
The presence of field trips is nearly non-existent at the undergraduate and graduate level. Yet, despite all the benefits that field trips bring to the table, they are on a decline even at the K-12 level. Recently, many notable museums in the United States have reported a steep decline in field trip attendance within the past year. Chicago’s Field Museum reported a 33% decline, and the Natural History Museum of Los Angeles County reported a 28% decline as well (Blair, 2008; Mehta, 2008). Such data suggests that field trip attendance has also declined at similar institutions, including zoos and aquariums. But why are field trips being used less and less frequently? The primary reasons are logistical. In addition to a general lack of time, field trips are difficult to organize and it is difficult to find a common time where all students are free to participate in the excursion. There are always security, safety, and liability issues. Additionally, there is a widespread lack of school funding, especially in public schools (DeWitt, 2008). Funds would typically go towards tickets to the institution, transportation costs, and more. This means that many students would have to pay out of pocket in order to participate in the field trips, which is undesirable and at times can be unfeasible for many families (Anderson, 2006). Additionally, many teachers are hesitant to spend time on field trips because there is a recent emphasis on standardized testing. It is difficult for teachers to contend with a national curriculum or rigid state standards. Thus, many school systems have started to categorize standardized testing as a priority. In fact, according to Anderson, “school district budget reductions and increasing transportation costs, combined with an increased emphasis on standardized- test preparation, have been cited as two reasons for the decreasing number of school field trips across primary and secondary schools” (Anderson, 2006).
However, in my opinion, the benefits that are reaped from field trips far outweigh the logistical difficulties that accompany their planning. I believe that field trips are beyond essential and need to be integrated into syllabi at the undergraduate and graduate levels.
To view this literature review in a comic form, please click here!
Regardless of how the term is defined, much data already exists proving the value of field trips in a student’s educational experience. Much of the existing research centers around field trips’ value in the pre-undergraduate sphere, namely from kindergarten to twelfth grade. According to DeWitt and Storksdieck, “much field trip related research in the 1970s, 1980s, and 1990s focused on the learning potential of informal learning environments like museums, zoos, planetaria or outdoor settings, or contrasted out-of-school learning opportunities with in-school instruction” (DeWitt and Storksdieck, 2008). However, comparing the value of field trips to the value of traditional classroom learning proved to be the wrong approach. Later studies ultimately showed that the value of field trips lies in their supplemental use, rather than being used as an extension of classroom teaching or as its replacement. In fact, “field trips are not ideal for teaching complex concepts or even isolated facts, they are not ‘better classroom settings’; instead, they serve best as opportunities for exploration, discovery, first-hand, and original experiences” (DeWitt and Storksdieck, 2008). Thus, field trips are maximally effective when used as a supplement rather than a replacement for in-class instruction, which allows students to build upon knowledge that was obtained in class. This was proven by Feher and Rice, as they demonstrated that “in a museum setting, discussions with students suggest that they learn the most from an exhibit when they already have some understanding of the concept being presented (Feher and Rice, 1985). Orion made a similar point, suggesting that “the primary role of field trips in the learning experience is to facilitate a direct experience with concrete phenomena and materials.”
Once used in the proper manner, the benefits of field trips are endless. To begin with, it has been proven that field trips help students to choose a career path which is often a struggle for many students who are unable to narrow down their interests. In 2003, Salmi conducted a survey “of university students as to why they had chosen their area of study [which] indicated that visits to science centers played a role in the decisions of at least some to pursue science careers” (Salmi, 2003). Additionally, in a study involving 655 and then 300 children in two phases, Jarvis and Pell “found that 20% to 25% of children visiting an interactive space center developed a new interest in science and in pursuing a science career, an interest that was maintained five months after the visit” (Jarvis and Pell, 2002, 2005). It is evident that field trips help students to hone their personal interests and select a career that they are passionate about.
In addition to assisting in career selection, field trips act as a source of intrinsic motivation for students. Field trips allow educational experiences to become more personally relevant and meaningful to the students. Lei observes that “interactive exhibits help students play with concepts, activities often not possible in the classroom” and that “earlier course content suddenly becomes relevant as students assimilate and accommodate new understanding and cognition” (Lei, 2010). These interactive exhibits Additionally, it is suggested that field trips take the pressure and stress out of learning which is extremely beneficial. Rennie states that “the focus may be individualized, activities are not competitive or assessed, interaction is voluntary and unforced” and that these aspects “create an intrinsically motivated student” (Rennie, 2007).
Field trips also allow for students to engage in learned material in different ways, especially because excursions serve as the bridge between in-class learning and real-life application. Finally, the repeated and lamented question “why do I even have to learn this?” often heard by teachers everywhere has found an answer - field trips. DeWitt acknowledges the fact that when students see the real-life application of topics learned in school, they are more likely to understand the relevance of what they are learning in their classes. In fact, field trips allow “students [to] develop a positive attitude for learning, motivating them to develop connections between the theoretical concepts in the classroom and what has been experienced” (Falk, Martin, and Balling, 1978; Hudak, 2003). This hands-on experience also aids for the transition from a concrete level of cognition to a more abstract level of cognition (Wu, 2009). All of these benefits ultimately lead to a deeper and more meaningful learning experience for students.
Beyond academic learning, field trips are a source of other forms of intelligence. This includes social skills and affective outcomes. Field trips allow students to work in groups with their peers, thus honing their social skills and collaboration techniques. It is beneficial that field trips emphasize group work and social interactions, as these are two skills that will almost always be necessary in any workplace. DeWitt argues that “affective outcomes - such as increased motivation or interest, sparking curiosity, or improved attitudes towards a topic - may be more reasonable for school trips than specific factual or concept learning outcomes, since the short-term nature of most field trip experiences may not be best suited to create lasting cognitive effects” ( DeWitt and Storksdieck, 2008). Falk similarly pointed out that “research has indicated that field trips can be educationally effective from both a cognitive and affective standpoint” (Falk, 1983).
All of the aforementioned benefits are not short-term. In fact, several long-term benefits have been observed in longitudinal studies. A study conducted by Miglietta used pre-questionnaires and post-questionnaires to show that after a visit to an Italian marine biology museum. “students retained information they had learned about sharks, particularly shark behavior, up to three months after a visit” (Miglietta, 2008). Other studies demonstrated that there was a long-lasting positive affective impact “with students expressing increased interest in the subject matter of a school trip 18 months after a visit” (Knapp, 2000).
Although much of the existing research concerns the pre-undergraduate age groups such as kindergarten to twelfth grade, this is not to say that the same benefits could not apply to the undergraduate and post-graduate level. Instead, Wu points out that “though mostly used in K-12 education, field-based learning, primarily field trips, can be useful in undergraduate and graduate education where students connect textbook and classroom learning with the real world” (Wu, 2009). The same benefits can transfer over to the college classroom and to undergraduate students, which begs the question “why aren’t class excursions more common at the undergraduate and graduate levels?”
The presence of field trips is nearly non-existent at the undergraduate and graduate level. Yet, despite all the benefits that field trips bring to the table, they are on a decline even at the K-12 level. Recently, many notable museums in the United States have reported a steep decline in field trip attendance within the past year. Chicago’s Field Museum reported a 33% decline, and the Natural History Museum of Los Angeles County reported a 28% decline as well (Blair, 2008; Mehta, 2008). Such data suggests that field trip attendance has also declined at similar institutions, including zoos and aquariums. But why are field trips being used less and less frequently? The primary reasons are logistical. In addition to a general lack of time, field trips are difficult to organize and it is difficult to find a common time where all students are free to participate in the excursion. There are always security, safety, and liability issues. Additionally, there is a widespread lack of school funding, especially in public schools (DeWitt, 2008). Funds would typically go towards tickets to the institution, transportation costs, and more. This means that many students would have to pay out of pocket in order to participate in the field trips, which is undesirable and at times can be unfeasible for many families (Anderson, 2006). Additionally, many teachers are hesitant to spend time on field trips because there is a recent emphasis on standardized testing. It is difficult for teachers to contend with a national curriculum or rigid state standards. Thus, many school systems have started to categorize standardized testing as a priority. In fact, according to Anderson, “school district budget reductions and increasing transportation costs, combined with an increased emphasis on standardized- test preparation, have been cited as two reasons for the decreasing number of school field trips across primary and secondary schools” (Anderson, 2006).
However, in my opinion, the benefits that are reaped from field trips far outweigh the logistical difficulties that accompany their planning. I believe that field trips are beyond essential and need to be integrated into syllabi at the undergraduate and graduate levels.
To view this literature review in a comic form, please click here!
Works Cited
DeWitt, Jennifer. "A Short Review of School Field Trips: Key Findings from the Past and Implications for the Future." Taylor & Francis. Visitor Studies, 16 Oct. 2008. Web. 30 Aug. 2015.
International Journal Of Environmental & Science Education. "A Review of Research on School Field Trips and Their Value in Education." International Journal of Environmental & Science Education (n.d.): n. pag. International Journal of Environmental & Science Education, 8 Jan. 2014. Web.
"Literature Review - Science Experiences in the Rochester, NY Area." Literature Review - Science Experiences in the Rochester, NY Area. N.p., n.d. Web. 30 Aug. 2015.
Meiers, Nicholas J. "Meetings-Field Trips." Bulletin of the Ecological Society of America 51.3 (1970): 16-17. Middlebury. Middlebury College, May 2010. Web.
Tuffy, Jennifer. The Learning Trip: Using the Museum Field Trip Experience as a Teaching Resource to Enhance Curriculum and Student Engagement. San Rafael, CA: Dominican U of California, 2011. Dominican University of California, May 2011. Web.
Wu, Haw-Jan. Using Field Trips to Enhance Student Learning in Operations Management: Literature Review and Field Observations (n.d.): n. pag. Csupom.org. 2009. Web.
DeWitt, Jennifer. "A Short Review of School Field Trips: Key Findings from the Past and Implications for the Future." Taylor & Francis. Visitor Studies, 16 Oct. 2008. Web. 30 Aug. 2015.
International Journal Of Environmental & Science Education. "A Review of Research on School Field Trips and Their Value in Education." International Journal of Environmental & Science Education (n.d.): n. pag. International Journal of Environmental & Science Education, 8 Jan. 2014. Web.
"Literature Review - Science Experiences in the Rochester, NY Area." Literature Review - Science Experiences in the Rochester, NY Area. N.p., n.d. Web. 30 Aug. 2015.
Meiers, Nicholas J. "Meetings-Field Trips." Bulletin of the Ecological Society of America 51.3 (1970): 16-17. Middlebury. Middlebury College, May 2010. Web.
Tuffy, Jennifer. The Learning Trip: Using the Museum Field Trip Experience as a Teaching Resource to Enhance Curriculum and Student Engagement. San Rafael, CA: Dominican U of California, 2011. Dominican University of California, May 2011. Web.
Wu, Haw-Jan. Using Field Trips to Enhance Student Learning in Operations Management: Literature Review and Field Observations (n.d.): n. pag. Csupom.org. 2009. Web.