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• W185588132 abstract "Field trips have long been a major part of the agricultural education curriculum. However, due to increased liability concerns, many administrators balk at requests for field trips. This may also be due in part to the movement toward academic accountability. The focus on scoring well on standardized tests may cause many administrators to question the value of field trips. In spite of these concerns, well-- planned field trips are a valuable tool in the agriculture teacher's educational toolbox. A field trip can be an integral part of the classroom / laboratory instruction component of an agricultural education program. Good field trips provide first-hand experience related to the topic or concept discussed in the classroom. They provide unique opportunities for learning, not available within the four walls of the classroom or laboratory. One example is a turf grass management class visiting a golf course. A trip such as this would allow students to see first-- hand the many principles of plant growth and management, pest control, and watering techniques. A field trip should be designed so students can easily make connections between the focus of the field trip and the concepts they are learning in class. Numerous research studies in science education have documented significant increases in student factual knowledge and conceptual understanding after participation in well-planned field trips. When planning and organizing a successful field trip, three important stages should be included: pre-- trip, trip, and post-trip (see Figure 1). The pre-trip stage of a field trip involves two major components: administration and instruction. The administration component involves all of the steps taken by the teacher to organize the logistics of the field trip. Steps include securing permission from the school administration, organizing transportation to and from the field trip location, contacting the field trip location to verify the schedule and activities, and obtaining signed permission slips from parents/ guardians of the students attending the field trip. Most school districts have well-defined policies and procedures teachers should follow in order to complete the administration component of the pre-trip stage, Unfortunately, many teachers only focus on administrative concerns during the pre-trip stage of field trip planning. Although the activities of the administration component are important, if teachers only focus on logistics, a major segment of the pre-- trip stage is missing and field trips may not be educationally successful. The instruction component of the pre-trip stage is critical in preparing students for a field trip. Numerous research studies have shown that students often have high levels of anxiety when going on a field trip. Anxiety levels can be especially high for field trips to novel, unfamiliar settings. Often a field trip is the first experience a student has with a particular off-campus location. When students experience high levels of anxiety, learning cannot take place. To reduce anxiety, teachers need to make students feel comfortable and safe at the location of the field trip just as they would in the classroom. One method of accomplishing this goal is to provide students with vicarious exposure to the field trip site as part of pre-trip instruction. Vicarious exposure could involve the teacher showing students photographs, drawings, or a videotape of the site to be visited. Items such as the location of restrooms and basic features of the site should be discussed. If students will be at the field trip site for lunch, such arrangements should also be discussed. Studies in science education have shown time and again that providing students with vicarious exposure prior to a field trip significantly reduces student anxiety and increases overall trip effectiveness. As part of instruction, teachers should review safety and behavior rules and expectations with students. …" @default.
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• W185588132 title "Successful Field Trips: A Three-Step Approach" @default.
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