scholarly journals Experiential Learning Enhances Student Knowledge Retention in the Plant Sciences

2012 ◽  
Vol 22 (5) ◽  
pp. 715-718 ◽  
Author(s):  
Taryn L. Bauerle ◽  
Travis D. Park
Keyword(s):  
Experiential Learning ◽  
Undergraduate Curriculum ◽  
Knowledge Retention ◽  
Field Trip ◽  
Field Trips ◽  
Science Courses ◽  
Depth Study ◽  
Plant Sciences ◽  
Science Major ◽  
Informal Learning Environment

Experiential learning can be an important part of an undergraduate curriculum in the sciences. A new course, The Nature of Plants, was developed to provide students across a broad range of majors with an in-depth study of plant science both basic and applied. The course was enriched by using a local natural area as an informal learning environment. We examined whether experiential learning improved homework scores among students who participated in a field trip by asking if simply attending the field trip increased the homework score or if participation in the tree climbing exercise had any additional benefit. Our results show participating in a field trip experience when coupled with a homework assignment increased student homework scores. Moreover, the tree climbing portion of the field trip increased homework scores particularly for students not in a science major. This research supports experiential learning and the value of field trips within science courses focused on a comprehensive exploration of plants.

scholarly journals The Implementation of Field Trips as Edu-Tourism to Improve Students’ Speaking Ability at University Level

2020 ◽  
Vol 3 (2) ◽  
pp. 44-50
Author(s):  
Dina Irmayanti Harahap ◽  
Firdayanti Firdaus
Keyword(s):  
Qualitative Study ◽  
Experiential Learning ◽  
Field Trip ◽  
Field Trips ◽  
English Department ◽  
Educational Mission ◽  
Speaking Test ◽  
Test Items ◽  
University Level ◽  
Educational Field

Field trip programs as edu-tourism in university level were viewed as the great equalizer in terms of delivering students to cultural heritage awareness. So, they had seen these experiential learning as a central of educational mission. Higher level education especially university which implemented field trip programs as supporting activities in the English for tourism lesson was gladly endured the expense and disruption of providing field trips as the primary purpose to provide a learning opportunity. The aim of this study was to evaluate the implementation of educational field trips as edu-tourism at university level. This is a qualitative study which is carried out by survey and observation. The population of this study is the English Department students of Potensi Utama University. There were 150 respondents in this research which included of 50 teachers and 100 students were randomly selected. The instrument of this study used questionnaires and speaking test items. The questionnaire consisted of 30 items. The collection of in this research were analysed by using simple percentage method. The place for field trip activity was held in the ecotourism of Bukit Lawang, which located at Bahorok sub-district, Langkat Regency, North Sumatera, Indonesia. The result of this study hoped that educational field trips are helpful to cope up with advance learning to develop students’ interest especially speaking ability.

scholarly journals Being on Country as Protest: Designing a Virtual Geography Fieldtrip Guided by Jindaola

2020 ◽  
Vol 17 (4) ◽  
pp. 108-117
Author(s):  
Jennifer Atchison ◽  
◽  
Jade Kennedy ◽  
Keyword(s):  
Experiential Learning ◽  
Field Trip ◽  
Field Trips ◽  
Educational Design ◽  
Indigenous Knowledges ◽  
Learning Contexts ◽  
Virtual Field ◽  
Country Culture ◽  
Virtual Field Trip ◽  
Work Integrated Learning

The fieldtrip has long been a key component of the geography curriculum, described as a ‘touchstone’ for learning in, on and about place. Learning on Country provides an opportunity to embody Indigenous knowledges and experience places and people in field classes. However, such opportunities are increasingly under threat as the costs and risks of running field trips have risen, and more recently, faced challenges such as those presented by the COVID-19 pandemic. In this paper, we describe the transformation of a third-year undergraduate geography field trip into a virtual field trip using online resources. We reflect on the processes and challenges of doing so in ways that privilege and respect Aboriginal pedagogies and practices in educational design. Drawing on the philosophies and frameworks of Jindaola, an Aboriginal way of embedding Indigenous knowledges into the curriculum, we show how the virtual field trip, as a form of non-placement work-integrated learning, can embed place-based experiential learning into online learning contexts. This paper outlines how the design, articulation and practice of that process is grounded in Country, culture and customs.

scholarly journals Tourism Experiential Learning through Academic Fieldtrips in Higher Education

Tourism ◽  
2021 ◽  
Vol 69 (4) ◽  
pp. 471-493
Author(s):  
Manuel-Ramón González-Herrera ◽  
Silvia Giralt-Escobar
Keyword(s):  
Experiential Learning ◽  
Learning Experience ◽  
Field Trip ◽  
Field Trips ◽  
Experimental Methodology ◽  
Ciudad Juarez ◽  
Academic Field ◽  
Sustainable Tourism Development ◽  
Tourism Education ◽  
Copper Canyon

The professionalization of tourism education through experiential learning by fieldwork should be a key aspect of sustainable tourism development strategies. Based on the previous statement, the aim of this research is to develop a tourism learning experience through an academic field trip in Copper Canyon, with the purpose of generating a practical learning situation that serves as a strategy and practice of sustainability in the syllabus of Tourism Planning at the Autonomous University of Ciudad Juarez. An experimental methodology was implemented with students (n=26) from the advanced level of the tourism program that participated in the field trip, and mixed methods of empirical and theoretical types were applied. During the practical activity, the geospatial approach was applied to the study of the destination by interpreting the production process of the tourism space, as well as, the recognition of the tourism model, the inventory and assessment of tourist resources, and the analysis of impacts. The results allowed for comprehension and justification of the contribution of the practical learning process to the formation of tourism knowledge, by incorporating field trips to develop experiences through practical learning.

Pilot Project: Does formal bedside training of medical students with a FAST exam increase their knowledge and comfort level with ultrasound use in a community family medicine practice setting?

POCUS Journal ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 15-17
Author(s):  
Rimi Sambi, MD ◽  
Heather Sawula, MD ◽  
Brent Wolfrom, MD ◽  
Joseph Newbigging, MD
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Point Of Care ◽  
Training Session ◽  
Undergraduate Curriculum ◽  
Knowledge Retention ◽  
Comfort Level ◽  
Point Of Care Ultrasound ◽  
Medical Undergraduate ◽  
Fast Exam

As point of care ultrasound (PoCUS) becomes increasingly popular and a standard of care in many clinical settings, the interest for integration in medical undergraduate curriculum is also growing [1]. This project aims to assess whether formal bedside Focused Abdominal Scan for Trauma (FAST) exam training of medical students increases their knowledge and comfort with the use of bedside ultrasound in a family medicine setting at Queen’s University. Third year medical students (n=18) were recruited to participate in a training session involving a 1-hour online video and 2-hour hands-on session. Knowledge based surveys were completed before and after the training. A survey was completed 4 months after the teaching session evaluating knowledge retention, comfort, and application of skills. Student knowledge of PoCUS and FAST increased and was maintained (pre-training 56%±20%, post-training 82%±10%, p<0.001). Self-evaluation of comfort performing a FAST examination (5-point Likert scale) similarly increased post-training session (pre-training 1.4±0.8, post-training 3.8±0.9, p<0.005), but decreased 4 months later (3±1.2, p<0.005). Students in this study were unanimously interested in ultrasound training and the methods used effectively increased theoretical knowledge and comfort with use. Students did not retain their comfort levels with FAST exam 4 months after the training session, nor did they have the opportunity to utilize the skills learned. Further evidence is required to identify the applicability of these results to undergraduate curriculum development.

Open-Ended Curiosity-Driven Fluids Lab Project

2017 ◽  
Author(s):  
Thomas G. Shepard ◽  
Christopher Haas ◽  
Rajagopala Menon
Keyword(s):  
Fluid Mechanics ◽  
Undergraduate Curriculum ◽  
Self Determination Theory ◽  
Field Trips ◽  
Student Interest ◽  
Great Opportunity ◽  
Hands On ◽  
Design Build ◽  
Course Material ◽  
Positive Results

The lab component of a fluid mechanics course permits a great opportunity for students to engage with course material. These labs can take many forms including field trips, guided inquiry exercises, formulaic lab exercises, practical/hands-on skill development, CFD and design-build-test projects to name a few. Previous literature on self-determination theory suggests that many positive results can be gained by giving students a choice in their studies. Related literature on the importance of curiosity in students suggests similar benefits. This paper describes a multi-week lab experience where students were given the opportunity to study anything remotely related to fluid mechanics with very few restrictions on implementation. The project goals were proposed by a student, or a team of two students, and then refined with the assistance of the course instructor to ensure proper scope. Pre-project surveys were used to gage the importance students place on studying material which is of personal interest and to determine how other parts of the undergraduate curriculum match up with student interest. Post-project surveys were used to gather input on the student experience of completing the curiosity project. This paper details the results from the various assessments and discusses feedback from the course instructor, lab instructors and students relating to project implementation, opportunities for improvement and some of the advantages of such a lab experience.

The Story of Ice

2019 ◽  
pp. 1-16 ◽  
Author(s):  
Joseph A. Gutierrez ◽  
Natalie Bursztyn
Keyword(s):  
Climate Change ◽  
Modern Technology ◽  
Field Trip ◽  
Field Trips ◽  
Virtual Field Trips ◽  
Geologic History ◽  
Traditional Lectures ◽  
Virtual Field ◽  
History Of ◽  
Actual Field

Increasing enrollment and costs in introductory geoscience classes are making the logistics of organizing on-location field trips challenging; but with modern technology, virtual field trips (VFTs) can provide a proxy. Students entering college today are digital natives with short attention spans, suggesting they would find a VFT appealing and easy to navigate. While not a replacement for an actual field trip, VTFs offer interactive alternatives to traditional lectures, and several have been successful in engaging and educating students. This proposed VFT utilizes the iconic geology of Yosemite National Park to teach the effects of climate change at geologic and anthropogenic timescales. The story is told along Yosemite's four roads and is designed for use as a roadside geology accompaniment in the park, or as a standalone interactive tool in the classroom. VFT stops narrate the geologic history of the area and use photos with illustrated overlays to further describe concepts.

scholarly journals Field trips as short-term experiential learning activities in legal education

2012 ◽  
Vol 46 (2) ◽  
pp. 165-178 ◽  
Author(s):  
Noelle Higgins ◽  
Elaine Dewhurst ◽  
Los Watkins
Keyword(s):  
Experiential Learning ◽  
Legal Education ◽  
Field Trips ◽  
Learning Activities ◽  
Short Term

Virtual Field Trips: Synthetic Experiences and Learning

2005 ◽  
Vol 49 (6) ◽  
pp. 732-736 ◽  
Author(s):  
Alicia D. Sanchez ◽  
Haydee M. Cuevas ◽  
Stephen M. Fiore ◽  
Janis A. Cannon-Bowers
Keyword(s):  
Experiential Learning ◽  
Educational System ◽  
Real World ◽  
State Of The Art ◽  
Field Trips ◽  
Anchored Instruction ◽  
Virtual Field Trips ◽  
Virtual Field

Founded on the principles of experiential learning and anchored instruction, Virtual Field Trips utilize state-of-the art technologies to create immersive, multi-sensory, interactive experiences with real world environments. Virtual Field Trips are designed to be an integral part of a technology-enabled educational system to teach targeted material and motivate students.

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