1

Students Perspectives of Field Trips Gilynn Cromartie Professor Siegmund St. Josephs College March !" #11

Students Perspectives of Field Trips Introduction The purpose of this proposal is to study the perspectives students have on the field trips that teachers integrate into the curriculum. Teachers incorporate field trips into the school year as a $ay to %olster material that is learned in the classroom" and to offer an opportunity to see it in a different $ay. &o$ever" although teachers have clear intentions for sacrificing half a school day" sometimes a $hole school day" $hat do students really thin' of the e(perience) *o they find it $orth$hile and stimulating" or is it +ust a day out of the classroom and a chance to 'ic' %ac') This proposal aims to determine $hether or not students find field trips pertinent to their academic career. This research is crucial to ascertain if the time" effort" planning" and money that goes into organi,ing field trips is $orth students time. -s re$arding as educators feel field trips are" $hat counts is the vie$s of the students that are %eing taught. The Magic School Bus" $hich originated as a %oo' series and $as then adapted into a television program" has students learn a%out science in a fun $ay %y participating in field trips. .ne of the students" /anda 0i" declares the follo$ing statement1 2-ll the $orlds a field trip" and all the 'ids in our class are merely guinea pigs.3 /hile this remar' may have some truth to it" it offers an opportunity to pro%e if students really are la% rats for field trips" or if they truthfully $al' a$ay $ith something. Statement of the Problem Many elementary students find themselves parta'ing in field trips that have %een organi,ed %y their schools and teachers. These field trips" $hich may seem %eneficial to the teachers" ultimately need to prove fruitful for the students. The purpose of this research is to investigate the perspectives students have on the field trips they ta'e throughout the school year.

This topic is pertinent %ecause $ith the numerous amounts of cut %ac's in school districts %eing made" the value of field trips is starting to %e 4uestioned. 5n ##6" the 7evada 7atural 8esource 9ducation Council :7789C; stated that field trips are an essential feature to standards<%ased instruction in the classroom environment. The out of classroom e(perience offers students a chance to e(plore" and it %rea's a$ay from the monotonous classroom routine. Students are provided an opportunity to apply their higher level thin'ing s'ills in a setting that is different from the classroom" %ut still an e(tension of it. connection is formed" allo$ing students to apply ideas and concepts to things they learn and their o$n lives. These %enefits of field trips are great" %ut the real 4uestion is if students themselves find it advantageous. Background -ccording to *e/itt : ##6;" field trips have %een 'no$n to produce cognitive gains" increase student motivation" and create a personal and memora%le e(perience. 5n order for a field trip to allo$ for e(ploration" %ut %e educational at the same time" there must %e a %alance %et$een structure and fle(i%ility. 5n addition" it is important to implement activities prior to the field trip= to get the students thin'ing" and after the field trip= to encourage reflection and application. /hen planning field trips" teachers should have goals and o%+ectives that they $ant the students to achieve in order to yield the most desira%le outcomes. The concept of 2the field trip3 has %ecome almost a rite of passage for students in school no$adays. &o$ever" $hen field trips are coordinated in con+unction $ith the curriculum" they carry more meaning and a higher aptitude for learning. /hen organi,ed correctly" field trips render a positive attitude" and a transfer of 'no$ledge and s'ills. -lso" it is the role of the

teacher to alleviate any preconceived notions students may hold a%out particular field trips. 9specially $hen it comes to field trips that are science or math orientated" students tend to get e(tremely intimidated a%out the e(pectations that they need to meet. 5t is the hopes of the teachers that students not only $al' a$ay $ith a positive e(perience" %ut one in $hich they learned something ne$ too :-thman > Monroe" ##?;. Significance The importance of studying the perspectives students have of field trips is to determine $hether or not they find them meaningful. 5t is 4uite apparent that teachers deem field trips %eneficial to their students" %ut it e4ually important to ta'e the vie$s of the students into account. The perspectives of the teachers is only one half of the e4uation $hen it comes to field trips@ the perspectives of the students also need to %e ta'en into account. Ay studying $hat students thin' of the field trips they are ta'ing $ith their schools" their teachers can $ean out $hat $or's and $hat does not $or'. There is no point in continuously going on the same field trip year after year $hen there is a consensus among students that they are not profiting from the e(perience. The findings from my research $ill definitely have an impact on the field of education. Field trips are integrated into almost every school curriculum" %ut no thought goes into 4uestioning and surveying the students on $hat they thought of the e(perience. .f course teachers have follo$ up assignments" papers" or pro+ects" %ut no consideration is given to students vie$s and opinions. 5t is important to delve into the minds of the students to ac4uire insight into the intricacies of $hat they found productive and unproductive. /ith the results from pro%ing 4uestions" teachers can accommodate the needs and $ants of their students" and

self<evaluate the $or' they are putting into the field trips as $ell. .verall" the students perspectives on field trips $ill assist teachers in developing future trips that are tailored to the curriculum" %ut even more so to their students. Present Study The purpose of this proposal is to study students perspectives on the field trips that teachers integrate into the curriculum. The research 4uestions that $ill %e pursued are1 </hat types of field trips do students find %eneficial) <*o students find field trips to %e useful in reinforcing curriculum learned in the classroom) <*o students feel they do %etter on tests if they have gone on a field trip and %een e(posed to the topic in a different $ay) <*o students %elieve they should %e re4uired to do an assignment a%out the field trip they go on" or should the trip %e solely for the e(perience) 5n chapter 55" the research related to the topic of this proposal $ill %e summari,ed. Literature Review Chapter 55 $ill contain summaries of research studies that $ere conducted on the topic of students and field trips. The first research study e(amines the long<term effects of a field trip to Great Smo'y Mountains 7ational Par'. The second research study discusses the differing vie$s of teachers and students on museum field trips. The third research study analy,es the meaning students give to a field trip. The fourth research study investigates students e(periences through participation in a residential environmental education :99; program.

An Elementary School Environmental Educational Field ri! Farmer" Bnapp" and Aenton : ##C; conducted a study that analy,ed the long<term effects that an environmental education field trip could have on elementary students. The overall goal of environmental educators is to increase a$areness of proenvironmental values" and to produce ecologically a$are citi,ens. Teaching students that they can %e the causal factor to a %alanced e(istence through their connection to the natural $orld" and their responsi%ility to the environment" can elicit %ehavior that is %eneficial to the environment. The participants in the Farmer" et al. : ##C; study $ere D# fourth grade students $ho attended a pu%lic elementary school in an ur%an to$n in eastern Tennessee. The students em%ar'ed on a day long field trip to Great Smo'y Mountains 7ational Par' in the year ##1. Farmer" et al. : ##C; gathered the data for this study through intervie$s and phenomenological analysis. The intervie$s $ere administered a year after the field trip" in the fall of ## " to ascertain the students long<term memory retention of their e(periences from the field trip. 5n<depth intervie$s $ere conducted on 1E of the D# students that $ent on the field trip the previous year. These students" $ho $ere self<selected %y the researchers" $ere contacted $ith an e(planation of the study. They then set up an intervie$ time for a $ee' later" allotting the students time to recollect information from the field trip a year ago. The intervie$s $ere open< ended" unstructured" and student directed. Farmer" et al. prompted the intervie$ $ith the 4uestion 2Could you please tell me $hat you remem%er a%out the field trip that you too' to the Smo'y Mountain 7ational Par' last year)3 :p. DE;. Since the students guided the topics of the intervie$ $ithout any commentaries from the researchers" statements that introduced information not related to the field trip $ere discounted. The intervie$s ranged from #<!# minutes in length.

Phenomenological analysis $as implemented to permit the researchers to comprehend the students e(periences and ho$ it relates to the educational field trip. The research steps that guided the analysis $ere1 :a; investigating $hat the students remem%ered from the field trip to the Great Smo'y Mountains 7ational Par'" :%; recogni,ing themes from the field trip" and :c; understanding the connections %et$een the themes. The analysis $as e(ecuted %y using a three step coding and data chec' procedure. Transcripts from the students intervie$s that reflected their memory of the field trip $ere dissected and then organi,ed to reveal the themes shared among all of the participants. The results of this study sho$ed that all 1E of the students that $ere involved in this research used action $ords $hen reflecting on the activities from the field trip they $ent on. Some of the $ords and phrases used during the students recall of their e(periences $ere walking, hiking, learning, studying, monitoring, measuring, touched them, poking holes, and working on project. The intervie$s that $ere conducted imparted that the students recollections $ere reflective of cognitive 'no$ledge that is not dormant. Many students $ere a%le to refer %ac' to a specific activity and associate it $ith $hat they $ere learning. Ten students ac'no$ledged the stra$ and cup activity as ordinary household items representing ho$ a tree drin's $ater. 5n addition" preserving the ecosystem $as an attitude generated %y many students after learning a%out the pollution in the par'" thus resulting in proenvironmental attitudes among the participants :Farmer et al." ##C;. Farmer et al. : ##C;" recommend that proenvironmental attitudes and %ehaviors should %e promoted through environmental 'no$ledge" a relationship %et$een people and the outdoor environment" and participation in conservation and preservation. /hen done so" as this study

proposes" students $ill not only retain content 'no$ledge" %ut have a more conscious attitude of respect for the environment. Aoth a hands<on learning e(perience and an understanding on ho$ people are affected %y the environment produce attitudes and %ehaviors that evo'e a cogni,ance for a sta%le environment. This study focused on the 'no$ledge students gained from a field trip and ho$ it can mold their vie$s on a topic. The ne(t study e(amined the different vie$points that teachers and students have a%out museum field trip e(periences. "ifferences In eachers# and Students# E$!eriences Stor'sdiec' : ##1; conducted a study that researched the reasoning %ehind teachers implementing field trips" as $ell as the different vie$s teachers and students have on field trips. Museum field trips intend to complement students learning e(periences %y reinforcing $hat they learn in the classroom" as $ell as prepare them to %ecome life long learners. This out<of< school learning e(perience is one that should ta'e advantage of the various learning opportunities in the classroom prior to em%ar'ing on the field trip. The participants in Stor'sdiec's : ##1; study $ere FC# students and teachers that vie$ed a multimedia planetarium sho$ on glo%al climate change at the 8ichard<Fehren%ach< Planetarium. The average age of the students $as a%out 16 years old. Throughout the period in $hich research $as %eing conducted" 1E# classes from various schools sa$ the multimedia sho$ in CF presentations. The students and teachers that $ere involved in this study $ere given a three part survey 4uestionnaire= pre<trip" trip" and post<trip= in order to gather a summative evaluation. The survey 4uestionnaire $as designed as a C<point 0i'ert scale $ith face icons. Some of the

varia%les used in this study that contri%uted to the ans$ers on the survey 4uestionnaires $ere environmental a$areness" prior interest" short<term impact" musicGsound effects" visuals" and comprehensi%ility. -long $ith survey 4uestionnaires" the researchers also administered ? telephone intervie$s $ith teachers $ho had previously visited the planetarium $ith their students the year %efore. The 4uestions as'ed $ere a%out motivation to attend" prior preparation" activities during and after the visit" e(pectations" impact of the sho$" among others :Stor'sdiec'" ##1;. The 4uantitative results of Stor'sdiec's : ##1; study suggested that the teachers came into the planetarium field trip $ith a different frame of mind than their students. The teachers prior environmental a$areness and interest in environmental topics $as higher than that of their students" as $ell as their propensity to %e e(posed to and learn more a%out the topic in the future. .verall" teachers en+oyed the vie$ing of the multimedia presentation far more than their students" mainly %ecause of the information it had to offer. Teachers 'no$ledge and attitudes to$ards the topic impacted them in a more profound $ay for the long run than it did their students. The 4ualitative results of this study sho$ed that some teachers chose to participate in the field trip %ecause it $as something that the school +ust did" they themselves $ere personally interested in the topic of the sho$" or as a $ay to increase student motivation. -s far as preparation" a%out half of the students attended the planetarium field trip $ithout any prior 'no$ledge of the sho$s contents or demonstration style. The lac' of preparation and integration resulted in teachers recommending the topic of the field trip %eing incorporated into the curriculum" and utili,ing follo$<up activities to chec' for comprehension.

Stor'sdiec' : ##1; recommends that museums need to do their part in providing students $ith ample information a%out the program and environment they $ill %e in prior to the field trip. Teachers a$areness for a lac' of preparation on their students %ehalf also needs to %e raised in order to have a more successful field trip e(perience. Simply providing students $ith %ac'ground 'no$ledge %efore the field trip can ma'e them %etter prepared. The museum" teachers" and students all need to $or' together so that the students e(pectations can %e met. This study focused on the differences that teachers and students have a%out museum field trip e(periences. The ne(t study e(amined the meaning students give to going on a field trip. A ri! to the %oo *eMarie : ##1; conducted a study that ascertained the meaning that students gave to going on a field trip. Field trips have %ecome one of the chief features to school programs and are organi,ed for many reasons= to e(pose students to ne$ things" or to vie$ familiar things in a ne$ light. 5ntegrating field trips into thematic units offers students a ne$ environment" %ut it also 4uestions its $orth and importance. The %enefits that come from an educational field trip must compensate for the time" costs" and an(iety that go into e(ecuting one. The participants in the *eMarie : ##1; study $ere 1 students in various age and grade ranges. There $ere 6 preschool students" ages D to E :not in 'indergarten yet;@ F early primary students" ages 6 to F :'indergarten to second grade;@ and C late primaryGearly middle school students" ages ? to 1 :third to si(th grade;. The students attended a summer child care center that is run out of a %uilding in a li%eral arts college located in rural" eastern central .hio. These 1 participants engaged on a field trip to the Colum%us Hoo during the first $ee' of July" leaving

at F1## a.m. and returning at E1D# p.m. 9ach parent of the participants of this study $ere contacted for permission %efore any research $as conducted. *eMarie : ##1; e(ecuted this study $ith 4uestionnaires" intervie$s" and 5nstamatic cameras. The $ee' %efore the field trip and the $ee' after the field trip" the students $ere intervie$ed and as'ed $hat typically happens $hen they go to the ,oo. Parents $ere also as'ed to complete 4uestionnaires a%out their childs e(perience" 'no$ledge" and interest in the ,oo" as $ell as their childs e(perience $ith cameras and ta'ing photographs. The last 4uestionnaire that $as administered $as to the students" regarding the photographs they too' $ith their camera on the field trip. 9ach student $as supplied $ith an 5nstamatic camera to capture photographs of the animals they $ould %e vie$ing around them. The 4uality of the photographs and $hat the students had to say a%out the pictures they too' is $hat $as assessed for the meaning the students attri%uted to the field trip. The results of this study sho$ed that more than F6I of the students $ho $ere ? to 1 years old too' photographs that $ere comprised of animals@ the photographs loo'ed li'e those of an adult. They too' photographs of animals that they 'ne$ their peers li'ed" and some of them even had friends in them. This age group $as a%le to name the animals" state facts a%out them" and comprehend that ,oos assist animals from %ecoming e(tinct. 5n the 6 to F year old age group" FEI of their photographs contained animals in them" much li'e the oldest group. Students $ould %ac' up and position themselves to ta'e pictures of particular animals" s'ills not common in the younger students. The 'no$ledge this age group ac4uired $as connected to the ,oo theme and the purpose of the field trip. 5n the youngest group" $hich consisted of D to E year olds" only E6I of the students too' photographs $ith animals in them. Many of the preschool students

photographs $ere unidentifia%le %ecause a lot of them $ere action shots= ta'en as they $ere $al'ing. Juite often" there $ere various %ody parts in the photographs" such as fingers" hands" and feet. The preschool students $ere also dra$n to things that did not pertain to the purpose of the ,oo" li'e $ater fountains" crac's in the side $al'" and ordinary animals that happened to %e in the vicinity. Their e(perience sho$ed that they photographed more familiar common animals" as opposed to unfamiliar ,oo animals that are less common :*eMarie" ##1;. *eMarie : ##1; recommends that the field trip to the ,oo $as an appropriate manner for ? to 1 year old students to learn a%out something outside of their natural environment. They grasped the purpose of the ,oo and learned information a%out animals diet and ha%itat. The field trip $as advantageous for the 6 to F year old students as $ell@ they ac4uired ne$ information a%out animals" and o%served characteristics of animals that they $ere already familiar $ith. The D to E year old students did not %enefit from this field trip at all. The photographs they too' $ere not reflective of any uni4ue animals or the features they may have. .verall" field trips need to %e chosen $ith the utmost care to ma'e the most of the time spent $ith the students. This study focused on the meaning students give to going on a field trip. The ne(t study e(amined students e(periences through participation in a residential environmental education :99; program. &hildren#s Role in 'eaning 'aking James and Ai(ler : ##F; conducted a study that investigated students e(periences through participation in a residential 99 program. Social and cultural circumstances influence the e(periences students have" as do previous e(periences" impacting $hat students deem as meaningful. To interpret $hat students find meaningful in a residential 99 program" a discovery

approach" li'e the one Kygots'y spo'e a%out" $as employed. Social interaction and culture %ecome a intermediary for learning and the e(periences that go along $ith it. Social interaction" prior 'no$ledge" and culture are all contri%uting factors that funnel into a ne$ e(perience. The participants James and Ai(ler : ##F; included in this study $ere # intellectually gifted fourth and fifth grade students. 5n order to %e classified as gifted and talented" the students must have e(hi%ited high performance" or the potential for high performance" thus necessitating an educational program that surpasses the scope of the average classroom. The fourth and fifth grade students $ere from t$o different schools" %ut $ere %oth taught %y the same teacher. The residential 99 program $as a D<day program that too' place in a coastal %each environment" $here instructors taught. James and Ai(ler : ##F; gathered data for this study through Personal Mean Mapping :PMM;" Five Field Map :FFM;" letters" +ournals" intervie$s" and field o%servations. 9ach student created a PMM and a FFM@ for the PMM" students $ere given a piece of paper $here they $rote the phrase 2ocean environment3 in the middle of the page" $hich $as $hat the students $ere studying in their classrooms and in the residential 99 program. The students had to ma'e $ords" phrases" or pictures a%out $hat they thought they 'ne$ a%out the topic in %lac' in'. .nce the program ended" the students $ent %ac' to the PMM in a postintervie$ and added" deleted" and e(panded upon ideas relating to 2ocean environment3 in green in'. For the FFM" the students dre$ si( concentric circles" and then divided it into five sections. 9ach section sym%oli,ed :a; family" :%; relatives" :c; formal contacts" :d; school" and :e; friends and neigh%ors. The center circle stood for the child" and the students had to place sym%ols" that $ere given in a legend" on the remaining circles according to importance in their life :the closer the circle to the center" the

more important the relationship;. -long $ith this type of data collection" students $rote letters reflecting a%out their residential 99 e(perience" $rote letters to ne(t years participants telling them $hat to e(pect" $rote than'<you letters to chaperones and instructors" and 'ept a +ournal. 5n the +ournal" students $ere e(pected to ans$er 4uestions a%out $hat they found interesting and ho$ they $ould find out more a%out the ocean environment. 5ntervie$s $ere also conducted as part of the study= %efore the program" directly after the program" and t$o months after the program. The intervie$s ran a%out 1E< # minutes in length" $ere held face to face" and $ere audio recorded. -ll of the methods in $hich the researchers e(tracted information $as to gather insight into the %ac'ground of the students. The results of this study sho$ed that there are domains that e(plain the students social and cultural e(periences" as evident in their participation in the residential 99 program. The five domains that surfaced $ere1 :a; sensory orientation" :%; social relations" :c; novelty" :d; free time" and :e; personal $elfare concerns. The sensory orientation domain involved the students using their senses to account for their e(perience. The students $ere e(posed to sensory<rich surroundings %y %eing a%le to feel sand" pic' up shells" or touch reptiles. The social relations domain involved the %ond that students formed either $ith their peers" an instructor" or a chaperone. For different reasons" some relationships dominated others= some students focused on each other" %loc'ing out the adults@ some gre$ close $ith the instructors" pro%ing their minds $ith 4uestions and ideas@ and others +ust en+oyed 4uality time $ith parent or grandparent chaperones. The novelty domain pertained to the captivation students found in o%+ects :the animal life;" people :the instructors and their vast 'no$ledge;" and the e(perience :$al'ing along the %each and coming across that 2teacha%le moment3;. The free time domain concerned the

unstructured and informal time the students $ere allotted to ma'e choices and interact $ith friends. The last domain" personal $elfare concerns" regarded the %asic needs of the students1 physical" social" and leisure. These five domains sho$ed that the setting of the residential 99 program does more than teach students a%out the ocean environment" it provides them $ith choices and independence :James > Ai(ler" ##F;. James and Ai(ler : ##F;" recommend that students ma'e indeli%le memories %y having the capacity to ma'e choices in their learning e(periences= structured" semistructured" or unstructured. - learning e(perience can occur in various settings" and is influenced %y students thoughts" feelings" and actions. /hen educational opportunities are novel" students $ill remem%er the e(perience they $ent through. 5n $hole" the goal of the residential 99 program is to educate students a%out the environment" permitting them to ma'e responsi%le choices that still result in educational gro$th. Summary The four +ournal summaries that $ere included in the literature revie$ all aim to determine $hether or not students find field trips pertinent to their academic career. The first +ournal summary e(amined the long<term effects of a field trip to Great Smo'y Mountains 7ational Par'. The research found that students $ere a%le to use $ords and phrases that $ere lin'ed to activities they did on the field trip. The association of the activities $ith nature and the environment resulted in proenvironmental attitudes among the students. This research +ustifies my proposal in that students $ere a%le to %enefit from an environmental field trip. The second +ournal summary discusses the differing vie$s of teachers and students on museum field trips. The research found that the information in the multimedia presentation had a

greater impact on the teachers than it did the students" and that students should %e provided $ith %ac'ground 'no$ledge instead of $al'ing in cold into a field trip. This research +ustifies my proposal in that students do not find field trips to %e useful in reinforcing the curriculum if they $ere not e(posed to the information prior to the field trip. Thus" students cannot feel ade4uately prepared for a test $ithout having the topic of the field trip integrated into the curriculum prior to the e(perience. The third +ournal summary analy,es the meaning students give to field trips. The research found that the older students $ith cameras got more out of the field trip than the preschoolers did. This research +ustifies my proposal in that not all field trips are %eneficial to all students" and that if there is no prior e(posure and familiarity $ith the topic" then the field trip is not reinforcing anything :as found $ith the preschoolers;. The fourth +ournal summary investigates students e(periences through participation in a residential 99 program. The research found that $hen given choices and independence" students can truly thrive socially" culturally" and educationally. This research +ustifies my proposal in that the out<of<school e(perience $as %eneficial %ecause it provided a hands<on approach" and it reinforced $hat the instructors $ere teaching the students. 'ethod The purpose of this research proposal is to study students perspectives on the field trips that teachers integrate into the curriculum. Chapter 555 $ill descri%e the methodology that $ill %e used to carry out this proposal.

Partici!ants The anticipated participants in this research proposal are 1## general education students. &alf of the participants $ill %e from a second grade classroom" ranging in age from C to F years old@ the other half of the participants $ill %e from a fifth grade classroom" ranging in age from 11 to 1 years old. The participants in this school are from a middle class socioeconomic status. 'easures The instruments used for this study to collect data $ere 4uestionnaires and structured intervie$s. Aoth instruments $ere utili,ed to determine $hether or not students find the integration of field trips useful %y assessing their responses. 5 created the Students Perspectives on Field Trips :SP.FT; 4uestionnaire :-ppendi( -;" $hich is designed as a 0i'ert scale to pro%e student responses. The SP.FT $ill ta'e appro(imately 1# minutes to administer. 5 also created structured intervie$ 4uestions via the -ttitudes of 9lementary Students To$ards Field Trips :-9STFT; :-ppendi( A;" $hich delve a little deeper $ith the 4uestioning to elicit responses. The -9STFT $ill ta'e appro(imately 1E minutes to administer to each individual student. Procedure Prior to carrying out this study" the principal" teachers" and the parents of the participants $ill have to fill out a permission form :-ppendi( C; giving consent to the research. The research $ill %e conducted in a $estern Suffol' 0ong 5sland pu%lic school that contains students in grades '<E. The SP.FT $ill %e administered %y the researcher to E# second graders and E# fifth graders for a%out a total of 1# minutes@ it $ill %e read aloud and each student $ill ans$er the 4uestions as they are read. The 4uestionnaires $ill %e collected %y the researcher right then and there. 5mmediately follo$ing this" the researcher $ill %egin to administer the -9STFT intervie$s to

the E# second grade students first" then to the E# fifth graders. 9ach intervie$ $ill ta'e appro(imately 1E minutes and $ill %e conducted over the span of E days. *ata $ill %e o%tained for the SP.FT 4uestionnaire %y the students" directly in front of the researcher. The data for the -9STFT intervie$s $ill %e o%tained %y the researcher reading the 4uestions aloud to individual students at a ta%le in the classroom. The structured intervie$s $ill %e electronically recorded" and the researcher $ill $rite additional notes on each students intervie$ form. The intervie$ 4uestions $ill %e in front of each student so they can follo$ along" %ut read aloud %y the researcher. "ata Analysis The methods used to 4ualify and analy,e data for this study $ere tallies and fre4uencies. /ith the data 5 have compiled from this study" 5 $ill determine ho$ many students chose strongly agree" agree" disagree" or strongly disagree %y using tally mar's. .nce 5 have accumulated all of that information" 5 $ill ta'e the num%er of responses on the 0i'ert scale and divide it %y the total num%er of participants :n; and calculate the fre4uency of that particular response. The data collected from this study $ill %e used to assess $hether or not students are really learning and %enefitting from field trips that they participate in. The information that is amassed can dissect the nuances of 2field trips3 and identify the $eight of its value. Aoth the 4uestionnaires and the intervie$s offer insight into the mind set of elementary students in regards to their feeling and attitudes to$ards field trips.

Rationale

The purpose of this research proposal is to study students perspectives on the field trips that teachers integrate into the curriculum. 5mplementing the SP.FT 4uestionnaires and the -9STFT intervie$s $ere methods that provided the researcher $ith first account information. 5t gave the research pro+ect a more concrete %asis %y $or'ing $ith actual students" and %y personally conducting the data collection. This research proposal should %e carried out to validate $hy teachers incorporate field trips" or certain field trips" into the curriculum at all. - lot of time" cost" and planning goes into e(ecuting field trips" and if the students are not profiting educationally" then $hats the point) /ith numerous %udget cuts %eing made no$adays" and some schools %arely %eing provided $ith %asic essentials" 4uestioning the credi%ility of field trips is only appropriate. -s seen in the second +ournal summary %y the field trip impacting the teachers more than it did the students" this research is e(tremely relevant. This proposal e(amines students perspectives on field trips and provides data as to $hat students really thin' a%out the popular school element.

-ppendices

A!!endi$ A (uestionnaire) Students# Pers!ectives on Field ri!s *SP+F , Please circle the num%er that sho$s ho$ you feel a%out the follo$ing 4uestions pertaining to field trips. -ll information $ill remain &+-FI"E- IAL.

./ I believe that the field tri!s that I go on reinforce what is being learned in the classroom/
Strongly -gree -gree *isagree Strongly *isagree

0/ I believe that going on field tri!s hel!s me to do better on tests/

Strongly -gree -gree *isagree Strongly *isagree

1/ I believe that after a field tri!2 there should be a re3uired assignment to make sure we understood what we learned/
Strongly -gree -gree *isagree Strongly *isagree

4/ I believe that science related field tri!s are the most beneficial/
Strongly -gree -gree *isagree Strongly *isagree

5/ I believe that social studies related field tri!s are the most beneficial/
Strongly -gree -gree *isagree Strongly *isagree

A!!endi$ B Structured Interview (uestions) Attitudes of Elementary Students owards Field ri!s *AES F , 1. . D. Can you recall a field trip that you $ent on $hile you have %een in school) /hat did you learn on this field trip) Can you state three facts that you learned) *id you ta'e a unit test on the topic of the field trip the $ee' you returned to school) *id you have to complete any follo$ up assignments or pro+ects) &o$ did you do on the test" pro+ect" or assignment) !. /hich su%+ect area do you find field trips to %e most %eneficial in :Math" Science" Social Studies" -rt" 90-;) E. 6. C. *oes going on a field trip help you to learn the material %etter) /ould you recommend that other students go on this field trip) /hy) *o you find that field trips are only %eneficial if you have %een familiari,ed $ith the material %eforehand) F. *o you %elieve that you should have time to independently e(plore the environment of $here the field trip is occurring" as opposed to it %eing too structured)

A!!endi$ &) Permission Form itle of Study) Students Perspectives on Field Trips Researcher) Gilynn Cromartie Pur!ose) The purpose of the research study is to study students perspectives on the field trips that teachers integrate into the curriculum. Procedures) 5n this study" the student $ill %e as'ed to complete a 4uestionnaire" and to complete an intervie$ 4uestions regarding their vie$s and opinions on field trips. The 4uestionnaire $ill %e administered in a $hole group setting in a classroom and ta'e no more than 1# minutes@ the intervie$ 4uestions $ill %e administered in a one<to<one setting in a classroom $ith the researcher for 1E minutes. The research finding $ill %e made availa%le to those students that decide to participate. Potential risks6benefits) There are no potential ris's that can come of this research study. Potential %enefits that may arise are findings of $hether or not the field trips that are %eing implemented are $orth$hile. &onfidentiality) The data gathered for this study $ill honor each students privacy and $ill only %e used for educational purposes. Rights of Research Partici!ants) Students may elect to $ithdra$ from this study at anytime they chose to" thus terminating their participation. Signature of Research Partici!ant2 7uardian2 and 8itness) 999999999999999999999
-ame of Student

99999999999
"ate

999999999999999999999
Signature of 7uardian

9999999999
"ate

99999999999999999999999999999
Signature of 8itness *.: years or older,

9999999999999999
"ate

8eferences -thman" J." > Monroe" M.C.. : ##?;. Lniversity of Florida 5F-S 9(tension. Enhancing natural resource programs with field trips. 8etrieved from http1GGedis.ifas.ufl.eduGfr1DE *eMarie" *. : ##1;. - trip to the ,oo1 Childrens $ords and photographs. Early Childhood Research !ractice, ":1;" 1< D. *e/itt" J. : ##6;. 7evada 7atural 8esource 9ducation Council. School trips as learning e#periences. 8etrieved from http1GG$$$.nnrec.orgGprogramsGfieldtripGfieldtripvalue.shtml *ic'erson" P." > Gam%erg" M. : #1#;. 0iving off the land. Science and Children, $%:6;, D6<D?. Farmer" J." Bnapp" *." > Aenton" G.M. : ##C;. -n elementary school environmental education field trip1 0ong<term effects on ecological and environmental 'no$ledge and attitude development. The &ournal of En'ironmental Education, "(:D;" DD<! . James" J.J." > Ai(ler" 8.*. : ##F;. Childrens role in meaning ma'ing through their participation in an environmental education program. The &ournal of En'ironmental Education, "):!;" !!<E?. Morris" 8. K. : ##E;. The clio clu%1 -n e(tracurricular model for elementary social studies enrichment. *ifted Child Today, +(:1;" !#<!F. Morris" 8. K. : ##6;. The land of hope1 Third<grade students use a $al'ing tour to e(plore their community. The Social Studies, ),:D;, 1 ?<1D . 7evada 7atural 8esource 9ducation Council. : ##6;. The 'alue of field trips to washoe csd schools. 8etrieved from http1GG$$$.nnrec.orgGprogramsGfieldtripGfieldtripvalue.shtml Stor'sdiec'" M. : ##1;. *ifferences in teachers and students museum field<trip e(periences. -nternational &ournal of Science,$:1;" F<1 .