Field Trips and Follow-Up Activities: Fourth Graders in a Public Garden

Augustus J. Farmer · John A. Wott

41 citations0/0 files storedThe Journal of Environmental Education

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Museums and Cultural Heritage Environmental and sustainability education Diverse Educational Innovations Studies

Abstract

In this study the relationship among cognitive learning, field trips, and follow-up activities was examined. One hundred eleven fourth-grade students participated in a pretest-posttest control group design. Three groups participated in and received the same standardized field trip. Two treatment groups then received a follow-up activity relevant to the field trip, whereas a placebo group received an informative but not relevant follow-up activity. Statistical analyses were conducted comparing posttest scores for two groups and score changes for all three groups. Significant differences were detected between some posttest scores and between all pretest and posttest scores. Changes suggested that the related follow-up activity reinforced some of the concepts presented during the field trip.

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References

1963Experimental and Quasi-Experimental Designs for Research 1991Effects of novelty‐reducing preparation on exploratory behavior and cognitive learning in a science museum setting 1983The comparative effects of different museum tours on children's attitudes and learning 1987Student attitudes toward science‐technology‐society resulting from visitation to a science‐technology museum 1980A Perspective on Field Trips: Environmental Effects on Learning*

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