Field trips are effective because they situate learning and facilitate knowledge transfer, thereby influencing students learning attitudes, interests, and motivation. Variations in field trip configurations and the subsequent affective and cognitive influences provided the motivation for this study of Outside Day—an environmental education field trip for 6th-grade students. The participants were immediately postassessed on their attitudes toward the event and 1 month later assessed on their event activity recall. Results indicate the students held positive attitudes toward the field trip and recalled a hands-on orienteering activity most frequently. The discussion provides explanations and implications of findings.
|Publication Title||Journal of Educational Research|
|Publisher||Taylor & Francis|
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