Internet Field Trip

2011 ◽  
pp. 483-486
Author(s):  
Harrison Yang
Keyword(s):  
Real World ◽  
Teaching And Learning ◽  
Field Trip ◽  
Field Trips ◽  
Traditional Teaching ◽  
Teaching Techniques ◽  
The Real ◽  
Content Learning ◽  
Normal Environment ◽  
Natural Inclination

A field trip is typically a group excursion to a place away from their normal environment for performing firsthand research on a topic. Field trips have been widely used in teaching and learning, and have been considered as the effective way to promote students’ active and inquirybased learning. As Prather (1989) noted, “compared to other traditional teaching techniques, field trips may provide an especially rich stimulus setting for content learning and may excel in generating a natural inclination to learning”. Similarly, Woerner (1999) indicated that field trips offered excitement, adventure, and visual, auditory, kinesthetic, olfactory, and gustatory experiences for students to learn about the real world and how it worked.

scholarly journals The Promise of Creativity

2012 ◽  
Vol 6 (1) ◽  
pp. 389-407 ◽  
Author(s):  
Maxine E. Sprague ◽  
Jim Parsons
Keyword(s):  
Real World ◽  
Teaching And Learning ◽  
The Body ◽  
The Real ◽  
Digital World ◽  
Body Of Knowledge ◽  
Imaginative Play ◽  
A Priority ◽  
The Impact

In this paper, the authors discuss creativity and the impact it might have on teaching and learning. The authors believe that imaginative play, at all ages, helps all people (children especially) create healthy environments and spaces that expand their learning. The authors contend that teaching for imagination—which asks little more than creating and trusting an ecological space that engenders it—seldom is considered a priority. Given the emphasis on creativity in the real world and the virtual digital world, the authors believe it is important to add to the body of knowledge through continued research in this field.

An Autonomous Learning Multimedia Courseware Design

2014 ◽  
Vol 530-531 ◽  
pp. 851-854
Author(s):  
Yun Cheng Li
Keyword(s):  
Learning Theory ◽  
Real World ◽  
Teaching And Learning ◽  
Appropriate Technology ◽  
Autonomous Learning ◽  
The Real ◽  
Whole Process ◽  
Related Technique

Aimed at project Instructional Courseware Design Using Geometrical Painting Method which is an sample of multimedia courseware, an suggestion was made that design should be directed by appropriate teaching and learning theory, bring forth all materials to learner through appropriate technology, making the learner to be able to join into the whole process of learning, to practice all the related technique in time, so that the learner could to be learned soon. Through this process, the learner not only could learn the knowledge it self, but also the method to solve problems in the real world.

scholarly journals Factors Affecting the Use of Field Trip in Teaching and Learning Biology in College of Education Akwanga, Nasarawa State

2020 ◽  
Author(s):  
Deborah Oganya Ogenyi ◽  
Audu Emmanuel. E ◽  
Joseph Luper Tsenum
Keyword(s):  
Teaching And Learning ◽  
College Of Education ◽  
Field Trip ◽  
Field Trips ◽  
Factors Affecting

The research provides an appraisal of the factors affecting the use of field tripin teaching and learning of Biology in the College of Education Akwanga, Nasarawa State. It provides an analysis of the nature of field tripin teaching and learning biology and its significance. The research not only proffers a methodology of teaching and learning of biology but also elucidate the factors affecting its use. Questionnaires were administered and ninety-one of them returned for analysis. The analysis used was a simple percentage to ascertain the use of field trips in teaching and learning of Biology in the College of Education Akwanga, Nasarawa State. From the findings, it was clearly seen that the use of field trip in teaching and learning biology is very vital as can be shown in the use of field trip in teaching and learning biology is very vital as shown in the summary of the data collected, 827 responses representing 39.55% strongly agreed with the twenty-three questions or statements presented in the questionnaires. 1005 responses representing 48.10% agreed with the twenty-three questions or statements presented in the questionnaires. Only 187 responses representing 8.94% disagreed with the twenty-three questions or statements presented in the questionnaires and 72 responses representing 3.44% strongly disagreed with the twenty-three questions or statements presented in the questionnaires. The percentage of respondents that strongly agreed and agreed was higher than the percentage of respondents that disagreed or strongly disagreed.

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